Instructional Video Demonstration :: Feb 22, 2017

Wednesday, February 22, 2017

Megan Bomer and Pia Gavino (MSE) demonstration creation and use of instructional video.  Please read through notes from both presenters.  The applications they demonstrated are linked in the narrative.  If you are interested in learning more about these tools, contact the TLC staff for help –, 694-8908, or 240A on the East Peoria Campus.


Pia teaches online Biology – lecture and lab class.  She created a welcome video from the instructor.  Pia’s objective was to give a “warm welcome” to students; they are new to ICC, not biology majors, and may not understand the importance of and the excitement within the course.

She uses Adobe Spark to create videos, Vimeo to convert and host videos, and Blackboard to show videos to students.  Pia credits Mark DuBois in BHIS for showing her Adobe Spark.

The video shows as embedded content on her Blackboard page.  The welcome is 2:28 in length.  The video has Pia providing narrative with soft music in the background.  Still images appear on screen while the music plans and Pia narrates.  Participants in this session remarked about how “peaceful” the video is!

Pia showed her projects on  She started a new project, chose a Video project, and commented that the site is “user friendly”, providing demonstrations, examples, and templates.  She selected, “Start from Scratch”.  The site provided an example video; Pia went right to a creating a new video.  She selected among the Themes (Argyle), uses the circle/plus button to add (video, photo, icon, text).  She moved to Layout (choosing a two picture layout).  Adobe has stock photos to choose from (Find Photos).  She searched “animals” and was given an assortment of photographic images to use.  Pia added another slide with one image and found a “people” picture.  She also demonstrated uploading a picture from her flash drive, which was a figure from her textbook.

Pia change the theme, then selected Music.  She selected a Ukulele Stroll from the stock music.  The sample played when it was selected.

Pia used the microphone button, with a microphone attached to the computer, to record narration.  She demonstrated narrative.  The application provided a timer while the recording was being made.  She played the sample, then previewed the slides she created during the demonstration.  The video was automatically created from assembling the layouts, pictures, and audio.  She also demonstrated how layouts could be moved around to be reordered.

Pia demonstrated creating a public link; publish and share.  The system worked for a short time and provided a public URL to the video.  Pia then went to Blackboard, added a new link, pasted the URL to the video, and made the link to the video available to students.

Pia demonstrated another video she had in her course.  The video introduced the unit by highlighting key points and questions to be covered in the unit.  She noted to students, in the video title, to “watch this video first” as they started the unit.  She described this video as the “teaser” for the unit.

A participant asked about recording in Spark, if the audio is recorded one slide at a time.  Pia answered, “yes”, the system is forgiving, and narration can be recorded and re-recorded by slide.  The narration is not recorded for the full video.

Pia demonstrated the process of creating a Spark video and publishing the public URL as well as downloading the video to an MP4 format.  When the MP4 file is downloaded, Pia uploads the file to Vimeo (YouTube is also an option).  Pia demonstrated how the embedded video hosted on Vimeo looks different from a web link, which does not show the embedded video preview.  By linking directly to the public link in Spark. the content appears as just a link in Blackboard.  By hosting the file on Vimeo or YouTube, the video can be embedded and show a preview of the video right on the Blackboard content page.

All faculty should consider creating the “what to expect” video.   Pia created a “commercial” for her course in 2 minutes and 28 seconds!


Megan shared a list of tools she’s used in the past.  Get this list.

Megan uses video in online and hybrid classes.  She created an “intro” video, and then realized she could answer questions for math in a video format, talking students through problems.  She’s created “a couple hundred” algebra videos.

Megan uses an iPad to “quickly” create videos on demand.  She replies to discussion posts with video responses with how-to videos of using calculators and solving problems.

Megan uses Explain Everything Classic.  There is a newer version of this application available.  Megan demonstrated a new “interactive whiteboard” video.  She can import content and annotate content in this environment.

In this application, you create slides and record.  Megan will add-in photos from the e-text for the class (problem or graph), hit record, and use the pen to annotate content on the slides.  She noted the handwriting option vs. typing for math is beneficial.  She saved the project, and chose an option for export.  She originally started with linking to public files, but then realized she was reaching capacity and streaming limits, which would require fee payments.  Instead, she is downloading files and hosting files on Vimeo and YouTube.  She prefers having the video files to manager herself vs. the limits of a public hosting site.

Megan noted the advertising on Vimeo is less challenging than hosting on YouTube so she uses Video.

Megan uses an Apple Pencil for handwriting, which she notes has greatly improved from past stylus devices.

She’s not able to show the graphing calculator in this application.  She, instead, uses her laptop to create videos.  She uses Wacom tablet as the mouse input, with a pen-like stylus.  This is cheaper than an iPad.  Megan uses Notability on her laptop and teaches using Notability on her iPad in the classroom.  This allows her to pull up the graphing calculator emulator as well.

Megan uses ScreencastOMatic (screen recorder) on her laptop.  Record anything on the screen or through a webcam.  She created a “tour” of the online class for students; how to find content, how to use players, etc.  Faculty could record step by step videos in this application.  Videos can be 15 minutes in length.  A pro account is $15/year.  Whatever is displayed on the screen can be recorded and narrated.  Megan uses this in conjunction with Notability to record problems.  She uses her iPad more for video now.  Megan noted Notability functions the same on a computer and tablet.  The prices vary between devices and must be licensed separately.

Megan demonstrated one of the videos using the calculator emulator.  The calculator image shows on the left, with Megan’s annotations on the right.


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