Considering current events, our guest bloggers for the month of April agreed that offering advice on designing instruction at a distance might be helpful. In this post, Stacey McKenna, Reference and Instruction Librarian at The Ohio State Newark campus, and Jane Hammons, the Teaching and Learning Engagement Librarian with University Libraries Teaching and Learning Department, provide their advice to librarians providing virtual one-shots and other forms of instruction, as well as fun tips for being quarantined. Please ask any questions, or leave any comments below!
– – –
Creating instructional videos to assist professors and students has gone from being a cool extra service we offer, to being completely necessary. However, creating these videos can be tricky, especially if you’ve never tried your hand at it before. The following are some of my tried and true tips for creating a successful video or screencast.
1.) Make sure you are on the same page as the professor about the research requirements
To help me better understand tricky assignment prompts I will ask the professor to send me the list of students’ topics to make sure I’m on the right track.
2.) Make your videos short and concise
There’s nothing worse than having to slog through an hour long recorded lecture from a professor, and since we can’t do our normal in class activities, there’s not as much to break up our talking time. Create videos that are around ten minutes or less to keep students’ attention, and so they can easily go back and review a research concept that is tricky for them. Make sure your titles clearly label what concept you are discussing in that video.
3.) Ask if you can create a supplemental quiz or assignment to go along with your video
There should always be some sort of assignment attached to any instruction you ever do, be it virtual or in-person. If the professor is worried that students will skip over your instructional videos, request adding a short supplemental assignment.
4.) Demonstrate the reference chat feature
Always, always, always demonstrate the chat feature if your library has one. This is a tool that many students have never used before and can be a grade saver. Before doing this, make sure a colleague is currently on chat and can respond right away so that your video flows seamlessly.
5.) Practice your searches ahead of time
I have heard both sides of the argument on pre-planned searches, and both sides have merit. However, I find it best when recording, to have my search terms and showcased articles planned out in advance since there isn’t the interaction there is in an in-person class.
6.) Use your resources
What’s my favorite part of being a librarian? The fact that each of us has a wealth of knowledge on specific topics that we can’t wait to share! If you’re having trouble recording, reach out to one of your more techy colleagues! Having trouble choosing the right search terms or database for a specific query? Hit up your incredibly knowledgeable and friendly subject librarians!
Recording instructional videos is a lot like doing research. It takes several tries and several failed attempts before it really starts to take shape.
Fun tip for being quarantined:
Movie Bracket: Draw out a basketball bracket on a piece of paper with as many head to head matches as you wish. Choose movies to go head to head that you can watch and argue about which is superior. Make sure you don’t include more movies than you think you can watch during the quarantine! You can do this with anything. If you like having enthusiastic debates, do this with anything! Most instrumental character in Star Wars (baby Yoda, obvi), tv show that had the worst finale, most delicious beer, most annoying family member. Be creative!
Some other ways you can support course instructors, other librarians, and students during this crazy period:
1.) Keep accessibility in mind
If you create videos, make sure that your videos have captions or transcripts, or both. If you provide a PPT or slides, be sure that the contrast is good and the font size is readable. Some resources that can help include:
- Creating Accessible Videos
- Adding Captions or Subtitles to a YouTube Video
- Word Accessibility Checker
- Create Accessible PDFs
- Make Your PowerPoints Accessible
2.) Provide alternatives, if possible
This is more important than ever, since most students have lost the ability to use campus computers. They now may be using an older computer or sharing a single computer with family members. They may not have broadband access or may be watching everything on their phones. Think about alternative ways that they can get the same information or complete the assignment. For example, you could create a narrated PPT as a video, and make the PPT (with notes) available to students who are unable to watch the video. Or, you could provide an annotated bibliography or a Word document with screenshots to go along with a video. Some resources that could help include:
- Record a Slideshow with Narrations and Timing
- Use annotation and drawing markup tools to add comments in PDFs
3.) If you have time, offer to serve as a practice audience for instructors or other librarians as they try out new technologies
Some instructors or librarians may be feeling nervous about using Zoom or some other technology, especially for a live session. It can be helpful to have a chance to practice first without the pressure of a student audience.
Fun tip for being quarantined:
Go back to your childhood or teen years. Spend some time watching those movies or tv shows that you haven’t watched in years (or decades, perhaps?). Have a themed movie day—best movies starring the first actor or actress you had a crush on. Or, listen to music by that band that you absolutely loved when you were 13. Play older video games (I have made it my goal for this period to once again be able to make it all the way through the original Super Mario Bros. If I could do it when I was a kid, I can do it now, right?) Pull out the old board games. Have fun!