72 - Faculty Perspectives on Lecture Video Creation

Poster Board Number: 72
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction: Lecture videos are becoming a popular format in anatomical and biomedical education. It has advantages of flexibility in choosing time, location, and repeating lectures if necessary. This project focuses on creation of lecture videos from a faculty perspective. Methods and materials: Canvas and Microsoft Teams were used as platforms to record lectures as videos and compare them. A Logitech Camera (Carl Zeiss HD 1080p), a USB Condenser Microphone (CMTECK), dual monitors, and a Dell Precision computer were used in video lecture production. The lectures recorded in both platforms utilized the same topics on Histology Power Point lectures. The production in Studio/Canvas used two screens, one to login into Canvas, and the other to display the presentation and capture the video recording of the lecture. Video lectures were uploaded into Canvas as Arc videos and saved in a file in the computer at the end of each session. The lectures recorded in Teams used two screens, one to login into Teams and the other to display the presentation. The presenter joined a Teams session to share the presentation and start video recording. Video lectures were automatically uploaded into Teams with a link for sharing further access to the video. Results: Canvas and Teams video recordings were compared along the following features: session location, virtual location, recording style, capability of pause during recordings, capability of talking head, view of pointer on the slides, drawing on the slides, full-screen view, postproduction editing, recording assistance during sessions, sound control, eye contact with students, progress monitoring for recording, notification of recording initiation, option to re-record over mistakes, capability of video upload, length of time for video upload, capability of reviewing recorded session, and addition of video to the Canvas course. Both recording formats are capable of meeting most of the characteristics. Canvas platform advantages include user-friendly features to download and upload videos, pause and re-record over mistakes, monitor recording progress, and review recorded sessions. Teams platform advantages include features for recording during live classroom sessions and the automatic uploading of recordings to Teams, though more steps are required to upload individual videos to a computer. Both platforms allow easy monitoring by faculty during a recording session. However, neither platforms were able to establish two-way visual contact with students during virtual recording from the office. Eye contact is possible only while recording in the classroom. Both platforms are capable of adding videos to the Canvas course for student access. Conclusion and Significance: There are many recording formats and video recording methods available for online teaching. Canvas and Teams are two of the most popular platforms in biomedical education; both provide similar features for capturing and delivering video lectures. The differences between platforms are centered on features for video capturing, editing, uploading, and access for students. Educators should consider these differences when choosing a platform to best suit the learning process.