Vocal tone and style

Recording live content: lectures, presentations

Recording presentations during live delivery is another good option, if circumstances allow, as many lectures are recorded live either on campus or online, or a simultaneous combination of both where a presentation is being delivered live on campus in a room, with access also open to online learners. This kind of combined learning type context is quite common today, especially for institutions that have large cohorts online and on campus.

Live delivery recording helps overcome hurdles commonly encountered with voice-over recording for slide presentations as we’ve discussed. This leaves us with the task of segmenting the recorded content into bite-sized instalments, which will be covered shortly.

Advice on inviting guest contributors and co-presenters

My advice here is to keep microlearning principles in mind, strive to keep tasks easy, keep time and effort demands as small as possible, and sell these positives to people when approaching them for contributions. While one can provide co-presenters with fully scripted content, it can be easier to provide key points, or a basic lesson plan or lesson slides.

When asking for co-presenter contributions, be clear about what it is that you’re wanting and that you make the task easy for them. For example, for an in-class guest or co-presenting contribution (whether on campus or online) you can explain that you are the one who is responsible for taking the lead and managing the class. Asking for a twenty minute or even shorter appearance is another option.

Finally, we can use payback principles which is offering ‘help in return’ when we approach others for contributions. Bonus benefits here, potentially, include spreading microlearning practices among colleagues and beyond as well as greater collaboration and integration of cross disciplinary and interdisciplinary curriculum.

The video (below) ‘PR Microlecture: Engagement: Variety and Novelty (Co-presenting)’, (video: 1’05”; CC-BY) offers some main points to keep in mind when co-presenting.

Editing

Editing is not all that difficult and can be mastered quite quickly, with easy to use editing software readily available. Tips for fast tracking getting started with editing, sourcing, and learning software, include seeking help and guidance from colleagues who are already using editing programs, you can also make a start with some online searches. You will need software for (1) audio editing (voice recordings for slides) and for (2) video editing.

Videos can be recorded to screen by the camera built into your computer or can record on phone. I prefer the computer screen camera for videos which feature me presenting to camera (i.e., ‘talking head’). If I am presenting with slides, I use ‘share screen’ so that I can include my physical presence. However, I avoid slides in ‘welcome to course’ and minimise using them in ‘introduction to week’ recordings to foreground my presence because this personalises the course experience for students. (covered in Chapter 5)

Video Production and Editing Software 

1. Panopto is a very easy to use platform for editing videos of recorded lectures and classes. You can import videos e.g., recorded on zoom, you can also record presentations directly to Panopto with computer screen capture (webcam and microphone). I recommend Panopto because it makes video editing very easy, it also makes managing and sharing videos to select audiences simple and easy. For example, you can also reuse videos or sections of video in multiple courses and semesters. A free version can be downloaded if your organisation is not using it. To preserve original copies and create separate segmented videos, use ‘Create Full Copy’ under ‘Manage’ in Edit icon.  For dividing recordings into three, duplicate three times and apply section names.

2. YouCut (free version available) is a user-friendly video editing app primarily for mobile devices. It provides a range of editing features such as cutting, merging, adding music, filters, and text to videos. YouCut is popular for its simplicity and accessibility, making it a convenient choice for quick editing tasks on the go, especially on smartphones and tablets. It can be used to create videos that are easily accessible on students’ devices and an efficient way to produce and edit video recordings using readily available resources, over highly professional production standards (Ooi, Kossen & Jamal, 2022).

3. Animaker is a user-friendly animated video creation platform that empowers users to produce animated videos without animation experience and skills. It includes a variety of templates, characters, backgrounds, and music options. Animaker can be used to create visually appealing animations for a wide range of purposes including educational content, marketing videos, and social media posts. It is popular for its intuitive interface and versatility in making animated content accessible to creators with very little or no experience. (A free version can be downloaded)

Video lengths and where to make cuts

Enhancing microlearning video production involves a focus on editing recordings to tailor content delivery into digestible segments that promote engagement and interactivity. A practical initial step is to divide recordings into manageable parts, deciding where these breaks should occur. This process allows one to get  a quick start, subsequent refinement can then proceed in later iterations with more detailed editing. Determining ideal lengths for segments and how many segments, involves judgment based on

1.  your knowledge and expertise on content
2. distinct subtopics covered within
3.  break points, to break-down / scaffold complexity
4.  your awareness of student struggle points.

