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Creating learning content and media

There is a wide variety of asynchronous learning resources that you can incorporate as part of a flipped learning experience, including books, journals, websites, videos, podcasts, and interactive learning packages.

It should not be assumed that all -- or even the majority -- of learning resources need to be self-created, and there are likely to be many existing resources that can be incorporated into the online learning.

What evidence does show is that it is best to employ a mix of different resource types, and to ensure these are presented as part of a clearly structured learning journey. It is also important that materials are 'chunked' into shorter segments to maintain student engagement.

1. Self-capture video

Self-captured videos and/or screencasts are the medium most often associated with flipped learning.

Screencasts and self-captured videos can take a wide variety of forms. They can be a straightfoward way of delivering presentations, formal and informal, and of talking students through worked examples and processes. In other cases, in-lab demonstrations and processes, or interviews and conversations, can be filmed and incorporated into the learning materials.

A considerable body of research evidence shows that video materials are most effectve if they are 'chunked' into shorter segments (~10-12 minutes long) to support student cognition.

At York, the Replay/Panopto desktop recorder offers a convenient screencasting solution which which allows staff to rapidly author video and quickly deliver it online.

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*Converting lectures to video - Preparing for Dual Delivery. (VLE login required.)

  • The York Skills Guides provides a range of examples and information on digital video and audio development.

2. Audio creation

Audio is often a neglected medium in online learning. In some circumstances it can be quicker to produce than self-recorded video, and just as pedagogically effective.

For more extended discussions and conversations that do not have a visual component in particular, there is evidence that audio can sustain student attention longer than a screen-cast type video.

Audio-only materials can be recorded using the Replay/Panopto 'At Desk' Recorder, and/or created using other software and uploaded to Replay or directly to Yorkshare.

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3. Interactive learning objects

Developing multimedia learning materials creates the potential to offer students more interactive online learning experiences, such as interactive scenarios, investigations, and lab tours.

Creating these kinds of materials will usually entail an investment of staff time up-front to plan, develop, and test the learning objects. However, once developed, these materials can often be reused extensively over a long period of time, so long as they are maintained and updated.

At York the Xerte content creation tool is available to staff who want to to explore creating interactive and engaging content without needing to learn how to code.

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4. Other media and Open Educational Resources (OERs)

A huge variety of learning materials are now readily available online. These include videos, free courses on MOOC platforms such as FutureLearn and Coursera, interative learning objects, virtual lab resources, etc.

As with readings from chapters, articles and journals, it is quite reasonable to incorporate third-party learning materials into your course content. Where that is the case, as always it will be important to clearly embed these resources within the learning journey, and to communicate to students the critical concepts or information they need to engage with.

When incorporating third-party materials into a course, consideration also needs to be given to factors such as student access and the accessibility of the resources: e.g. ensuring there are no paywalls or GDPR issues, and confirming that learning materials are consistent with the University's accessibility requirements.

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