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Amy Pinkerton (BSPH CTL Teaching Toolkit): Hello, everyone, and welcome to today's picnic Pd session on show. Don't tell incorporating video into your course, and I'm going to pass things off to our speaker.

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Kevin Brennan: Hi, everyone. Good afternoon. My name is Kevin Brennan. I am a video producer here at the Ctl, one member of our dedicated video team and I'm really happy to be sharing and talking with you all today. So thank you for taking the time.

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Kevin Brennan: And then, just thanks to Lauren, Emily, and Amy, as well for setting up this entire thing and for giving me the opportunity to speak to you. So welcome, thanks. Let's get started first.st we can go over some learning objectives. So you know, you could see them listen on the screen. But just some things to discuss or think about or that I thought of while writing these is really like, just think of

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Kevin Brennan: in our audience, how many people are create or are creating videos now, or how many people are teaching courses here at this school of public health?

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Kevin Brennan: If so, you are creating videos course plus the tool we use to disseminate all our information to students. All those narrated Powerpoint presentations are displayed to the students as videos. So kind of like it or not, you. You already are, in a way producing video. So with that, said, we should take that role seriously and try and produce good, effective and engaging content. Right? So along with the agenda.

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Kevin Brennan: First, st we will just do a quick call to action exercise. Then we'll discuss some good video and what its ingredients can be. Then we'll kind of get more into what Ctl can offer you and your students as video products for your courses. Then we'll have a little wrap up discussion and open it up for some questions and things like that. So to get started. Let's take a minute, and I'd like to just have you all write down a few potential video ideas for your course, or course you're affiliated with

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Kevin Brennan: these are just for you. You don't have to share these at any time. These can be ideas that are realistic or just fantasy. So just take a minute and let's write down a couple of ideas. You do it on a on your computer or a piece of paper, whatever you have handy.

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Kevin Brennan: Just think, you know, what would you do if you had all the time and resources available to you.

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Kevin Brennan: what would be the best video quote unquote that you could make? For your field or course.

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Kevin Brennan: what's something you might be able to do right now that you can think of.

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Kevin Brennan: So just take a minute and again try and write a couple ideas. If you can. Let's finish up. It's okay. If you didn't get 3, it's also fine. If you came up with more than 3, these are just for you just to kind of start thinking with a video producer hand. So keep these in mind as we go through our discussion today.

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Kevin Brennan: But let's kind of

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Kevin Brennan: take. Take a couple seconds to finish up, and then let's start with some

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Kevin Brennan: big and simple questions and and some answers from from my perspective.

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Kevin Brennan: a

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Kevin Brennan: cool. So what makes good video?

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Kevin Brennan: You guys can write them in the chat. I saw that, Celine. You guys can keep them for you if you feel like sharing, you're comfortable with it, we will kind of maybe revisit it a little bit towards the end of the discussion today. So maybe just keep them handy. And just, you know.

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Kevin Brennan: use them as a potential brainstorm, you know, if you actually have things or think of ideas as we're going through our presentation today feel free to jot those down as well. Just all for a resource for you and for your benefit.

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Kevin Brennan: So we can start with what makes good video, right? So what does make good video? There's a couple of topics that we'll see. One is, you know, engaging, authentic, interesting engagement and authenticity. They will keep your audience with you as you're going through any of these topics. So be yourself. You guys are all experts in your fields, and you know students recognize that they're here to kind of enjoy that and lean into that. So don't feel self-conscious as much as possible.

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Kevin Brennan: You know, you guys are experts and should be represented as such.

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Kevin Brennan: Along with just authenticity and engagement. We also really need good quality audio nothing kills, viewers, attention, spans or kind of takes people an audience out of a video more than bad audio even more so than video quality. Audio quality is much more important to keeping people

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Kevin Brennan: listening and engaged, and then yes, the next one is the correct length. So notice I didn't say it has to be short or anything like that. But brevity is important where it can be found. You'd also want to really respect your audience and their time. And just kind of

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Kevin Brennan: think in that modular, short form format. Right? So you guys don't. You're not gonna be on Tiktok. You don't have to do anything crazy like that. But just think, maybe this 1 h video could be 4, 15 min videos. Right? So things like that are very, very important.

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Kevin Brennan: And then kind of with the good audio quality and other things like that, just free of any distractions and errors. Right? So audio quality or poor audio quality is a distraction. But other things like errors in in slides or text or other media, can really kind of take people out of whatever point you're trying to get across.

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Kevin Brennan: So those are just some very basic things. But let's talk about what some advantages are for video over typical other mediums.

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Kevin Brennan: And a big one that I always like to start with is the ability to embrace and utilize your network. Right? So for you, you can use your network of peers to help enhance key lessons or build on them through the lens of real world experience.

