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Rebecca Nowicki

Online Learning Librarian

San Diego State University

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Creating Engaging Instructional Videos Using Peer-to-Peer Instruction and a Conversational Mode.

Conversations with Students:

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The Problem:

Tutorial Narration

    • Narration often overlooked
    • Sound quality is bad
    • Narrations are dry & overly scripted
    • Narrators sound bored
    • Sage on the Stage

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How do we get students to pay attention and learn?

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Development of the Idea: Podcasts

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    • Authentic conversations, structured, but unscripted interactions
    • Personality of the podcaster & chemistry w/ guests.
    • Clear audio
    • Parasocial relationships w/ listeners

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What makes some podcasts so engaging?

How can I integrate this into a tutorial?

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Why Students & My Framework

These components shape my approach to developing learning objects .

    • Interested in Critical & Feminist Pedagogy & Critical Information Literacy & Student-centered learning online
    • Uses the vernacular of the user
    • Easier for students to see themselves as researchers through listening to other student’s stories & experiences
    • Building trust in an asynchronous & online learning environment

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Increased Engagement?

    • Students, Librarians, & faculty like them
    • Are some of the top viewed videos on the channel (non citation related)
      • How to Use OneSearch has over 4,303 views between the old & updated version

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    • Average view duration in YouTube for all SUSU Library videos 1:44
      • How to Use OneSearch 2:26
      • How to Use Wikipedia in Your Research 1:46
      • How to find Better Results 1:57
    • Retention far above average compared to all YouTube videos (see image)

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Integrates Peer Instruction

    • Students often already ask each other for help with research
    • Demonstrates the relationship between students and librarians
    • Shifts the focus from the librarian to the student
    • Students take on the role of both the teacher and the learner
    • Peer to peer instruction is long established & effective

Experienced Student Teaching Approach

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Challenges & Solutions

    • Not Scripted. More to edit & a bit harder to edit
    • Wording less precise
    • Accessibility: Specifically audio description of the screen

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    • Outline what you want to cover
    • Have the conversation
    • Edit the audio, create video to match the audio

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    • Do multiple takes/ use best sections from each take
    • Descriptive Transcripts. Add speaker names to closed captioning. Make things clear in the video (call outs, zooming in and out)

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Your Turn: Preparing

    • Audio: Use a Podcasting studio or get a good microphone
    • Identify willing students you have a rapport with. Be mindful of representing your population
    • Write an outline with structure & the main points to cover. Share it ahead of recording

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Your Turn: Recording

    • Explain how to explain what they are seeing/doing (audio description)
    • Test audio recording
    • Let the students do most of the talking. Ask questions. Guide the conversation.
    • Multiple takes with one “practice recording”
    • Speak to each other, but also the audience. Treat them like another person in the conversation (You)

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Your Turn: Editing

    • Edit the audio then match the video (edit screencast, or create screencast from scratch)
    • Keep the flow of the conversation as much as possible
    • Keep as much personality as possible. Keep a few ums/transition phrases/ laughter
    • Add visuals to tell the story/ show what is being discussed and add context.

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Conclusion

By utilizing this approach librarians can not only keep students engaged in the topics covered but also demonstrate the supportive and approachable relationship that exists between students and librarians, reducing anxiety around seeking help.

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Thank you!

Thanks to Karen, Amaya, & Ryan for your collaboration.