You can choose and experiment from tips listed below, to find out what works well for you, and try any others you can think of. Tips and approaches include, but are not limited to, limbering up before recording or psyching up, or imagining a class or audience is present. Another approach, worth considering is inviting a co-presenter to make contributions, and yet another, is to record your presentations live, in the search better vocal dynamics.

 

Vocal tone and style

Recording live content: lectures, presentations

Recording presentations during live delivery is also good option, when circumstances allow. Many lectures are now captured live, whether on campus, online, or through a combination of both. In some cases, presentations are delivered in large, purpose-built campus rooms that are simultaneously include online students. This blended learning environment has become quite common, in institutions with large groups of both on-campus and remote learners.

Recording live sessions helps address challenges associated with voice-over slide recordings covered earlier. The remaining step is to divide the recorded material into shorter, more manageable segments, which will be discussed shortly.

Advice on inviting guest contributors and co-presenters

Keep microlearning principles in mind, strive to keep tasks easy, keep time and effort demands as small as possible, and sell these as positives to colleagues 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 simply the lesson slides.

When asking for co-presenter contributions be clear about what it is that you’re wanting and 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 and their role is to contribute some insights as they come to mind. Asking for a twenty minute or even shorter appearance can also make the task easier. 

Finally, we can use payback principles which is offering ‘help in return’ when we approach others for contributions. Benefits to be gained include: spreading microlearning practices among colleagues and beyond, and greater peer collaboration and discipline area integration.

This video 'Microlearning Presentation: Engagement: Variety and Novelty - 'Co-presenting', (video: 1'05"; CC-BY) from 2022 presentation, covers points for keeping 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 (for voice recordings for slides) and for (2) video editing (for editing video recordings).

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 presenting with slides, use ‘share screen’ so that you include my physical presence. However, I avoid slides in ‘welcome to course’ and minimise using them in ‘introduction to week’ recordings in order to foreground 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, and also makes managing and sharing videos to select audiences simple and easy. For example, you can also re-use 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 files names for segmented videos. In menu options, fine and use 'Create Full Copy' which is under 'Manage' in the Edit icon - for dividing recordings, duplicate (e.g., three times) and apply section names (e.g., part 1). .

2. YouCut 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. YouCut is an efficient way to produce and edit video recordings and is readily available.  (A free version can be downloaded)

3. Animaker is a user-friendly animated video creation platform that allow users to produce animated videos without animation experience or 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

Editing video recordings into digestible segments increases appeal, engagement and interactivity. A practical first step is to divide recordings into installments, this means deciding where the breaks should occur. This step allows you to make  a quick start. Subsequent refinement can then proceed in later iterations with more detailed editing, like removing unnecessary parts.  Determining ideal lengths for segments and how many segments, involves judgments based on:

1.  your knowledge and expertise on content
2.  discerning distinct subtopics covered within
3.  points for breaking-down load for complex concepts
4.  your awareness of student struggle points.

Cognitive overload is a significant barrier to learning because people’s capacity to process information is limited by factors like volume and complexity of content, and time duration needed for attention. Microlearning design helps manage these limitations by controlling the rate at which learners are exposed to information (Clark & Mayer, 2016).

When dealing with complex material, additional scaffolding is often required. This may involve breaking content into smaller segments (shorter instalments) and carefully planning the sequencing of the information to be presented. Shorter videos provide learners with more time and cognitive space to process key ideas and develop a clearer understanding of important concepts. Keeping video segments brief makes them more attractive and engaging.

Providing instructional content through recorded videos offers substantial advantages for students, it is a format widely appreciated by learners. Courses that have implemented video recordings have received highly positive feedback through student ratings and comments (Kossen & Ooi, 2021).

Feedback has shown that students benefit from being able to re-watch sections that deal with the more difficult material covered in lectures. This point has also been made for recorded classes.

Editing is important for producing media for microlearning. Reduction editing is used to shorten recorded lectures and presentations by removing unnecessary content. We can also apply it to live recordings, and pre-recorded slide presentations to reduce excess volume, like unnecessarily long explanations. This kind of editing becomes easy quite quickly, identifying the best places to make cuts. Microlearning principles of clear and to the point communication come into play as we go about editing. An obvious target is editing out the start as a presenter talks themselves through the technicalities of getting share-screen up and running before the session begins.

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 value sections of the recording have for learners who come to view it.

A feature of class teaching (tutorials or workshops) is 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 can help build rapport and reflection valuable for those participating at the time the class is being held. However, some of these conversations and interactions are unnecessarily long for the online learner audience.

So, keep balance in mind in terms of capturing and preserving natural flow and authenticity in interactive learning, 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. The recording is then edited and divided into smaller sections. However, make sure you keep a copy of the original recording in full, a backup in case of a technical glitch such as accidental deletion or file corruption. Finally, each segment should include a descriptive title and the time length of the section so that students can easily identify and navigate the content.

 

Evaluating your delivery when reviewing recordings

One of the great benefits of editing is that it forces you to watch your recordings and as a result reflect on your own teaching. It is a great opportunity view and critically evaluate your own teaching to improve it. I’ve been able refine my teaching 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.

This video 'Microlearning Presentation: Recording and editing' (video, 2'21"; CC-BY), covers editing recordings.

Variety and novelty in media Delivery

Providing variety in media formats and delivery makes learning more attractive and interesting, for example, producing video recordings as well as audio e.g., podcast format. Interestingly, many students report they use video recorded files as a way to listen to the information when driving, travelling or walking and find it helps them absorb information.

Students also appreciate being able to listen to recordings while engaged in activities like household chores. It enables multitasking opportunities and aids 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).

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 is an effective way to make learning more attractive and convenient. Converting slide presentations (with recorded audio embedded) into video-play format is a microlearning staple for lectures and presenting 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, as a simple way to add some variety.

Audiocast/podcast presentations

Incorporating some voice-only recordings is an effective way to add variation and vibrancy, now we're getting into the area of podcast-type format. 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.

Add 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 present communication concepts and how to apply them by relating them to everyday and real-to-life type situations. They are based on microlearning principles of a warm and relatable conversational style, draw on a variety of guests, and high-relevance focus, e.g., how to use and benefit from the concepts being covered. The fact that people associate podcasts as a medium for relaxation also makes them attractive to educators as a learning resource option.

Another benefit with audio format is that it takes a load off the need for visual processing, and as such it can reduce cognitive load and stress. Importantly, audio format also helps engage the brain other ways, it allows learners to construct and visualise, as a part of the information absorption process, in ways that can improve comprehension and retention and build stronger mental connections (Bernabe  & Orero, 2020).

While well-selected visual content, where helpful, e.g., a pie graph, can reduce cognitive load, otherwise it can simply add to sensory load.  Audio delivery has the potential to better engage attention and penetrate e.g., increase in focus, or ‘cut through’.

Lecturer video presentations

These are short video presentations that feature the lecturer, and sometimes a course tutor or instructor, such as a short ‘welcome to course’ video. These 'lecturer presence' videos help personalise and humanise the learning experience for students. I also 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, like, solving an equation using a step-by-step set of methods to demonstrate the application of principles and procedures to an example problem. These are called  worked-examples, this approach is not confined to mathematics.

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, you don't need to burden yourself with the task of producing sophisticated animation. Having said this, however, AI continues to make the once complex task of producing animation much easier.

Animation has the potential to significantly, and even powerfully, increase engagement-appeal, information absorption and ease of learning.  AI driven automation and animation technologies will continue to transform the way education is designed and delivered at an increasing pace.

Animation can also be incorporated, with increasing ease into slides (e.g., PowerPoint).

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