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Kevin Brennan: So a big way we do. This is kind of conversational style interviews. There's a lot a lot of things that we've been filming recently, which are really really nice. So they're perfect for continuing viewpoints or topics that students are or will be learning. And again, just bringing that real world expertise in and kind of showing them real world applications to what they're learning.

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Kevin Brennan: So again, the ability to demonstrate and discuss advanced topics and techniques is a wonderful thing. You can show and tell at the same time you can engage with students. And speaking of engagement, you can also drive engagement to your coursework through the discussion, forum or other tools on course. So little things like a simple call to action at the end of your video or discussions. Those can be used to drive engagement into your course discussion, forum, or anything like that. Oftentimes we will have

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Kevin Brennan: syllabus or other. You know, materials that we don't want to put into the video just referenced on the course site. So you can point students and direct them to other materials that might get changed out more frequently than the video itself would.

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Kevin Brennan: So yes, it allows you also to get in front of your students. So this is really important. They'll appreciate it. They'll get a better sense of you. It'll kind of go with that engagement and authenticity. They'll appreciate you, for they really will. So it's also just a nice change of pace from a typical Powerpoint. Narrated Video, that what is what most of our course content is right. So those Powerpoint videos are perfect for many situations and displaying a lot of information, and they're really really great.

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Kevin Brennan: But getting your face and your personality in front of your students is a refreshing change of pace for them. And it can also be used really well to introduce new lessons or mark progress throughout the course. So it doesn't mean you have to be in front of your students every video or anything like that. But maybe at certain times or markers or chapters throughout the course, you can kind of check in reinforce key concepts or prep them to learn or engage with new concepts.

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Kevin Brennan: So those are just some very basic advantages they have. Now, we can talk a little bit about, what does the Ctl video team offer? Specifically, so I've separated this into kind of 2 styles of production with the 1st here being remote production. So

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Kevin Brennan: how do we fit in? And how can we help? We're here to help? And we love to take ideas from conceptions to finished products. And we love working on new projects with staff. So please bring us some stuff we love working with you all. So we have the support to get projects off the ground and are happy to make anything work.

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Kevin Brennan: And typically projects fall into either remote or in person production. So we've been doing remote video interviews over Skype and other online mediums for around 8 years now. So it's been a long time, and we have a really well established process and history with it. We've done a lot in that time. So we do a lot of things like interviews or panels or presentations that can be done very easily. But we've done things all the way up to media training simulations.

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Kevin Brennan: or at the very beginning of the COVID-19 crisis, we had a covid contact, tracing training material course that went out and was very well received. So as long as you and your guests have access to zoom, which is the platform we are on now with our video production system as well. We can connect with you anywhere in the world we can get together and produce high quality video

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Kevin Brennan: so we love doing in person productions and things like that as well. So these are more things. Again, we do a lot of interviews and media simulations, but mainly things like location tours or lab demonstrations. We've done a lot of 3 60 video and capture. So VR style video, and we've also started programs within the past couple of years to have gear available for people to rent out and take with you. So if it's not realistic for you even or certainly

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Kevin Brennan: for one of us video producers to go and capture the material we do have equipment that you can take with you

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Kevin Brennan: to be captured on site. So that's a really kind of fun thing that can be utilized and can really enhance stuff. If you have an opportunity to do so, or if a project calls for it

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Kevin Brennan: so with that said, there's a couple of things that we need, and really just some big ones here, the baseline ingredients, right? The 1st and the biggest need is an idea or a project. So when you come to us, or when you speak to us, these don't have to be final. We love, you know. Bring us your half baked ideas and let's brainstorm it together. We love doing that. And we love developing projects. So any support to your materials that you may have from

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Kevin Brennan: visual or stylistic references, or a quick note that you threw together, or a quick outline, or whatever you might have that can really help us shape the idea and develop it over time. So from that idea, we can help make a treatment or scripts or other supporting materials

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Kevin Brennan: that we can start scheduling and kind of get more into the production side of things, working with you to develop any needed materials prior to the recording itself. So with all that, the next big thing is time, right. So like any good materials time is needed in order to craft and develop that right? So I don't mean this in a negative or punitive way. I just like to kind of get that out there and have people start thinking in the long term

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Kevin Brennan: if it can't be made for this term or this offering still make it. You know it's absolutely still worth it, and just make it. And we can put it into the next offering of the course. Videos and interviews like this can live on for a long time and be kind of an evergreen material, so they can be really helpful students for a long time to come, and that viewpoints and the the interviews and the content that you're getting can be really helpful and really well made, and just again in your course for a long time beyond this one offering. So

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Kevin Brennan: and especially if they're made with that type of longevity and modularity in mind. So if you're thinking in that capacity, we can help develop it in that capacity. And those things can really help content stand up and live on for a long time in the course itself.

