Course Videos Rubric

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Time
1 hour 46 minutes
Difficulty
Beginner
Video Transcription
00:05
Hey, everyone, Welcome back in Underhill, your master instructor Cyber, and we'll hear with the legendary Leaf Jackson. And so in the last video, we talked through the introduction video with the grading rubric and some some of the things were actually looking for in this video, we're gonna talk about the standard course videos, which again are gonna make up the bulk of your course. And
00:23
we want to make sure that we provide you the information
00:26
to be successful. So we're gonna talk about the things that we're actually looking for.
00:30
So one of the
00:32
first things is gonna be the learning objectives in each video. So what does that mean to you leave when we talk about learning objectives, That's really just stating up front where you're gonna learn in this video,
00:43
Okay, Very simple explanation. And that's really all we need to say. So just make sure that when you're mentioning learning objectives, that it's gonna be something the student is actually going to learn in that video. So, as an example, if I was teaching a course on python programming, but my learning objective was teaching you TCP I p, that doesn't really fit right there is some
01:02
argument, therefore correlation. But really I wouldn't be teaching TCP. I pee in a programming course
01:07
for the most part, so just keep make sure the learning objectives are actually gonna be what students learn in that particular video. So, for example, can in this video learning objectives are to understand the design format of our standard videos and the reasons behind that.
01:23
Absolutely. And this kind of leads into the next thing on the greater rubric, which is the material follows their learning objectives. We've kind of covered that already. But one key aspect here that I want to point out is we're really looking to get the the material condensed into about a 4 to 6 minute range. Now,
01:40
sometimes you may go over that time I go to, like, 10 minutes or so,
01:44
depending on the type of video. But we've seen out there that 4 to 6 minutes is sort of that sweet spot. And I think leaf you mentioned the other day a study or something you had seen that talked a little bit about that of why the six minute is sort of that gold standard out there. Yeah. I mean, I mean can like I mean, you watch sitcoms, right?
02:02
Yes, Like, what's one of your favorite sitcoms? A Seinfeld. But Seinfeld itself, like they divided into six minute segments and
02:12
at X, which is there a super famous company for online learning? Analyze over six billion minutes of videos on, and what they found is, like, really startling. Like if a video goes up to six minutes, then the learner will watch for six minutes. If it goes to nine minutes,
02:30
learn a watch six minutes.
02:31
If it goes to 12 minutes, the learner will watch six minutes. So that means that, like
02:38
as soon as, uh, that six minute mark, it's like Cinderella at midnight with the pumpkin, right? Like it's It's time, right? The the learner just can't continue.
02:49
And so it comes. Learned this long time ago, and that's why they divided things into six and minute segments with a bunch of
02:54
commercials in the middle right, because they realized that that a person couldn't pay attention for more than six minutes.
03:00
Um, so when you're thinking about your content trying to condense it in that six minute mark, it's really important.
03:07
The one area that we allow and and certainly have seen. Ah,
03:14
uh, continuous development on is for programming, programming and lapse rate. Eso anything that you have in terms of hands on materials for the learner can usually go up to about 15 minutes. And as long as they're getting their hands on the keyboard and working along with you,
03:32
have they? They're usually ableto
03:35
to pay attention for that period.
03:38
Absolutely. And just to piggyback off that a little bit when you're doing those labs, sometimes it's difficult to
03:44
do a good time estimate as you're going through it. So I would what I do in my courses. I just keep an eye on the clock. And as I noticed, it's getting sort of close to that, that larger mark, they're all start summarizing what we've covered so far and say that we'll pick it up in the next video. So there's nothing wrong with splitting up your lab into a couple of parts to make sure that your ableto keep it
04:03
engaging for students.
04:05
So next up we have the summaries, right, so at the end of the video, you just want to make sure you summarize what is the student actually learning this video, right? It doesn't even need to be an extremely long summer or anything. It's just
04:15
take like, 60 seconds or last and just say, Hey, look in this video, we'll don't say Hey, look. But to say in this video we covered these things right? So just kind of recapping the learning objectives a little bit and hitting the key points that the student learned in the video.
04:29
This is good for the student. That way they can say, Oh, wait, I don't remember that one thing They just mention because I wasn't paying attention. I was over on Twitter or something. So they know to re watch the video to make sure they learned that concept.
04:41
Next part. We have learning modality, so we'll spend just a little bit of time on this. So what are the different learning modalities and also leave? Why do we want to use different modalities that are videos as a great question can. So
04:55
what modality air reusing right now.
04:59
So right now we're using a video recording were also actually talking on the video and what you'll probably see if you're watching. This is some cool graphics and stuff while we're filming this. We're not putting those in right now, but you should see some cool graphics as we're going through this. The other thing that we're using
05:15
as if you recall from the last video we had a quiz question that we've
05:18
answer for us. So we used a couple of different modalities throughout this film.
