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INSTANT REPLAY:DELIVERING INSTRUCTION USING VIDEOS
Carol Shannon, Nadia Lalla, Anne PerorazioTaubman Health Sciences Library, University of Michigan
Medical Library Association Annual Meeting
22 May 2012
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Program beginnings•Mandate to:
• Find existing resources on campus for webinars
• Find other tools & resources online tutorials
• Prior video experience:• Second Life and Public Health
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Survey of campus resources• Facilities & people
Survey of other resources• Google!
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We discovered resources
• Screencasting programs (various)
• Videos good & bad
• Equipment
• Spaces
• People
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We started here• Screencasting programs
• Jing to answer simple reference questions• Camtasia for more finished projects
• Equipment• Samson C01U Podcasting pak & pop filter• Headset with microphone
• Training @ School of Public Health
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Samson C01U Podcasting pak
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Current audio equipment: microphone, shock stand, pop filter, sound box
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Jing videos
• 5 minute limit, can’t be edited• Liaisons use to answer questions• Videos created by School of Information students to answer reference questions
• How to find an Author’s h-index
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Camtasia videos• Use for more polished videos• Edit audio & video• Longer video• Better audio• Smaller file size• Easier to use• My NCBI, pt. 1
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We’ve learned a lot about
• Planning:• Know your purpose and audience
• Length• Materials (screencast, slides)• Script
• Staff:• Permanent vs. students
• Storage/distribution:• YouTube• Video Content Management system
•
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STATISTICS
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HOW DO WE USE OUR VIDEOS?• In LibGuides for instruction & review for on
campus & e-learning classes• In place of workshops
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DISCOVERY TOOLSAnyone, (almost) anywhere can find these videos
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VIDEOS IN THE CURRICULUM OR ASWORKSHOP SUBSTITUTES
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NEXT STEPS
• M1 class recreated as videos, plus exercises
• Increase number of videos in M1 & M2 Longitudinal Case segment
• Increased presence via video in all distance learning programs