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Kevin Brennan: So with that, said, we also are really looking for an open mind for collaboration as well. You know, we have insights and knowledge just from the amount of projects and history that we've done. So we might see something that you're not, or find an approach to a subject or topic that you might not have thought of. Yet. So again, we love doing that we love working with people to do that. So

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Kevin Brennan: we were happy to help work together and figure it out. So beyond that, how can Ctl help? Well, it's pretty simple. The biggest thing is connecting with your Id and setting up a brainstorming meeting. So we're a service center, and we're here as a resource for you all, and we're always happy to help.

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Kevin Brennan: I don't really think we've said no to many projects in my 8 or so years here, and that's kind of part of the fun. We don't say no. We help work it out. We can develop it together and come up with a solution

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Kevin Brennan: or a fun way to do the project. So we're looking forward to it. But it all starts with your Id, and then they can help bring the video team if needed.

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Kevin Brennan: or have any discussions relevant and bring us in to start the project itself.

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Kevin Brennan: So you know, that's kind of just a very basic primer. So there's a couple of key. Take key takeaways. I'd like to kind of leave you with. And the one is that you're if you're running a course

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Kevin Brennan: you are producing video. You're a video producer already. Okay, so like it or not, you are, you're a video maker so start thinking in these terms and kind of own. It don't feel any sort of

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Kevin Brennan: you know doubt or lack of confidence. There, start thinking these terms, and you know you could think easily where you may be able to supplement existing content in your course. You don't have to do everything all at once. You can add it kind of more piecemeal, or a couple of things at a time, and then, after, you know, a year or a cycle of the course or 2, it will really kind of

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Kevin Brennan: start adding up and accumulating. So the next thing I also would leave like to leave you with is to respect and use your audience. Okay, most creators spend their entire careers searching for an audience of smart, technically competent.

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Kevin Brennan: interested engage viewers. And you all have one brought right to you. So don't take that for granted. Again. You don't need to be on tick, tock. You don't need to be on the hottest new thing or anything like that. But anything you may be able to do to engage or inspire your students or your audience should be taken seriously.

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Kevin Brennan: So that the next thing is your network and your expertise and your knowledge in your field are precious. Share them and use them with the students. That's literally what they're here for, and they're craving it. So please don't take yourself

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Kevin Brennan: out of the game, or just because you might not be familiar with video as a medium or uncomfortable in front of the camera. Don't let that stop you. Everyone's in front of the Ca. Everyone's uncomfortable in front of the camera. I'm uncomfortable right now. But you know it's part of it. You get used to it. It's a muscle like anything else. The more you do it, the more comfortably more comfortable. You will be doing it next time.

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Kevin Brennan: The next thing is, you know, time, right? Sometimes you aren't able to get it finished in time for a specific offering or a deadline. And that's okay. We really encourage you all to think in a longer view, and that's some good content will again have a really long shelf life, or can so you don't need to replace videos every year per se. Sometimes it's worth waiting

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Kevin Brennan: and working towards the next term. If the scheduling won't work out either on our side or on you or your guest side, or just some logistical challenge. Don't give up on it. Keep working. Those projects are often the best ones, and very much worth doing. So just think, in that long term it doesn't all have to be done today. You can just do it kind of one piece at a time, or start with an idea or scheduling these things all take time. Just

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Kevin Brennan: let let us work with you, and be open minded to it, and I'm sure your video will come up better for it again, a well produced video. Next offering is better than a rush video, this offering, okay? And then the last thing is just CTO, we're here to help. Okay, we are a service based, you know department, and we're here to do that for you. We are here to help you and be collaborators.

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Kevin Brennan: And we're looking forward to doing that. So, please, if you have any projects or ideas you might want to.

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Kevin Brennan: you know. Approach us with.

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Kevin Brennan: please do so with all that, said, I know it's just a kind of a very baseline talk about little videos and things like that. But I would like to, maybe just kind of let's go back to what you guys wrote down in the beginning. And let's revisit your 3 potential video ideas. So before we open up for discussions or questions. I just like to take a second and go revisit this right? So take a look at the questions that you see on the screen and think about what you have written down.

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Kevin Brennan: Is there any ideas that stand out for you, or you think may be worthwhile additions to your course.

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Kevin Brennan: You don't have to know this now, and you don't have to share if you don't want to. We can share during the discussion for part of this presentation today, or when we open it up with questions. Or you know, honestly, I'll be on after the session ends today. If you guys would like to come and and discuss things, I'm happy to hear them. And I know so are so are all of your id. So please, if you think of anything, don't let it go. Just maybe put a note on it, or start it, or think about it. So think on it. Please reach out. If you have any ideas, we'd love to work with you.

