Video tutorials (OER, custom, LinkedIn Learning)

Prerecorded tutorials can be utilized to demonstrate techniques, procedures, and processes. Video tutorials are beneficial in linking concrete events and phenomena to abstract principles and vice versa. An inherent advantage of video is that students can play the recorded material multiple times to facilitate study review hence accommodating a wide variety of learners. In some cases online video can be indexed to allow students to review specific topics more efficiently. Video can also be used to supplement lecture by providing exposure to experts, places, or performances that would otherwise be impractical.

The university has a license with LinkedIn Learning that enables all U-M faculty, staff and students to access its library of over 5000 titles of on-demand short courses and tutorials in a wide range of topics, including many of the software skills needed by students pursuing hands-on work in engineering, architecture, art and design, and related fields: Excel, InDesign, Illustrator, Revit, Grasshopper, and other tools. It is an established supplement to existing academic coursework, and more widespread adoption could facilitate hybrid or remote instruction. The platform will be integrated into Canvas, and students can connect LinkedIn Learning histories and certifications from U-M with their personal LinkedIn accounts and carry the histories with them as alumni.

Other sources include Khan Academy, PBS Learning, U-M Naxos Video Library of performing arts, and the U-M Askwith Library which maintains a collection of more than 40,000 films, documentaries, animations, and educational programs. U-M Libraries are the curators for sourcing many of these materials. These resources for instructional delivery are already widely available and there are minimal barriers to employing this approach extensively for fall 2020.

One of the challenges to using video tutorials is finding a video that matches the teaching objectives in a course. Faculty may consider creating original material that exploits the unique characteristics of a given discipline. Faculty who want to create videos should utilize central resources and support for video production, such as the Digital Media Commons. They should be attentive to accessibility issues in newly created material. The Student Services for Disabilities office, Library, and ITS have accessibility support services to assist in this area. It is also important to be sensitive to how well the subjects in the video reflect diversity and inclusion.