Time
1 hour 46 minutes
Difficulty
Beginner

Video Transcription

00:05
Hey, everyone, Welcome back Canada Film here Master instructor Sai Buri with the legendary Leaf Jackson s O. In the last video, we talked through production. We talked a little bit about audio quality and some of the tips and tricks around getting the best quality audio and some other things in your course and this video order to talk through presentation skills. So
00:23
this is one area where we really want to emphasize
00:26
your skills as an instructor, the ability to present the information and we just want to talk through these areas. So there's no confusion on what we're actually looking for in your course videos.
00:37
So first thing up, we have clarity. Now, Sometimes I get excited, especially around, like hacking relative stuff. And so I talk a little fast. But generally speaking, you want to try to keep a pace of about 120
00:49
words permitted or so 100 to 120 words permitted. So this paste right now where I'm talking about clarity and we're talking about presentation skills in the video, this is probably a pretty decent pace for that range. Now, if I start talking about this really, really fast, like This is a
01:06
We're going a little too fast. They're right. Most people wouldn't be able to follow along with the information in the course. So
01:11
I just want to make sure that based off your audience, you want to make sure you slow yourself down again. He may not be perfect on this area, but just be mindful that you may be talking a little too fast.
01:22
We once were reviewing the videos. We should be catching that stuff and giving the feedback on that as well. Just kind of As an instructor, you probably want to be mindful of it. I know, I know. It's something from personal experience that I can talk a little fast sometimes. So it's something I work on all the time. So a lot of people, actually, I've seen with a similar issue anything that you want to add
01:41
under the clarity leaf.
01:42
Yeah, so what? As we went along, we realized that we had to put down dialect is not a fact understanding
01:49
for a lot of our learners out there. They are
01:53
English is a second language learners onda. Also, there's different forms of English out there, so we have people all over the globe. They're they're they're working through this. So this could be somebody would like a Southern accident or even or somebody with English a second language. It's totally fine If you have that. It's just
02:12
be mindful of the fact
02:14
as you slow down,
02:15
uh, you over enunciate your words. So that way the learner continually understand you even if you you have Ah, English is a second language.
02:27
Uh, so the next part we have is energy. So
02:30
I've dealt with courses in the past and on a cyber. But I've dealt with courses in the past where
02:35
the instructor was very monotone, right? Very, very boring for most people. So
02:39
really, if you're teaching something
02:43
and you you get excited about it, you should. That should portray in her videos, right? You should be very engaging, exciting and just really one of the key things that I actually do when I'm filming is all, like, smile or think of, like a funny story, something just to keep my energy level up.
03:00
So that way I'm very excited. It comes across exciting
03:04
and one thing with online learning, especially if you're gonna be on video sometimes have to be a little over the top with your excitement. So it portrays on the other end of the video that you actually are interested in what you're teaching
03:15
eso next up, we have explanation. Now, one thing I want to mention it. So this explanation we're talking about that the U. S instructor, he's explained, like industry buzzwords of the jargon. So that was a user understands these complex terms in kind of a broken down, simple way. I want to mention, though, that you can
03:34
do this effectively by listing the correct pre RECs for the course.
03:38
So has an example. If I'm teaching like an advanced pen testing course,
03:43
I should be assuming that the students should have some basic NETWORKINGS and basic program knowledge. Some some of the basic stuff, the fundamental stuff. Like clinics, they should be able to work of command line that should be able to work with maybes and power shell.
03:54
So these are all things that I should put as a prerequisite. So that way it assumes that the student has this knowledge. So that way it keeps you as you instructed for having to explain, like every single piece of terminology that you will possibly say in your course.
04:09
And you really do. You just want to make sure that you're breaking down the complex things that maybe somebody with those pre Rex doesn't fully understand, right? So, as an example, maybe you mentioned a specific tool name,
04:19
and people taking the course probably won't know what that is in advance of the course. So you just need to break down like Okay, this tool is used for this so they understand how that's actually being used.
04:30
Next thing is connection, right? So when we think of connection, we traditionally might think of, like, just the energy right that we're excited about teaching the content. But also, since we're doing on demand video, we need to make it where students feel like they're actually in the classroom with this. So we want toe, do what I like to call pattern interrupt. Whether that's actually
04:49
the correct term knows you're not. That's what I call it.
04:51
And so
04:53
what I want to do is I want to make the student think so. The way we can do that is we can ask like four or five or six direct questions So as we're teaching something, we want to pause for a second and say, OK, well, how do you think that
05:06
the only side model is being used in your current organization, Right, As an example for a teaching basic network.
