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An engaging video on how to make short, simple videos for teaching online. Definitely worth a watch. "The hard part can be getting the confidence to talk to the camera, but making simple videos for online teaching can help you engage with students."

A summary of results from a systematic review on the impact of video on student learning, and some really useful resources on producing video.

Great blog post from UTS on structuring and chunking video content. Two more posts follow (linked from this one) that are also really helpful.

This is an upgrade to our current Sony a7 (2014 model) - this is something we aren't desperately needing, but good to know that it's coming up.

There are two misconceptions that we think hinder teachers' creativity when thinking about teaching online. The first is a tendency to think of ways of approximating their face-to-face teaching into an online format as much as possible - instead of considering the possibilities afforded by the new medium, with the diverse opportunities for engagement and communication. The (problematic) assumptions behind this include a belief that text is less personal, that immediacy is inherently more valuable, and that approximating face-to-face is beneficial. The second, which relates to the first, is the belief (as Kolowich suggests) that increasing the "human" element of an online course is best done by either showing the face/voice of the teacher (e.g., as in pre-recorded lectures used in many xMOOCs), approximating a non-interactive lecture-based face-to-face class, or interacting synchronously (as in Google Hangouts), approximating a discussion-based face-to-face class. An automatic preference for synchronous (usually audiovisual) interaction with students is often a "mistake". It would, teachers imagine, be just like a face-to-face class, only online. Right? Actually, usually not. Maha has had experiences facilitating web-based video dialogue, and even though she sees it could have enormous potential when it works well, very often it does not. When we learn online, we are not together in one room, and we need to recognize not only the limitations of that, but the openness of its possibilities. The strengths of online learning, especially in massive courses such as MOOCs, and especially for adult learners, might lie in their asynchronous interactive components.

Practical tips for synchronous sessions

This article is part of the guide https://www.edsurge.com/research/guides/sustaining-higher-education-in-the-coronavirus-crisis Experts in online teaching have been debating and researching the question of synchronous versus asynchronous for decades. Since the 1990s and the rise of online video conferencing, though, it has been possible for educators to choose which activities in their distance-education courses to conduct synchronously and which to leave as asynchronous. The overall advice from experts is to mix both formats in any given class.

"At this point the Zoom call has almost come to define learning and working in the age of COVID-19. But a few months ago, people began realizing that all these video calls were making them tired-exhausted even-more so than a day of in-person class or all-day meetings. The phenomena even has a name: Zoom fatigue. And it's backed by some pretty interesting brain science. "

Something *important* to keep in mind for future upgrades, especially within the DLAV Space

Useful tips for getting the most out of FlipGrid.

A primer on FlipGrid and how to use it.