{"id":3254,"date":"2019-01-14T15:13:39","date_gmt":"2019-01-14T20:13:39","guid":{"rendered":"https:\/\/www.lesleyelis.com\/elisblog\/?p=3254"},"modified":"2019-01-15T09:52:42","modified_gmt":"2019-01-15T14:52:42","slug":"teaching-presence-in-online-courses-the-role-of-instructor-created-video","status":"publish","type":"post","link":"https:\/\/www.lesleyelis.com\/elisblog\/2019\/01\/14\/teaching-presence-in-online-courses-the-role-of-instructor-created-video\/","title":{"rendered":"Teaching presence in online courses:  The role of instructor-created video"},"content":{"rendered":"\n<figure><iframe loading=\"lazy\" src=\"https:\/\/player.vimeo.com\/video\/277991957?title=0&amp;byline=0&amp;portrait=0\" width=\"640\" height=\"360\" allowfullscreen=\"\"><\/iframe><\/figure>\n\n\n\n<p>The concept of teaching presence in online course environments originated from the <a href=\"https:\/\/coi.athabascau.ca\/coi-model\/\">Community of Inquiry<\/a> framework of online and blended teaching, developed by Randy Garrison, Terry Anderson and Walter Archer from the University of Alberta Canada. &nbsp;They define <em>teaching presence<\/em> as <strong><em>\u201c<\/em><\/strong>the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes\u201d (Anderson, Rourke, Garrison, &amp; Archer, 2001).&nbsp; While there are many <a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/types-of-presence-teaching-presence\">elements supporting teaching presence<\/a>, faculty are often interested in the impact of instructor-created videos on student learning. <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img loading=\"lazy\" decoding=\"async\" width=\"325\" height=\"302\" src=\"https:\/\/www.lesleyelis.com\/elisblog\/files\/2019\/01\/Garrison.png\" alt=\"Garrison's teaching presence\" class=\"wp-image-3255\" srcset=\"https:\/\/www.lesleyelis.com\/elisblog\/files\/2019\/01\/Garrison.png 325w, https:\/\/www.lesleyelis.com\/elisblog\/files\/2019\/01\/Garrison-300x279.png 300w, https:\/\/www.lesleyelis.com\/elisblog\/files\/2019\/01\/Garrison-323x300.png 323w\" sizes=\"auto, (max-width: 325px) 100vw, 325px\" \/><\/figure><\/div>\n\n\n\n<p>The effectiveness of video in supporting learning depends on a wide range of factors, but some <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/making-your-own-videos\" target=\"_blank\">broad guidelines<\/a> can be helpful. For example, using video for whole-class feedback or guidance created specifically for one particular class or learning activity might be more impactful and less time-consuming to create than pre-scripted, canned videos. You may be curious as to the impact of your recorded visual presence within videos you create. <a href=\"https:\/\/vimeo.com\/277991957\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">In this video<\/a>, the presenter reviews some research regarding the impact of having an instructor\u2019s face in the video itself, as well as some general guidelines on the use of video. <\/p>\n\n\n\n<p>In general with regards to\ninstructor-created videos, we advise you to:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Focus on a\nspecific assignment, on a challenging concept, or for a course or weekly\noverview<\/li><li>Use video for\nfeedback or other facilitation<\/li><li>Use short clips\nor chunk into short clips (4-5 minutes)<\/li><li>Choose visuals\nthat support the spoken narrative<\/li><li>Avoid using a\ntalking head as the only visual<\/li><li>Do not be\noverly concerned about verbal mistakes<\/li><li>If you are\ncreating videos to be used for multiple classes, consider how much time this\nmay take and focus on issues or topics that are durable across longer periods\n(years) so that you can reuse the resource. <\/li><\/ul>\n\n\n\n<p>Additional resources on teaching presence:<br><a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.league.org\/innovation-showcase\/teaching-presence-online-courses-organization-and-design-are-key\" target=\"_blank\">Role of course design on teaching presence<\/a> <br><a href=\"http:\/\/patricklowenthal.com\/publications\/TeachingPresenceFacilitatesLearning.pdf\">One instructor\u2019s point of view<\/a> (research study) <br><a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ1043166.pdf\">Strategies for teaching presence<\/a> <\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The concept of teaching presence in online course environments originated from the Community of Inquiry framework of online and blended teaching, developed by Randy Garrison, Terry Anderson and Walter Archer from the University of Alberta Canada. &nbsp;They define teaching presence &hellip; <a href=\"https:\/\/www.lesleyelis.com\/elisblog\/2019\/01\/14\/teaching-presence-in-online-courses-the-role-of-instructor-created-video\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[16,21],"tags":[76,106,171,236,138],"class_list":["post-3254","post","type-post","status-publish","format-standard","hentry","category-online-design","category-video-2","tag-instructional-design","tag-online-teaching","tag-pedagogy","tag-research","tag-teaching-presence"],"_links":{"self":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts\/3254","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/comments?post=3254"}],"version-history":[{"count":5,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts\/3254\/revisions"}],"predecessor-version":[{"id":3264,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts\/3254\/revisions\/3264"}],"wp:attachment":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/media?parent=3254"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/categories?post=3254"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/tags?post=3254"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}