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Kevin Brennan: So yeah, that's kind of the end of my little presentation. But I'll throw it back to Amy for any other, you know housekeeping before we kind of open it up for discussion and questions.

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Kevin Brennan: So thank you all.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Thank you, Kevin. So we to start off. I'd like to invite you to complete this quick, 2 min, anonymous workshop evaluation. Your feedback is very valuable. We use your feedback to plan more workshops like today's so please take a moment to complete the workshop evaluation.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and I'll leave that on the screen for a moment, because we have plenty of time and again after this, please stay on. We're going to share some more resources, and then the remaining time of today's workshop will be open for QA. And discussion where we'll talk about how you might incorporate video into your course.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so I think I've probably left this on the screen long enough. So I'm gonna go ahead and share some resources.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so this is one of a series of workshops in our picnic Pd. Series, and next week we have ready and ready to engage fine-tuning your presentation. So please check out our events, page to register for the rest of these series, and also the recordings for these, if you've missed any, will be posted on our website as well. So check those out.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And then, finally, if you're interested in continuing your professional development, we have a number of resources available. 1st is our essentials. Of course, design, development and teaching at Bsp, this is a self-paced online modular course for faculty. It's focused towards faculty at Bsp, but if you're a faculty member at another Hopkins school. There are still modules in there that might benefit you, so check it out, even if you're not a Bsph faculty.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): If you're a teaching assistant. We have our teaching assistantship training course. Which is also online, modular and self paced. And if you complete all of the assignments for that course, it results in a complete certificate of completion.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And then we also have other workshops and on demand videos and our Ctl blog.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So. If you're looking for those shorter just in time. Kind of trainings, that's the those are your best places to go

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Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. And then, like I said, the rest of today's session is going to be open for QA. And also we can continue the discussion about your brainstorm activity. If you'd like to share how you are going to incorporate video into your course.

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Kevin Brennan: Yeah, absolutely happy to help if anyone has any questions or would like to maybe share one of their brainstorms or I don't know. I can spout off a few ideas. Maybe I'm happy to engage. However, you guys would like to.

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Kevin Brennan: Good morning.

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Lauren Dana: And I was. I was gonna ask you of such a depth of ex depth of experience. Do you mind sharing just some of your favorite video shoots and how it met course objectives while also engaging the learner. Just so we can get some of your expertise and some of your like. Wow moments as you were working at Ctl.

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Kevin Brennan: Yeah, absolutely. I mean, we've done a lot of these remote shoots. Now it's kind of become not old hat, but just a well worn production path that we've kind of gone through and it's taken a really long time to stand up. So the 1st couple of ones of those that we did, which again was in like 2017, 2016. Now, so it's before zoom existed. It's before any of this kind of stuff. It's like

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Kevin Brennan: almost dark ages now. But we've done some connections at that point with with users from all over the world, like Japan or Australia, or just remote African nations. Those were really fun and challenging logistically, those are some of the biggest challenge with those type of remote shoots is, you will have

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Kevin Brennan: subjects or talent in in the other side of the world, and then those logistical challenges add up in that. When do we schedule this right? If you're 13 h away from me. Ha! And then we need.

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Kevin Brennan: you know, everyone on the video, and then someone recording it as well. The challenge becomes more logistical than content driven. So those were interesting to stand up, but very fun. And then on the in person side, which is kind of more what I prefer to do, or my background.

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Kevin Brennan: We've had some very fun wins, and one that has become really almost become its own course, which we've worked with Dr. Patty Anderson and Dr. Megan Mcginty on developing essentially media training simulation exercises. So they will have cohorts of students. On several terms and offerings throughout the summer. And

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Kevin Brennan: it's a whole media prepare in this course, and we do one exercise of it where we'll bring students into the studio in groups, usually of 3 or so, and they will all be representatives from some prompted agency. So usually, it is like a hospital system that has had and it's a negative situation that these students are representing. So it's a hospital system that has had reports of patient deaths as a result of physician burnout.

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Kevin Brennan: or it's a school system that has detected lead in the water, or it's some other situation where it's not an ideal situation to go in front of the camera. And we've produced, essentially

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Kevin Brennan: hard, challenging interviews where the host is somewhat hostile and is kind of looking for an opportunity to kind of break through and kind of flip it right? So we don't go full like fox news or anything, but it is still kind of a more hostile interview, and it's done in a completely safe space for these students to do this. So it's an amazing project to be a part of from the production side cause, really fun to kind of stand up.

