Additional Panopto Resources

Panopto can capture audio and video of you, your screen or both, which you can use to create a lecture or presentation for your class.

• If you’d like to bookmark this video for later use, you can find it here.
• Here are some resources to help you get started with Panopto:
  • Verify your Panopto account by logging into https://adleruniversity.hosted.panopto.com/ with your Adler credentials. Download the Panopto application to your device (click on “Download Panopto” under your name in the upper right corner of the screen).
  • How to record with Windows
  • How to record with Mac
  • Recording Best Practices
  • 3 tips when capturing PowerPoint
• Adler University example of a Panopto recording (PowerPoint with Audio)

Coherence

Videos should be used when they can be easily tied to the course’s learning objectives and/or to build a sense of instructor presence, not for their own sake.

Engagment

Research shows that less engaging videos have the effect of making a video less likely to be viewed all the way through and reduce the likelihood of students to complete video-related activities. Below, you’ll find recommendations that can help increase student engagement. (Guo et al., 2014; Mayer, 2003)

• Video length is the predominant determiner of video engagement, which shorter videos generally being preferable. Aim for a maximum of six (6) minutes.
• Students engage more with talking head videos. It is better to show the instructor speaking at least part of the time during the presentation. In Panopto, it is possible to show slides simultaneously with the instructors face.
• Authenticity, enthusiasim and quick, conversational speech patterns generally increase engagement.
• High production value might not matter. Better-produced videos don’t seem to have a profound impact on student engagement, so it’s better to spend your time on the content and your presentation style than to worry about fancy lighting or expensive cameras.

Instructional Strategies

There are some things you can do to make video content in your courses more cognitively digestible for your students (Mayer, 2003; Mayer & Moreno, 2003).

• Students learn more deeply from multimedia containing words and pictures than from a presentation with words alone.
• Visuals accompanied by spoken text, delivered in an an informal style, are best.
• Minimize unnecessary cognitive load:
  • Use bite-sized segments that allow students to pause and integrate and organize their thoughts about the previous segment before moving on in the narration. (In a video, this might look like a video with chapters where students have an opportunity to pause, take notes, then continue; in an multimedia interaction, it might be an ungraded “knowledge check” or guidance about takeaways from the previous segment midway through a presentation.)
  • Signal which elements are most important to train your students’ focus. If you have a complicated graphic or concept to explain, try using a visual highlight (arrow indicator, bolding, or other visual emphasis strategy – see the Emphasis section in the Canvas Pages area for more ideas).
  • Align words and images carefully. This simple practice can reduce the cognitive demand for students to group items themselves while trying to learn the material.
  • Synchronize the auditory and visual elements of your video; that way, students don’t have to hold the last thing that was said in their head while they review the image/slide, etc.

Captions

Panopto can create automatic captions for your videos, which can later be edited to improve their accuracy. This is a key step for improving the accessibility of your course videos.