Pre-recorded asynchronous content has become a key factor in delivering courses and enabling the best learning experience for students at Aberystwyth University. There are several strategies that lecturers can use to make these recordings both engaging and interactive.
The benefits of asynchronous pre-recorded lectures are manifold, and most students – as the so-called YouTube generation – know this mode of learning extremely well (Scagnoli, Choo & Tian, 2019). Benefits include that students control their engagement with the content and value the convenience and flexibility that asynchronous recordings provide them with, in particular regarding the pace of their learning, and the repeatability of their engagement (Dale & Pymm, 2009; Ramlogan et al., 2014; Scagnoli, Choo & Tian, 2019). It is therefore essential that staff outline what is expected of students in terms of engaging with learning materials, both in pre-recorded videos and in-person sessions.
As more and more materials are made available online, including pre-recorded lectures, it is easy to become overwhelmed: in addition to adapting teaching materials for this different type of delivery and streamlining information into shorter instalments, the practical aspects of recording videos for teaching can be daunting. But fear not! The Learning and Teaching Enhancement Unit has created two guides, a Video Recording Checklist and Video Recording Tips.
It is important to remember that no one expects a perfect greenscreen or Minority Report– style, interactive multi-stream extravaganza. If you follow the checklist, you will ensure your videos will be of a consistently solid standard, without much hassle. The tips offer you extra help with improving your video recording skills.
If you have any further questions, want additional guidance, or seek clarifications, remember that the LTEU is only an email away, at email@example.com and firstname.lastname@example.org.
New digital accessibility legislation came into effect in 2018. It covers all material on public sector websites as well as documents uploaded into VLEs, such as our Blackboard site. For details of the new law, please see Public Sector Bodies (Websites and Mobile Applications) (No.2) Accessibility Regulations 2018. See the Accessible Virtual Learning Environments Report for information about how we can make our modules more accessible and inclusive.
Over the past few months, members of staff in the Learning and Teaching Enhancement Unit have been working with colleagues across the University to prepare for the introduction of the legislation. For details about how the university is responding to the legislation, please see the university’s Digital Accessibility Statement. From that page, click on Guidance for Staff (you will need to log in to view these materials). Guidance for Staff includes two sections – one for CMS users (website builders) and one for any staff who create learning materials or other documents for the web or Blackboard.
The Guidance on Creating Accessible Learning Materials page includes a checklist for making your Word documents, PowerPoint files, PDF documents, and embedded media clips more accessible for your students. You can also access the handout from the Creating Accessible Learning Materials training session that is run by the Learning and Teaching Enhancement Unit in collaboration with Student Support.
In addition to the Creating Accessible Materials training sessions (that can be booked online), the Learning and Teaching Enhancement Unit is also happy to offer bespoke training for staff in departments. If you have any queries about creating accessible materials for your learning and teaching, or you’d like to book a bespoke session for yourself and colleagues in your Department, please contact us (email@example.com).