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Kevin Brennan: But it's also really rewarding because these students will go through this exercise. It'll be like 5 to 10 min on camera with a somewhat hostile interviewer, and then we will film and record it, and we will often put

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Kevin Brennan: news clips or little like graphics into the clips itself, and then we will post them within the course site, usually within 24 h for all the students to review. So they get to go through the exercise, and then, really, pretty soon after they get to go back and watch it from the other side of the camera. So it's really helpful. We've had some amazing students come through. And this course is one that isn't

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Kevin Brennan: strictly for graduate students. It's it's open to a lot more student basis, or, you know, for a lot of these cohorts have mid career professionals or people that are farther along in their career. So it's really fun and really rewarding. And that's definitely one of my favorite ones that we do, and it's become kind of such a hit and essential to that course that we're doing it. I think 4 times a year now or so. It's a lot it's grown quite a bit

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Kevin Brennan: but it's it's, I think, that is also kind of

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Kevin Brennan: gone from a course that people liked to a course that is

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Kevin Brennan: closer to becoming a requirement than not. Just because of how beneficial it is for students and how genuinely important it is so that's definitely one of the the better ones. They're one of my favorites that we do every year.

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Kevin Brennan: Is that helpful.

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Lauren Dana: That was great. Thank you, Colin.

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Kevin Brennan: Yeah. What's up, Emily?

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Emily Haagenson: Yeah, I wanna ask a question from the other end of the spectrum, because that all sounds so exciting and listening to you makes me excited about doing a video. But if I'm a faculty who hasn't done a video before, and is simultaneously excited and a little bit intimidated, how would you recommend that I begin my journey into adding video, what would be like a kind of a lower pressure way for me to try it out.

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Kevin Brennan: Yes, a great way to do it is what we call lecture zeroes. So these are very cursory introductory lectures before any of the course, content in courses. And it's just kind of an orientation for the students of it allows

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Kevin Brennan: you as a faculty to say who you are what your background is a little bit, what the course themes will be, what students will learn, what they can expect, and also like, I said, oftentimes in these cell videos, as opposed to going over the syllabus verbatim for several minutes. We will often throw or refer students to the syllabus on the course site. So this is a great way to just kind of again. This would be shown 1st before any other course, content in your course.

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Kevin Brennan: and it will be oftentimes you on screen for a good portion of it. So these students are about to listen. If it's your course or materials you develop to you for a long time, or if it's of course you might be taking over and it's someone else, and you haven't revised all the content. Yet this is a great way to kind of parlay that information, or get yourself into it, and kind of speak to that information, and what the students can expect to. So it's a great way to interject yourself. These videos are often

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Kevin Brennan: 5 min or less and it's encouraged to be that kind of brief, and and things like that as well. So it's a good way to kind of dip your toes in. That that said it is often you as the teacher, the faculty on camera for a couple of minutes. So it's not something to be nervous about, but it's something we can kind of prepare, for it doesn't have to be all you. We can incorporate slides or other materials

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Kevin Brennan: that can be helpful for students. But, Jen, again. Getting your face, and your voice in front of students is a great way to kind of dip your toe in, and then you know, progress farther, like a way to progress. That farther is maybe do a lecture 0 video at first, st but then maybe you can do a couple of check-ins throughout the duration of the course conferring on milestones, or introducing new subjects or topics as they're coming up. So it's a great way to kind of

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Kevin Brennan: get yourself and your personality into the course without having to touch every piece of the course itself.

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Kevin Brennan: That, or again, conversational self interviews. These are fantastic, and it also takes some of the burden off of you as a presenter. You can be the interviewer and not the interviewee. Right? So you can set up questions for people, and then your guests can kind of speak to them, and you can work with your guests to kind of come up with this content and make sure it's hitting all of your, you know, milestones and requirements for students to learn.

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Kevin Brennan: and then also kind of speak to that real world experience, too. So those are 2 really good ways to do it.

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Kevin Brennan: Hey, Amy?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Hey? I just wanted to highlight in the chat. It was shared that if you're looking for examples of Ctl video work, there's 2 places you can go. So I just wanted to highlight that those links were posted in the chat. The 1st is on our teaching toolkit website, where we have a video reel, and then we also have our course plus site with exemplars and best practices. So if you enroll in that exemplars and best practices.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Course site, you can see not only examples of video work, but other examples of our recommended recommended practices and activity and assessment types and content types. So those are 2 really great resources to check out

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and then I oh, I also had another question which since we're talking about video. And since you're specifically the Ctl, the Bsp video producer, I wanted to also mention that if you're not a Bsp person, the way that you would, I guess the question would be, how would you go about working with Ctl.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And the answer to that is that you would contact our director, Sukhon. So if you're a non bsp faculty, or if you want to, if you're not part of Bsp, and you'd like to work with us. Then you'll have to just contact us, and we'll connect you with the right person.

