Time
1 hour 11 minutes
Difficulty
Beginner

Video Transcription

00:00
Hey, everyone, welcome back, Canada. He'll hear Master instructor of cyber were in video to of going over the grading rubric. So in the last video, we cover the introduction video. We talked through some basic information about that and what we're looking for when we go through and great your videos. We also talked about your general course videos again some of the most important things that are being the audio quality of your videos
00:20
as well as the cohesion of your videos. You want to make it a very smooth
00:23
experience for your students
00:25
and this video. We're gonna wrap up our discussion on the grading rubric. We're going to start off by talking about presentation skills as an instructor. So number one you wanna have clarity in your speech the ideal sort of word per minute range, and you could always record yourself and kind of measure this. But normally the pace that I'm going right now is roughly about
00:44
120 words per minute or so.
00:46
So that's the clarity we want. We don't want you talking, you know, like super frantic and looks at me. I'll go. She's so whatever, right? We don't want you talking like that. We also don't want you talking like
00:55
so my course is like, That's too slow, right? So we want something caught in the middle of that sweet spot. So that's about 100. 220 words per minute. Is the sweet spot there for clarity. Now, if you've got a thicker accent, so if you're not a U. S based and you're not a native, ah, US person that doesn't have a thick accent as an example there,
01:15
you'll want to just slow down a little bit from your normal speech. And that's just gonna make it easier on students. We've had some students complained that instructor with some instructors with heavier accents that are maybe overseas, it's difficult to understand them when they talk and what I would consider a normal pace. So just keep that in mind If you know you have kind of a thicker accent,
01:34
slow things down just a little bit, and you should be good to go.
01:37
I myself, I can always follow along with some students, can't. So we just want to try toe, make it the best possible course for students.
01:45
Energy is important, right? You can tell that I'm enjoying filming this video. I like filming videos. You could tell that the energy is good right now if I was very money. You know, monotone and boring, like we don't want that you want students to feel engaged with your content all the time. And sometimes you have to be a little crazy on the energy. And what I mean by that is you have to
02:02
do, like, 10 times the amount of energy you would normally do in a regular conversation, because that way it conveys properly
02:08
through the actual video itself. It's kind of weird how that works, but that's normally what you have to do. So like all those YouTube people, you'll see they're so excited on the videos. Just think, like 10 times. That level of excitement is what they're actually doing inside their apartment or home or whatever. To film the video
02:25
explanation. You want to explain things, and this is where the prerequisites of your course are very important, right? So if I tell you that you need to have ah, fundamental understanding and networking in networking concepts and terminology, then I don't have to go through and explain like every single networking term that I use in my course videos. Right? So that's where
02:43
you really want to make sure you list are prerequisites that someone would need tohave
02:46
to be able to go through your videos.
02:50
Connection. Do you wanna
02:52
try your best to be interacting with students, right. So, again, this is on demand video. It's kind of tough to do. But you want to ask questions throughout your training video that you're doing so when you're teaching something, say Okay, well, what do you think this would be like in a real company, right? Or how do you see this working in your company
03:08
and maybe even ask questions that you can answer, right? What? What do you think that we should do here?
03:13
These are the two options that Sally has to do in this situation. Which one should we choose? So you really just want students who feel like they're still interacting with the instructor and that you're in the room with them?
03:23
Manipulative. So this is where we're talking about things like using the labs in your course. You could even integrate things like video clips. One challenge with that is that students don't have the ability to click on in embedded video. So they just have, like, video. You're showing them, so you probably can't really use that in too much capacity. But you could do a screen recording of you playing a video
03:44
that they can look through as well.
03:46
Um, just be sure if using somebody else's stuff, that you're citing that properly and you're not stealing it and that you actually have permission to do so
03:52
by the biggest thing here is labs, quizzes, assessments, really just trying to make it interactive and fund for students
04:00
examples. This is where you want to tell stories, right? So try to relate your course to real life examples wherever possible. So, as an example of the grading rubric right, when I first set my first audition video to cyber, they were still kind of working through the grading rubric without me even taking a look at the rubric. And I'll be honest there.
04:17
I just went through and did a video, right. I was like, Well, okay, let me just
04:20
film this audition. This is what I would do for an online course and granted, I have been teaching online courses for a few years, but I went through inside the video and it happened to actually match up with just about everything they were looking for in their grading rubric and in fact, some areas that hadn't even considered. So
04:34
that was a very you know, Some people call that luck or whatever, but
04:40
you really need to make sure that you're using stories, right? So that right there was a story of, however, related to the aspect of Why am I showing a video on the grading rubric and talking you through it because it is important to greater videos and make sure that is quality content. If you've ever been to some other websites that offer online training,
04:57
you notice that some of those sites don't do any quality controls
05:00
at all, and the courses that you buy or hidden miss on if it's actually quality or not. So just keep that in mind. You always want to share stories. It really helps students
05:09
understand the material better and related to the real world, and that helps them retain the information as well.
05:15
We already talked about following processes, right, so we talked about this step by step lab guides. And that's again why it's important to have those for students. That way, if they feel you go too fast or too slow in the lab video, you've already got a resource for them to use.
05:29
And this poor right here isn't something as an instructor that you need to necessarily worry about. This is something that we've put in there for as a. T. A s are going through your videos. This will help them say yes. I do understand this material. I feel like I'm master. Did this instructor did a great job or Hey, maybe I didn't. You no understand all of it, et cetera,
05:46
Content cohesion. We talked about that already where we want to make sure it's consistent and cohesive content for all the students. Right. So we want to make sure that we're kind of guiding the students through all of our videos in all of our course content.
06:00
Here in the end, of course video. We want to talk about this summary. So what do we actually cover in this course? When were some of the key aspects that students need to remember? We also ah, want to make sure that we talk about next steps, so it's not listed here on the grading rubric, but you always want to talk about next steps. So let's say, for example, I have a Beginner
06:17
Python programming course, and I have students that have just gone through that right there. Now what the
06:23
the final video, my course,
06:25
and let's have an intermediate and advanced python courses as well. So what I want to do is I want to say, Okay, well, the next steps here are I have an intermediate python course on the site. Be sure to check that out. Here's a link, and I also have an advanced one. Once you get done with that one, here's a link to that as well, right? So you always wanna tell students like What's next? And if you don't have additional courses right now, just say, Hey,
06:44
keep an eye out for my future courses, right? So next steps here are
06:46
If you enjoy this course keeping, I offer my future courses.
06:49
So it's very simple stuff. It doesn't have to be extravagant in that particular thing there, but you always want to kind of guide them to that next step that they need to do
06:57
and they're finally here is another thing, just mostly for tea aides. But it's really the U. S. The instructor. Did you actually explain or usual eyes all the supplemental materials throughout the course? Right? So one thing to do keep in mind, is when you're doing the introduction and you're talking about the supplemental materials, make sure he explained, like
07:15
what you're offering them. So is it step by step? Lab guides
07:18
is a study guide, et cetera, and then talk about what's gonna be used in the course. So, as an example, I might say yes. And this course I've got step by step black brides for you. I've got some study guys and glossaries, and during the course, we're gonna be using this step by step lab guides. And then everything else is a good study resource for you to use as you're going throughout the course.
07:36
So it's just something simple like that that will help them, uh, help students understand the material better, and they'll know which material to use when throughout your course.
07:46
So in this video, we just wrapped up our discussion on the grading rubric. I hope you enjoy these two short videos again, if you have any questions at all, feel free to reach out to the cyber team will be happy to answer those questions for you.

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