Having microlearning principles in mind, to reduce cognitive overload and optimise learning and information absorption, also help to guide us. Remember, cognitive overload is a major barrier to learning because people’s capacity for learning is constrained by volume, complexity, and attention span over time durations. Microlearning design can help us reduce or limit the rates at which we exceed the cognitive limitations of our learners (Clark & Mayer, 2016).

Complex content often requires increasing scaffolding, for example, breaking down content into smaller bursts (i.e., shorter instalments) and more detailed planning of sequencing content. Increasing the number of video instalments here is a solution, rather than a problem. Increasing scaffolding is an effective and often-used measure, such as, providing learners with more time and processing space to grasp their understanding of critical concepts and content. Keeping all video segments short is generally best, because makes them more attractive and reduces cognitive load.

Having information and learning instruction, in person-like presented forms, available for students  as video recordings, as resources for learning, is a big advantage for students. It is one that students themselves greatly appreciate, recordings have generated a great deal of positive feedback in the form of ratings and comments in courses where they have been trialled and used (e.g., Kossen & Ooi, 2021).

Common among these are comments are benefits derived from being able to re-watch sections in recordings that deal with concepts and ideas they find difficult to understand. Feedback has shown that students benefit from being able to rewind, or track back and re-watch, sections they find more difficult to grasp.  (Points similar, have also been made in relation to recorded classes).

Editing plays another important role in microlearning design delivery, with the use of reduction editing. We can use reduction editing to reduce the volume, and the length of our recorded learning resources. This of course applies to live recordings, but it can also apply to pre-recorded slide presentations to reduce excess word volume. For example, in cases where explanations are unnecessarily long or where repetition is unnecessary and therefore not helpful. Undertaking this kind of editing work becomes easy quite quickly, e.g., identifying the best places to make cuts. Microlearning principles of clear and to the point communication come into play here as well as reduction of unnecessary and distracting content. One obvious target is editing out presenters talking themselves through the technicalities of getting share-screen up and running.

As we progress with reduction editing, we use our own judgement to decide which sections of a recording may not be ‘on-point’ enough or sufficiently valuable or interesting to escape the cutting room floor. These are professional judgements you make based on your assessment of the level of value particular sections of the recording have for learners who come to view it.

For example, a feature of class teaching (tutorials or workshops) is the focus on student participation and interaction. Hence, we design activities to encourage responses and interaction that occur in real time i.e., synchronously (covered in Chapter 4). Some of the conversations that occur during these activities are often very useful in building rapport and adding reflection in ways that are valuable for those participating at the time the class is being held. However, some of these can add unnecessary length for the online learner audience who come to view them.

Keep balance in mind in terms of capturing and preserving natural flow and authenticity in interactive learning processes, don’t let obsession with reduction lead to over cutting to the point where it detracts a recording’s value as a learning resource.

A great deal of class or tutorial type teaching takes place online using video-conferencing platforms. This is certainly the case for me, where I push record to begin and then have a recording of the class afterwards. I then edit the recording to reduce unnecessary volume and divide it into segments. But make sure you keep a copy of the original recording in full, a backup in case of a technical or some other glitch e.g., accidental deletion, file corruption.  Also, remember to include time-lengths for segments as well as titles to indicate segment content.

Evaluating your delivery when reviewing recordings

One of the great benefits of editing is that it forces you to watch your recordings and engage in reflective practice. It is a great opportunity to review and critically evaluate your own teaching and improve it. I’ve been able refine my teaching practices closer to the microlearning principle of ‘less is more’ by keeping explanations shorter, clearer and more direct, after noticing that some of my explanations were longer than needed.