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Kevin Brennan: Absolutely. And we've done that before, and would love to work with you guys if it's not Bsp, that's totally fine. But yes, we obviously need approval from the big boss man there. So feel free to either approach Sukhan. He's wonderful, or again, get in touch with an Id, and they can kind of put you in touch with them and get in touch, you know. Reach out for you or with you. So yes.

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Kevin Brennan: but yeah. The demo reels also very helpful, and speaks to a lot of the kind of

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Kevin Brennan: range of products that we've done so, or projects that we've done so it might not be full projects, but just a little sample clips from a wide variety of projects that we've touched on.

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Kevin Brennan: Great.

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Kevin Brennan: So did anyone jot anything down that you'd like to share.

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Kevin Brennan: It's okay, if not again, it's just for you that was a big thing for me. You don't have to share. If you don't.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): I like the I guess I'll share so I am one of the facilitators for the Ctl teaching Assistantship training course that I mentioned during the resources. And probably not anytime soon. But it would be kind of cool to use video in an authentic assessment

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Amy Pinkerton (BSPH CTL Teaching Toolkit): way. Where, like kind of like the Patty Anderson's course, where you're talking about how the students participate in a video as part of their experience building and an assessment, so that that intrigued me. I don't know if the tas if that would fit with the Ta training course, I'd have to tie it to a learning objective, but it would be. It's a fun thing to consider.

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Kevin Brennan: Yeah, yeah, respond to these 50 emails. Now, yeah, that's a simulation. Yeah, no, that'd be wonderful. Again, these simulations are very valuable. And

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Kevin Brennan: for everyone, for everyone involved, for for from the faculty side, but certainly from the student side as well. We hear it all the time. They're very nervous when going into it, but it's like, after 7 min they're

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Kevin Brennan: laughing. And again, it's it's an experience that they carry with them, and oftentimes they will put like the video that we give them on their linkedin, or use it, you know, like very seriously, they take it very seriously. So do we? You know it's nothing like that, but it's it's very, very fun and very rewarding.

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Kevin Brennan: Hey, Celine.

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Celine Greene: Hi, Kevin, I have a question from the other end of the spectrum. And that's when students are doing their own videos as submission to assignments, and I was wondering if you have pointers for faculty, because

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Celine Greene: I I go with the whole grade. The learning outcome don't grade. How well they do. But what are some basics that you can recommend? Because I mean, I know everybody has a cell phone, or everybody has zoom and we can share it through

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Celine Greene: cloud directories onedrive. Everybody has. Other people might use their own sharing. But if somebody's recording on their cell phone and they send a video, we're not all going to be able to view it. So what are your baseline recommendations for sharing videos outside of the full production.

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Kevin Brennan: Hmm! That's a great question. So if it's just students submitting responses or videos of themselves responding to questions or things like that, that

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Kevin Brennan: I definitely have some recommendations for. And again, this kind of comes from all those years of remote recordings and things like that. And that's kind of what more I'll speak to, and that what one of the biggest ones is to wear headphones or have a headset with a microphone on it like air pods or anything like that. That is a huge, huge thing. And it kind of all

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Kevin Brennan: has become cliche at this point, or known but just base video, conferencing etiquette, right of mute yourself when you're not speaking

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Kevin Brennan: of. Try not to be in a really loud environment. Or, if you do, you know, wear headphones or things to help limit that not sitting with a really bright window behind you that will overpower you and make you just a silhouette, or a shadow, or blow out one side of your face like you can see this side of my face is brighter, because there's a window over here, but if this were behind me it would just be overpowering me in the frame.

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Kevin Brennan: Other things, you know, like I'm using a blur today, you know, that's kind of become a common accepted thing. Is it really jarring or distracting for students or for viewers? But again, like I touched on the presentation. Bad audio is bad. Audio will kill your video. So you know it.

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Kevin Brennan: I would definitely agree with you. I don't think faculty should judge students on the production qualities of the video. They're submitting more on the content that they're stating and getting out in the video. But I also don't would or wouldn't blame faculty for not really being able to engage or get through without some annoyance of video with really bad audio, or really annoying little distractive qualities.

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Kevin Brennan: So again, it adds up, is, I guess, what I would say, too. You can do a couple of little things that will make your video much better for it.

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Kevin Brennan: Yeah, there you go. It will. Audio will kill. The videos are 100%. You can film, you can get away with bad video quality. But you cannot get away with bad, terrible audio quality.

