Online Course Video – Video editing is a pain. Don’t waste time editing video tracks together. Use to create amazing tutorial videos without any editing.
Online course videos are the lessons in your course. This is usually how you present your course content to students. Each lesson in your course can have its own video. Your camera footage and presentations are usually used to create an online video course.
Online Course Video
From the recorder, turn on the camera and select the images you want to present in the lesson. You can import your slides directly into your presentation or record them on your screen. When you’re ready, press “Start Recording”. Upload different clips for different topics in your lesson.
Smartphone Video Online Course
After all the clips are uploaded, you can customize them. You can also add additional clips if needed. Trim clips so they start and end where you want. If you want your online course video to look professional, add your own background and choose an eye-catching video layout.
Press “Finish” when you’re done. Download an online course video and then publish it to the course platform of your choice. Repeat this process for each lesson in your course.
You can start creating an online course for free. There are a number of free tools that can help you plan and record course content for free. You can use it to record lessons for your online course absolutely free for a week. Hosting your course on a major course platform typically costs anywhere from $20 per month to $300 per month, depending on your plan. How to Start an Online Course Using a Video Online Course Creating Video Courses Creating Video Marketing Video Tips
As you may have guessed, I’m a big fan of videos. I work with solopreneurs and trainers around the world to not only create amazing online video courses, but use video to market them as well.
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I’ve found that video is the most effective way, so I’m going to explain 3 ways you can do this.
This is a live presentation that provides immense value to something your audience is struggling with or a goal they want to achieve and creates demand for your product in one video. It is the easiest to set up and implement.
All you need is slide software, you can use Canva which is free. Then you need to be able to share the presentation and you can use free platforms like OBS and YouTube or a paid system like Zoom.
And if you’re afraid to appear in front of the camera, the good news is that you don’t have to with this type of video.
Online Learning Platform
It’s a series of videos focused on a struggle or goal your audience has, and in each video you’ll get results at a specific step in the process.
There are many presets with this type of video launcher. It has to be well scripted with the RIGHT MESSAGE at the RIGHT TIME on their journey and polished – so good light, sound, editing the whole ham.
However, it does mean that once it’s created, it can be what’s known as an evergreen and be used to promote and sell your course 24/7.
This is usually used through a 3, 5 or 7 day challenge and is about creating a 1-1 conversation with your audience to connect with them and teach them LIVE. So you can think of it as a structured interview over a few days that builds confidence and demand for your course.
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This kind of startup has a lot of moving parts, but it’s really effective at reaching and converting cold audiences (people who don’t know you and haven’t warmed up to you yet).
LIVE video can be done with just your phone or you can take it to the next level and include text, images, pre-recorded videos using third party software like StreamYard or Ecamm Live (or there are many others).
However, if you want to learn more about creating videos to promote or use in your online course, I’ll be opening the doors to my Easy Video Course Creation program soon (which will start with a free training course to create and run your course), so click the link to join waiting list and you will be the first to know.
Learn how to create high quality video for your reels and how to use reels to increase your reach and revenue online.
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I hate spam and promise to keep your email address safe. See my Privacy Policy for more information! Home Teaching and learning active learning Is the current use of video a step backwards in online education?
There is evidence from two national surveys of online learning in Canadian post-secondary education that video is increasingly being used in both fully online and blended learning. The most recent survey (2018) asked about the following uses of video:
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In comparison, live online lectures/seminars are used moderately or heavily by about two-thirds of institutions, as is streaming video on demand (see Figure 1 below). These results are slightly higher compared to the 2017 survey (62% use video).
(Keep in mind that these are institutional responses; individual faculty usage is not always tracked – compared to LMS – so actual usage may be higher.)
Perhaps unsurprisingly, the figures for both synchronous and asynchronous use are almost identical, as live lectures can be recorded and streamed later.
At this point I move from hard survey data to a discussion of various pedagogical uses, in some cases drawing on examples from Pocket North’s Pockets of Innovation.
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This is where the faculty member does not fundamentally change the pedagogical model of the classroom. In fact, there are a wide variety of different delivery models, including:
One thing that all these methods have in common is that the student must be present at the same time the lecture is being given. The advantage is the active participation of learners in real time in the form of synchronous questions and/or discussion. However, as we shall see, the dynamics of interaction between students and between student and instructor are likely to be different in each of these uses of synchronous sessions.
However, if the synchronous lecture is recorded (as is now common), students can also access the lecture asynchronously, usually by downloading the video through the LMS. The advantage for the student is that he has more flexibility of approach; they do not have to be present at a set time and can access the material as many times as they need. The downside is that they cannot participate in a real-time Q&A or discussion (although they can watch any such activities on a recording) unless they also watch the live presentation at the designated time.
Although not directly examined by national surveys, another use of asynchronous streaming video is for access to visual learning resources. These can be either open learning resources found anywhere in the world or videos specially developed for a particular course, such as animations, simulations, interviews, experiments or device demonstrations (see my open textbook, Chapter 7, Part 4 for more examples) .
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The advantage of this use of video is that the “advantages” of the medium are more likely to be exploited, using video in ways that would be difficult to accomplish through other media such as narration or text. The downside is that social learning (discussions, questions, etc.) must be handled separately.
Before there was synchronous video, there was an asynchronous approach to learning management systems. Students would have access to learning materials mainly in the form of text or graphics, supplemented by asynchronous online discussion forums. Synchronous and asynchronous recorded lectures are increasingly being added to standard text courses as a supplement.
However, in many cases it is now the other way around, with video lectures being the ‘core’ of the course, with the LMS providing access to additional reading material, storing recorded lectures and providing some asynchronous online discussion following the lectures.
The main problem with synchronous video is that it is commonplace: lectures of one or more hours, delivered to generally passive students. Access has improved somewhat, especially when video recordings are also available, so we have what Ruben Puentedura calls
Support Download Videos To Watch Offline In Your Online Course
: technology replacing the lecture room, expanding access but without changing the design of assignments. Teaching remains, in Puentedura terms, teacher-centered.
I have a long critique of the lecture format in my book Teaching in the Digital Age (Chapter 3, Section 3), but my main criticisms of the synchronous use of video are four:
There are also related issues. It is common for instructors to report difficulties when students are present with the instructor, as well as students in remote locations. These distant students often feel “second-rate” and this needs to be reworked
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