The following video (below) ‘PR Microlecture: Chapter 3: Recording and editing‘ (video, 2’21”; CC-BY), explains the main points to keep in mind when reviewing and editing recordings.

Variety and novelty in media Delivery

Approaches to microlearning design centre around making learning more engaging and applies to making learning resources more attractive and interesting. Providing variety in media delivery helps to achieve this by making it more dynamic as borne out in student feedback: ‘it makes study less boring’ is a common sentiment in evaluations for my courses.

Students report many advantages with having access to recorded classes, including the flexibility and convenience that mobile access offers. Many said they use video recordings as a way to listen to the content when driving, travelling or walking and that it helped reinforces learning.

Students also appreciate the ability to listen to recordings while engaged in activities like household chores, which reinforces learning content. Microlearning enables multitasking opportunities like learning on the go, aiding productivity with daily tasks. The freedom to move physically during learning sessions is also valued as way to break up the sedentary (stationary) nature of study. Some students report that they use the mobility opportunities of listening to move around and exercise as a way to help refresh their concentration and prolong alertness. Students also responded favourably to audio-based delivery (e.g., podcasts, to be covered shortly).

The fluidity in learning modalities benefits all learners but especially those with neurological conditions and attention challenges e.g. ADHD. Multi-sensory content can facilitate ease of absorption as well as deeper learning allowing learners to develop connections with spoken words, text and images (Clark & Mayer, 2016).

Slide presentations (video playable, some standard format)

Again, having recorded playable media as a centrepiece of the learning experience plays an important part in making learning more attractive and convenient. Converting voices slide presentations into video-play format is a microlearning staple for presentation of content. One way to add variety in media format is to provide some slide presentations as voiced slides, that is, without converting them to media play format. It provides students with a variation in experience, where they step through slides one by one, I include voice-overs most times, but occasionally provide slides only, because it is another simple way to add variety into the learning experience.

However, it is better to use media play files most often because they provide more conveniences, including the option of listening without vision (like a podcast). Feedback shows that students appreciate the conveniences of being able to listen to media files while driving, carrying out chores and other tasks.

Audiocast/podcast presentations

Another way to add variation and vibrancy it can bring is to include voice only recordings, now we’re getting into the area of podcast-type form. I have found two-minute audiocasts can work well to conclude a module with a summary of key points as ‘takeaways’ for the week. It can be be a good way to reinforce critical points.

In providing variety in learning resources, I also source podcasts, including episodes from my own podcast Communicating for Success at chriskossen.com.me which accompanies a higher education study skills textbook, I coauthor. These micro-sized (5 to 15 minute) podcasts are aimed at making communication concepts and how to apply them and make them accessible e.g., by relating them to everyday and real-to-life type situations. They are based on microlearning principles of a warm and relatable conversational style with a variety of guests and a high relevance focus, that is on how to apply and benefit from the ideas and concepts being covered. That people associate podcasts as a medium for relaxation is also a point of attraction that makes them valuable as a learning resources pool.

In addition to the benefits and conveniences with portability of audio learning already identified with students using video recordings to listen to, e.g., movement, multitasking and allowing a break on the eyes.  Audio media takes a load off the needed for visual processing and reduce stress.  Audio format also helps engage the brain other ways, it allows learners to construct and visualise as a part of the information absorption process which can improve comprehension and retention and build stronger mental connections (Bernabe  & Orero, 2020).  An informative audio or podcast format is often more convenient and inviting to re-listen to.

While well selected visual display can greatly reduce cognitive load, it also adds sensory load and as such can add to mental load as a drag on the senses. As an alternative, audio delivery has potential to better engage attention and penetrate more deeply.  This  level of increased focus, ‘cut through’, can come with the one sensory mode audio brings.

Consider, that there is less need for visual accompanied presentation when reliance on visuals for understanding a topic in cases where visuals do not contribute significantly to understanding or help reduce cognitive load.