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Celine Greene: Okay. Thank you.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): I. Also, I wanted to highlight in the chat Kathy had mentioned. That video is great. The way that she said. I think location videos that allow students an inside view of the topic they are learning, I also think, using experts around the world, allow exploration of case studies. And you can also demo procedures for learning, such as lab procedures, role-playing and activity. Demos, really great point in the chat. Thank you, Kathy.

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Kevin Brennan: Yes, absolutely. And you know, one of the things I I talked about is using your networks. But also just using your position and and your place, and you know at Hopkins is is very valuable. Oftentimes you we have people recording with other guests that they know really well, but a a off. Other times we have get people recording with guests they've never met before

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Kevin Brennan: that are just

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Kevin Brennan: subject matter. Experts in the field that are respected peers or colleagues again, they might not be friends, they might not have gone to school together, but you can reach out to people, and you can get pretty far. And you can get some really interesting, amazing guests that way. So don't shy away from that, or don't shy away from sending an email and trying to get some guests. You'll get a lot more responses that I think you might think you would. So it's worth an email. And like, I had

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Kevin Brennan: faculty. Tell students use that Hopkins email, you know. In the student case, you're paying a lot for access to it. So it will get you places, or it will be well read on the other end of that email. So don't shy away from, you know, maybe cold calling a couple of people who could be a really interesting interview, too. So use your network, but also, you know, feel free to expand it or or go outside of it as well.

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Kevin Brennan: Hey, Emily.

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Emily Haagenson: I'll just add to what Kevin was saying, and I think we touched on this, that it can be a lot lighter lift for your guest as well to ask them to do a video interview as opposed to asking them to create a whole Powerpoint. So in the experience of helping you reach out to those experts. This is sometimes the easier format for people, so give it a try.

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Kevin Brennan: Definitely or yeah, to record a whole lecture for you, or something like that. This would be

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Kevin Brennan: less tedious. It's still work. Don't don't get me wrong, but it's stuff that you can or they can do. Independently as well. You know, you can email them the questions ahead of time they can email me all you, the gist of their responses. And you guys can work to tailor that before the time of recording, so that when you get there. It's kind of more of a known quantity. It's not fully a practice run or anything like that, but it's more prepared again. It's conversational style. It doesn't mean that it's just a conversation, right? So there is some some prep that can be done.

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Kevin Brennan: To really tailor that information in the interview, content

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Kevin Brennan: to the learning objectives, or you know what the students are going through at that point in the course and it's a great great way to supplement it

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Kevin Brennan: highly recommend it

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Kevin Brennan: awesome? So actually, let me kind of ask you all questions. Is there projects or things that you would like to do that. You find faculty are more reluctant to do, or the other way that faculty would like to do. But you are somewhat reluctant to to broach it or bring this project forward.

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Kevin Brennan: No, you guys are open for anything. What? What is your kind of what do you guys.

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Celine Greene: I'll go ahead and contribute something. I think that like when I was asking you for guidance for students, I think that students love to quote unquote reach for the grade. Right?

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Celine Greene: So so if faculty

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Celine Greene: in the same sense of when it's open ended, we set. We tend to either be, there's there's the people who

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Celine Greene: grab

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Celine Greene: the part of

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Celine Greene: proverbial bull by the horns and go with it right but then, if they're if it's so open, ended.

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Celine Greene: Then they sit back.

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Celine Greene: so I almost wonder if there could be like a even like the storyboarding, and things like that.

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Kevin Brennan: Oh, we lost yet!

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Kevin Brennan: Oh, we lost you! Oh, no.

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Celine Greene: It's my meeting my hands, hitting my keyboard.

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Celine Greene: So so the that whole thing of like if

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Celine Greene: if if there was more of a shell of

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Celine Greene: You know. What are you? What are you aiming to do? A choose your own adventure? Well, I'm aiming to interview somebody. What do you need to have with this interview? But it was low, low lift. I know we've tried to establish very strict protocols before, but I'm talking about low lift. And if we think of it as

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Celine Greene: assignments that we would give our students like, let's focus on the outcome.

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Celine Greene: But here's what you need to get to that outcome.

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Celine Greene: I think that that might

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Celine Greene: might persuade some more faculty to go toward these routes that they're not as familiar with, and they might think of it, something as huge and overarching like I have to schedule this appointment, have to schedule that appointment, have to put aside. All this time. I have to write a script so, but if it was very low lift, of what do you want? The outcome? Be? Let's talk about it that way, and that approach of again, similar to how we want to guide students to demonstrate their learning. I think that might be a successful sell factor that we might want to try

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Celine Greene: very much.