05:24
Yeah, absolutely. So I think the idea of this is to empower the learner to retain and learn the information right? And so the
05:33
Pete different people learn in different ways, like so. Sometimes you have auditory learners. Sometimes you have visual learners. Sometimes you have kinesthetic learners, right?
05:43
And so, by providing different modalities, it supports the retention of the learner and different kinds of learners throughout your throughout your content. On DSO, I'll just offer a story. So I used to work in a charter school network
05:59
and, uh, for different kids. We would try to teach the ABC spray, and so one of our students just couldn't understand it from an auditory perspective or a visual perspective. But they were amazing dancer. And so they actually hit their body.
06:17
A B, c D g f G *** in order to learn the information on DSO
06:25
that we had an incredible teacher that could think through different ways to get that point across to the look to the learner. And that's what I'm talking about when I'm talking modality spray, it's thinking through the different learning types and how and how to actually get the point across to them. I said. That way they can learn to retain the information.
06:45
Perfect. So next up, we have transition. So what is a transition in the context that we're looking for, Leaf?
06:54
Yeah, that's really just moving to the next lesson
06:58
or the modality of the learning so you can actually transition between different areas effectively so they can fall. So, for example, for us, when we go to the next video, we're gonna provide the summary and also talk about what we're gonna learn in the next one.
07:14
Absolutely. So the next part of this video we're covering is content, So we're gonna talk about accuracy, cohesion as well as editing. And then, as we mentioned before, will pick things back up in the next video with production. So let's talk about content accuracy
07:30
as an instructor, should I actually confirm that the information that maybe I learned in my job for my manager, something is accurate before I teach a course on it.
07:39
Uh, yeah, I would say, um and on. But this, Actually, we do have any way of the biggest network in the world on separate security. We have a lot of people that support in understanding this and then make sure that
07:55
your content as accurate as your as you're going through. So if they do have a question or there is a debatable issue, go figure in cybersecurity, right? Happens there. Is there a couple debatable issues out there that people don't quite agree on, right? They make sure that they bring that forefront before before release.
08:13
Perfect. So next up, we have content cohesion. So basically, that's making sure that the content you're talking about matches the visuals that you're showing in the video. So, as an example, Yes, a lot of times, all through, like, cap means and stuff in my videos, But usually they're related to whatever topic I'm talking about on that slide. At that time.
08:33
You're just crab.
08:33
Yeah, I usually, you know, exactly, but for the most part, it needs to match what you're showing. Right? So, um, as an example will just say that I've got ah course on basic networking. Right?
08:48
But the visual when I'm talking about T c p i p, I just showed like a picture of a ah hacker in a hoodie.
08:54
This really doesn't unless I'm telling a story of
08:58
a hacker that doesn't really correlate, right? So that's what we're talking about with content, cohesion. Just making sure that what you're showing visually matches up somehow with what you're talking about, what you're teaching the student on that particular slide. And throughout that particular video, and so far, the final part of this video is we're gonna talk about editing. So
09:18
for the most part, in many cases we don't see a whole lot of
09:22
grammar issues, and that's in spelling mistakes, etcetera on the slides. It happens every now and then, but we do. We do look for that. So as an instructor, just kind of give your stuff a once over, just no other people will be reviewed as well. Now one place I've noticed, where it does happen
09:37
on a semi frequent basis, is when using images that you didn't create.
09:41
Just be mindful that sometimes a diagram or something for simple. I've seen one recently in the past month or so Where it was talking about the CIA tree. Odd, but it misspelled everything. So just be mindful of the images of using if you didn't create them, that it's actually got proper grammar on their anything. You wanna try it, right?
10:01
Yeah, yeah,
10:03
yes, Exactly. Example way. Remember that one world, Thea Other thing I want to mention with the editing part is just making sure that we talked about transitions earlier with the transitions between lessons. In this case, when we talk about editing transitions we're talking about, let's say I'm going from slides to a lab is one of my shirts not a choppy process where people see me
10:22
navigating to the lab.
10:24
So that might mean that I need to edit my video and cut out a little couple seconds there or so to make sure that it goes from
10:31
where I'm talking on the slides and saying, Okay, now let's go look at the lab environment and I go right to the lab, so we just want to make it. Sure it's a clean process for students.
10:39
Yeah, absolutely.
10:41
So in this video, we just talk a little bit about the actual course videos and what they should look like and how they should be structured.
10:48
In the next video, we're gonna talk about the production process itself will talk about it's things like microphones, audio issues, audio cuts, that sort of stuff. And so we look forward to seeing you in the next video.
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