eLearning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program or degree delivered completely online. E-learning involves the use of digital tools for teaching and learning. It makes use of. Technological tools to enable learners study anytime and anywhere. It involves the training, delivery of. Knowledge and motivates students to interact with each other, as well as exchange and respect.

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1. Starting with an Existing Slide Deck

Instructors often have an existing slide deck for material they want to teach online. Using that slide deck as a starting point, review the slides for consistency and flow–chunking them up into the short video segments you will be recording.

Once the slides are organized for the online learning flow, have the instructor deliver the lectures from the slides–just as they would do in a live classroom. Make sure the slides are positioned next to the camera so the instructor can see them while still looking into the camera to address the online audience.

After filming, the slides can be stylized and interspersed with the talking head in post-production editing.

2. Using an Outline vs. a Script

Since online videos need to be focused, succinct, and short, writing out a script can ensure these criteria are met. But some instructors prefer to work from an outline rather than a full script.

When creating an outline, include at least the main topics–and possibly also the sub-topics. It’s also a good idea for instructors to do a practice run as they finalize the outline before filming.

3. Using the “Late Night Talk Show” Model

Simply recording a lecture in front of a live classroom and using that video in an online course has many drawbacks. Live classroom lectures are much longer than the short videos designed for online learning experiences; and, when delivering a live classroom lecture, the primary audience are the learners in the live classroom, which can make online learners feel like mere bystanders. Effective video lectures need to engage directly with the online learner.

To overcome these pitfalls, John Hart’s team at the University of Illinois has adopted a “late night talk show” model for recording video lectures during regular on-campus lectures. The lecturer speaks directly into a camera with a green screen behind them and lecture slides superimposed. Learners in the live audience watch the lecture on a big video screen, similar to the experience of an audience at a live taping of a late night talk show.