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Kevin Brennan: So I mean thinking of your audience that what you want the audience to take away the video is like the most important thing, right. So again having those those objectives. But again, what you're speaking to it reminded me of something that we've

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Kevin Brennan: discussed developing in the past. But we have never really finalized or formalized, which, I still think will be really helpful, which is just essentially like a shell

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Kevin Brennan: document, or like an introductory script for lecture 0, or something like that that is essentially done in the style of like mad libs. Right? So it's Hi. My name is Blank, and here welcome to the course blank. You will learn blank, blank, blank, and just kind of have a document that is a standardized or a baseline that people can kind of edit. And and you know it's easier to edit something that exists than to create something

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Kevin Brennan: so this could be a document to help kind of loosen up the creative juices or get people flowing or seeing that. Oh, it's just this form a lot of the time. And I could just fill in these blanks,

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Kevin Brennan: and and develop from there, you know, or just something to get people in a little aid to kind of get people started and you know, I was thinking, or we've talked or thought about that in the form of these lecture zeroes, which is what we do a lot and we've done and recorded a lot. So there is not

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Kevin Brennan: a a hard, fast formula, but there is kind of the same information can get shared a lot, or there are things that are touched on, and more of them than not so kind of using those as a touch point to make this document that could be just a helpful aid for someone who maybe has never done it before, or is taking over a new course, or something like that, just to kind of get people started. So that could also, I think, be done pretty easily for an interview.

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Kevin Brennan: just because it is kind of structured in the same way that if I'm the interviewer, I'm going to say, Hey, welcome! Today, we're here with so and so. And we're going to be talking about blank and so so and so thank you for being here. Let's get started, you know. Can you tell me about there could be a document that just has a more skeletal

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Kevin Brennan: framework with, you know, gaps left there that again someone could pick up, and they don't. You know they can start from there as opposed to starting from a blank word, document page, or something like that, and could kind of take it off the shelf a little bit, and bring it down

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Kevin Brennan: in terms of accessibility.

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Celine Greene: This is true, I I would just add, add, in that other option of as faculty, give students assignments with like very loose guidelines like. Focus on what you want to get out of it will help you get there. But that's so. So all of what that that template and that mad lives, and all that that might be one of the paths. But again it starts that conversation of Ha! What is it that you want to demonstrate. And why?

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Celine Greene: And that goes to, I guess, part 2 of this which will happen again some point in time. The pedagogical rationale for including video and engagement, that psychological investment that comes from video

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Celine Greene: but again.

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Celine Greene: just like we want to

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Celine Greene: help students to understand why they're doing something that that why is a huge factor of it, and it may

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Celine Greene: set the scene, for if they're casual or formal, if they're over Zoom, sitting uncomfortably in a chair or standing

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Celine Greene: on the 9th floor balcony out there with Baltimore City behind them. Or you know, research lab, or something like that, I mean all that goes to the why not just the brain? So the brainstorming, I think, has to go toward the why.

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Kevin Brennan: Absolutely. Yeah, we we you know the why is obviously a huge, important question. And in any materials you're gonna develop and the ethos. And you know literally, the why is is everything so? It's but that's that is you don't.

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Kevin Brennan: You don't necessarily need to know that right away like you're saying you can brainstorm that or come up with that with us, you say, hey, I have this great guest I'd like to interview. They're really relevant my course. But then it could be developed like, well, what do we want to ask them? What do we want them to talk about? Where do what's to sit in terms of the course

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Kevin Brennan: timeline. And you know, learning materials. And again, reinforcement or or curating those experiences. Is is a huge part of it. So, and it all comes back to. What you're talking about is the why of the moral. What we want people to get out of it. What would the audience to take away is is definitely everything.

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Kevin Brennan: Yes.

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Kevin Brennan: yes, absolutely. The learning objectives can definitely help define and find the lie.

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Kevin Brennan: God, I hope so. Right, man, they can't.

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Kevin Brennan: I don't know what's going to help us after that.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Right.

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Kevin Brennan: Yeah.

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Kevin Brennan: Oh, so.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): I was just gonna say we have 15 more minutes left in our session. So if anyone has any final questions or comments, now's your chance.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Great.

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Kevin Brennan: And then, if you don't think of anything you know or want to speak up, I I'll be available through email and things like that after the presentation as well. So please feel free to reach out to Amy or Emily, or whomever to to message me

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Kevin Brennan: anything like that

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Kevin Brennan: happy to talk about video all the time.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Also, if you haven't already, please fill out that workshop evaluation form. We really do appreciate your feedback.

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Kevin Brennan: Great.

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Kevin Brennan: So is, is there any videos you guys have coming up any fun projects.

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Kevin Brennan: any ideas or courses that seem ripe for the video to be added.

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Kevin Brennan: It's okay, if not too.

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Kathy Gresh: Yeah, I think it's I feel sorry I'm I'm in lounging here that well today. But

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Kathy Gresh: we do have so a series of things, maybe coming up with.