This section explores the use of videos to support learning.
Videos are an effective medium for illustrating subject matter and supporting learning across a range of learner types. They make learning independent of time and place, allowing students to watch and revisit content at their own pace. Videos can also be provided before the first in-person session, allowing students to familiarise themselves with the material in advance and freeing classroom time for deeper discussion.
Purpose of videos
Begin by identifying the purpose of your video. This will affect many of your key decisions, such as the length of the video, presentation style and the depth of coverage.
Target audience
Identifying the target audience helps to determine who the video is intended for and guides decisions on the appropriate depth of coverage and the vocabulary used. In a higher education setting, the audience typically includes degree students, Open University students, potential RDI project participants, or the general public.
When videos are aimed at degree students, they can reference specific courses, prior knowledge and skills, and institutional terminology. Videos for Open University students should provide more context, include additional background information, and use language that is understandable to all. Of course, clarity is important in all videos.
When the intended audience is the general public rather than a specific group, accessibility considerations – such as clear language and well-designed visual elements – become even more important.
Planning content and structure
The key requirement for any video is that it fulfils its intended purpose. A video on a specific topic generally conveys a core message that viewers should retain after watching. As the creator, you know the subject and the purpose of the video, so you should be able to distil this core message into a single sentence. The core message will help you stay focused when designing the video.
The structure of videos varies widely depending on their purpose, but one effective approach is as follows: Start by capturing viewers’ interest by presenting the context and topic and introducing the content. In the main section, cover the key points in a clear and logical order. Conclude by summarising the key points and either posing a reflective question or suggesting an activity. This structure works well for videos designed to support teaching, provide orientation or offer instructions.
A video also needs some form of script to provide structure. Whether you need a detailed script or bullet points depends on your preferences, experience and confidence in the subject matter. If the video consists of multiple clips or features several speakers, a detailed script may be necessary.
Bullet points may be sufficient for video lectures or instructional videos that are longer than 10 minutes. Short instructional videos (1–3 minutes) and educational videos (3–7 minutes) may require a detailed script. For brief videos, consider whether to include captions instead of, or alongside, spoken narration.
Length of videos
Determining the ideal length for a video can be challenging. The guiding principle is to create one video that covers a single topic clearly and at the appropriate level of detail. The length of videos varies considerably: sometimes one minute is sufficient, while in other cases an hour may be required. Choose the depth of coverage that suits your purpose and present the topic using clear language. The length of videos often falls within the range of 2–10 minutes, depending on the topic and your presentation style.
Videos lasting several tens of minutes are typically lecture recordings that cover multiple topics. In such cases, it is often advisable to divide the content into shorter sections or create a video series.
Visualisation
When scripting a video, adopt a pedagogical perspective and consider how the content supports learning. Ask yourself whether the video progresses logically, is easy to follow, and is accessible to learners with varying levels of competence. Should the content be illustrated visually through graphics and charts, or by providing examples that support understanding?
You might also consider including assignments in your video. Assignments may also be provided separately as a downloadable file or a text segment published alongside the video.
Videos lectures and educational videos
Video lectures generally require less scripting than educational videos, as they often feature a single person delivering a lecture to an audience. They may cover multiple topics and are usually structured like traditional lectures, with little or no interactive elements or assignments.
This format is effective for presenting key points without requiring active engagement. Video lectures can be recorded to provide an introduction to a course or deliver a specialist presentation, which typically last 10–30 minutes. However, keep in mind that viewer concentration tends to decline during longer videos. It is therefore advisable to divide lengthy video lectures into shorter sections, with each focusing on a single theme.
In contrast, educational videos are typically designed to achieve more specific, concise learning outcomes. They often include reflective questions or assignments to encourage active engagement from students. These videos support learning by introducing new knowledge or providing content that helps students develop their skills. Because of their concise format, educational videos usually require more scripting, filming and editing than video lectures, but they are often a more effective medium for learning new material. Educational videos can be created to offer instructions, explain concepts, introduce assignments or reinforce learning.
Performing on camera
Students appreciate speakers who combine deep expertise with a clear and engaging delivery. A knowledgeable and approachable presenter builds credibility and encourages viewers to watch the video through to the end. Avoid rambling or using excessive jargon as they do not enhance understanding. Use clear and accessible language instead. Highlight the key points through visual elements or by varying your tone for emphasis.
Visual elements can also be distracting: overly complex graphics or cluttered backgrounds can draw attention away from your message. In everyday contexts, use the colours, fonts and logos recommended in your institution’s graphic guidelines. When creating videos for external audiences, begin with the institution’s logo and end with credits and any required funding acknowledgements.
When speaking on camera, clarity and a natural rhythm are important. Speaking too quickly or too slowly can be distracting, and a monotone voice may cause viewers to lose interest, even if the topic itself is engaging. Avoid reading directly from a script and use notes instead. Maintain eye contact with the camera as though addressing students face-to-face.
Record a short test clip first to check audio quality, as microphone performance can differ between your home and office setups. Speak naturally and ensure your voice is loud enough. This is easier when using a separate microphone or a headset. Poor audio quality undermines the impact of your video.
Maintain a natural presence. Use gestures and facial expressions instead of standing rigidly or fidgeting nervously. If you are enthusiastic, let it show. Prepare in advance so you feel physically comfortable during recording. If you will appear on camera, check your appearance beforehand to ensure it complements the overall visual style of the video.
Accessibility
Captions are essential for ensuring that video content is accessible. Providing a textual alternative for spoken content is required, unless the video is shared only with a small group of students on a temporary basis. A “small group” might refer, for example, to students enrolled in a single course who access the video via Moodle. Remember that accessible learning materials benefit all students, not only those with sensory impairments.
Fair use and copyright
If a video is created using self-made, freely available or appropriately licensed visual materials, it can generally be used for teaching purposes and made publicly accessible. However, the creators must ensure they have the right to use all elements included in the video, such as images, audio, graphics and other resources.
If the video features individuals or an external specialist delivering a presentation, their consent to appear in the video must be documented, especially if the video will be publicly available. It may also be necessary to agree how long the specialist’s presentation can remain available.