Lecturer video presentations

These are short video presentations that feature the lecturer, some can feature a course tutor or instructor. They not only provide variety in media and presentation style, they personalise and humanise the learning experience for students. In addition to a short ‘welcome to course’ video, I produce short ‘introduction to module’ videos for each week and ‘assessment how to videos’ for each assessment. (Covered in Chapter 5, on student supports)

Demonstration videos

Animation videos are often designed and used for demonstrating, but demonstrative videos are not confined to animation. Demonstration videos are useful because they can be used to show students how a process works. In public relations for example, demonstrating the process of composing a purposeful Tweet for an employer organisation. Demonstration videos are popular in teaching areas like mathematics, for example, solving an equation using a step-by-step method to demonstrate the application of principles and procedures for example solving problems (i.e. worked-examples).

Animation and Artificial Intelligence generated videos

Animation videos, up to 3 minutes recommended, can be produced and then edited to condense. These short micro size videos have been popularised as a medium in social media communities, they allow users to share their experiences and ideas and life hacks, inspiring their use in education as a highly appealing way to attract views.

Animaker is an easy-to-use software that includes functions for: text, graphics, video animation and audio that can be included into ‘scenes’ to convey content in novel and appealing ways to help increase engagement, aid comprehension and improving memory retention.

AppyPie AI Animation Generator allows you to create animations at a high quality by typing text descriptions into the AppyPie AI Animation Generator and then transferring the animated frames generated into to the animation maker. Then there re are options to add music, sound effects and voiceovers. The AI function can also transform static images into animations. Software, like Animaker and AppyPie, are available in free version form, with options of upgrading to low-fee versions with increased functionality.

The ‘bells and whistles’ of animation and animation videos are an option, not a requirement, so there is no need to burden yourself. But having said this, AI continues to make the once complex task of producing animation much easier.

Animation can be incorporated with increasing ease into slides (e.g., PowerPoint). Animation has the potential to significantly, and even powerfully, increase engagement-appeal, information absorption and ease of learning. But keep in mind, we want to avoid spending too much time on time-consuming work for too little return. Nonetheless, AI driven automation and animation technologies will continue to transform the way education is designed and delivered at an increasing pace.

Graphics and imagery in multimedia design

Conclusion

This chapter covered pedagogical and mechanical processes involved in producing recordings of content delivery and interactive classes as learning resources. Editing is a primary way to reduce cognitive by: (1) splitting recordings into short, segmented sections and (2) cutting out unnecessary conversations in class recordings. Segmenting recordings makes them more inviting, which not only increases engagement, but improves information absorption and learning retention. Keeping video content and segments short is important because it makes them more attractive to students and reduces cognitive load, also influenced by increasingly busy lives and limits on attention spans.

Microlearning sized recordings can increase engagement in terms of popularity with numbers of students accessing them and positive comments in course evaluation. Students appreciate the conveniences of being able to listen while driving, listening while making dinner and while carrying out chores, some say they continue to keep an eye on the slides when doing chores. Video recordings overall, regardless of whether they be from pre-recorded lectures or from live recorded classes, provide students with great flexibility in ways they can consume information in recorded forms.

Recording and production

Recording and segmenting are a hallmark of the microlearning design approach in its quest to seek out ways to assist learners with cognitive load challenges they face.

• Voicing slide presentations and converting to video play form
• Vocal delivery conversational tone overwhelmingly most effective
• Inviting guest voice-overs, or co-delivery by recording with guests
• Recording live lecture presentation delivery and recording of classes

Editing: Segmenting and reduction

Reducing recorded content by editing into short segments and then cutting out less relevant parts reduces cognitive load and further increases engagement of audio and video recordings

• Use editing techniques and principles to guide reducing volume and length of recordings
• Use easily available and easy to use editing software

Media and variety in media

Increases engagement and advantages for learning and information processing

• Provide variety in media: video recorded learning sessions, recorded audio delivery
• Demonstration styled videos, animation videos, providing some still slides
• Design in graphics and visual elements