PART 2: PREPARING CONTENT FOR RECORDING

Great instruction requires great structure. Topic arrangement should demonstrate logical progress.

  1.   Develop a course title
  2.   Assign each step/guideline a title (these will be known as topics)
  3.   Assign each sub-step/guideline topic a title as well (these will be known as subtopics)
  4.   Practice associated knowledge elements in the mirror to perfect your what you will communicate to the learner.

Create a bullet list of each subtopic associated knowledge element and sketch out your main talking points for each. You may prefer to write out full paragraphs (script) for each video. Use the script to memorize so as to be fluent when recording, reading from a script may feel robotic which reduces engagement.

Often instructors will create bullet points for each section of a video and will talk through it organically, making sure they hit on each point. Whichever method you choose, follow these best practices to ensure your course videos are organized and engaging.

The 1st video

Each course should have an intro video. The intro video should include “problem-solution” framing.

The most popular courses include 20-60 minutes of total video content, broken down into a series of short videos. 2 minutes max for introduction and 5-10 minutes for each course video.

All this, of course, depends on the nature of the course. Some courses are meant to be a semester long (37hrs). What remains to be essentially is that your course should not have extraneous content that is not easily implementable.

The 2nd video

This video should be one that outlines the course objectives. A clear and informal description of learning objectives of the course. (see how to create course objectives below). Kindly ensure that your course delivers on what it promises.

The structure of learning objectives combine: –

  1.   The expected level of performance (through an action verb, such as remember, understand, analyze, explain, apply, evaluate or create); and

2.    The task i.e. the type of knowledge or skills that must be learned

The 3rd - 15th video (core of the course)

The associated knowledge of each topic or subtopic will be hosted as a separate video. Apart from the 1st associated knowledge video, every other video should have a recap, intro, content and summary.

The set of videos (from the 3rd to the 15th video) will make up the core of the course. Their purpose is to facilitate the exchange of knowledge and skills.

Last video

It should be a summary that lists key points in the course. The purpose of the summary is to help the learner memorize the course’s key points. You are now ready to record, but think through this one last thing.

Step 7 - Engagement and community

Each course should ideally improve on the learners’ everyday skills or knowledge in different areas of interests. Course creators should try as much as possible to build a community of learners.

One of the ways to do this is to come up with an exercise or project that learners can easily complete and share online. This will also help you focus your course to cover only the skills learners will need to achieve the course goal.

Learners are more likely to do a quick, lightweight exercise than an intensive, complicated project. Snack-able, manageable projects feel easy to start, and give learners an immediate sense of accomplishment. Making your project easy to start will make learners feel less intimidated and they will be more likely to complete the project.

Encourage your students to share their work-in-progress. The more work learners share along the way, the more feedback they’ll get from you and other learners, which makes for a better learning experience.

To develop a project, start by thinking through the following questions and writing down what comes to mind:

  1. What are 3-4 ways someone can demonstrate that they learned this skill?
  2. What will learners be excited about?
  3. What will provide the highest sense of accomplishment?
  4. What will the finished project look like?
  5. What format will it be in?