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makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.

This is where instructional designers come in

ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding

students bring their own prior knowledge and misconceptions to educational media

ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,

ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick

talk through the steps that people will need to take to apply their learning or complete an assignment

Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.

arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.

Demonstrate” videos illustrate how to do something in a step-by-step way.

“Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.

that social belonging interventions can be the key to helping students persis

coaching your experts to unfold their narratives in ways that will be riveting to an audience

A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments

videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate

focus on the places where people tend to make mistakes

gaps between novice understanding and expert knowledge

As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work

minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage

o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work

alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement

tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation