Use of multimedia for teaching and learning, particularly digital video, has become ubiquitous in higher education. This is driven in part by the growth in blended pedagogies and an increase in students learning solely or partly online. It is also influenced by relatively inexpensive media production equipment, faster internet speeds, student access to mobile devices and a rise in media production skill sets. Where students are studying solely online, this content becomes essential as it replaces the traditional lecture in the design of the course (“course” refers to individual course, subject or unit of study). Digital video can be an extremely effective way to reach students with course content. One of the main benefits is the flexibility it affords. Students can view the course material when and where they like, on multiple devices. They can rewind, slow down or speed it up – they can revisit particular videos prior to assessments. There have been two primary drivers of the development process of this content. Firstly, a focus on high quality, and secondly, a focus on accessibility. Videos have the potential to be more inclusive as they are accessible to students with a range of disabilities. We have included subtitles with all videos as a minimum requirement. What follows is a case study on the creation and distribution of a large volume (around 6000 items) of digital content designed to support teaching and learning in a newly created suite of completely online undergraduate degrees. This case study will outline the various challenges which are presented by creating and supporting this volume of material and is informed by the results of a survey of students, detailing their usage patterns and habits.
Recommended CitationDinmore, Stuart, Beyond lecture capture: Creating digital video content for online learning – a case study, Journal of University Teaching & Learning Practice, 16(1), 2019.