05:12
How do you think that this, uh, how do you think that we can write this sequel code more efficiently
05:18
for our for your job or something like that? Right, because there might be a couple of correct answers there. But maybe there's a more fishing way to write it that the user going through your training would know. So that's what we're looking for. They're just things that make that students stop.
05:31
Think for a second, and they have to come up with an answer.
05:34
You can also do this with, like, quiz question structure videos, but probably the best way to do it is just making them pause. Think through a real world scenario so they see how that information you're teaching is supplying anything that you want to touch on for the connection parties. Wally's.
05:49
Yes, so
05:51
you know, for the audience out there, why do you think this is important? Yep, see, and that's a perfect example, right? So now you're thinking through and trying to figure out, and you're probably waiting for relief to answer the question. But that's what we're talking about here. Just things that make the students stop. Because
06:06
what we find sometimes with online education, is that people will be playing on the phone while they're playing. The video will be
06:14
on Twitter. They will be on LinkedIn or whatever they're doing right, And we want toe snap them back to paying attention to our video, because that's what we're trying to teach them, right? So that's what the connection allows us to do. It makes them think so. They put everything else away, their only focused on the content that we're teaching.
06:30
Yeah, one of the tricks that I do you can is, um I
06:33
have a picture of my kids in the corner, and I act like I'm speaking them.
06:39
And I asked the question. And then I paused for three seconds, so I actually passed them,
06:45
You know, something to be effective. How's that going for you?
06:50
Yeah.
06:53
You notice I'm counting in my head three seconds and it could be very awkward. Especially when you're when you're when you're doing, Ah, direct video to
07:01
a learner and where there isn't somebody in the room with you. So this is actually one of the hardest parts for our creators, Right? Is to actually ask those questions directly to the audience.
07:14
It's much easier to like read slides, right? It's just it's just much easier to do that, Um, and it provides less connection with people that I think the person that I've seen that does this. The best honor say is Kelly Hanrahan teaches the CSP.
07:32
So if you're looking for
07:34
ah, really strong example beyond,
07:38
um, A on our site, I think Kelly is definitely the best that that she learns how to pause and then ask a question and that immediately snaps the user. Bacca's Ken was saying back in learning,
07:54
Absolutely. Yeah, Kelly is phenomenal and does a really good job, especially along with that, telling things like stories etcetera. Next up, we have manipulative. So these are things like our labs not prop so much, I guess, unless you're actually going to be in the video. But things like video clips, etcetera. Basically,
08:13
you just want to give students different ways. We kind of talked about modalities earlier, but
08:16
you want to give different ways for the students to understand it. So there's a lot of step by step labs and in my courses go ahead and jump in and comment on your thoughts as well. Well, I was going to say, Can you also use a lot of like cat pictures,
08:31
Ray? And that uses and manipulative you can show like a password is buried in the back of one of these kind of pictures, even though they look the same.
08:39
So like you're taking
08:41
different kinds of, uh, different ways for the learning to learn. And so you're using the physical manipulative. So that way, people can learn off
08:50
absolutely on some kind of tying into that. The next thing we talked a little bit about Kelly. The examples, right? So things like sharing your stories, sharing visuals, things could be your stories, or they can be stories out there in the industry or things you've heard of right. So sometimes in my courses I may not have a story on
09:09
a specific data breach or something, but I used that as an example
09:13
of why you should be doing this thing or doing these things. So that's what we're talking about. They're just help really relate the information to the real world for students instead of just giving them essentially a book of knowledge. Show them how it actually can be applied in the real world.
09:28
Yeah, absolutely. And there's nothing better than a good story. I mean, you saw earlier how I explain, maybe sees that it helps do with retaining the information you're gonna think through. How do I do? Different ways of supporting the learner toe actually retain the information?
09:43
Absolutely.
09:45
And speaking of retaining information next up, we have learning checks. So we asked some questions throughout the series of videos to check your knowledge. So
09:54
let's give you a simple question leaf. Now you're going to know the answer to this, but pretend you don't or something or earliest pause for a few seconds before you answer. So we have an instructor on the platform. There's many good instructors to tell stories.
10:07
We have one in particular that has taught things like the scissor, the sea risk as well as ah CSS P s. I might have given it away there.
10:18
What is that? Instructors name
10:20
and under help. Good enough will call a good. So you see, he got that wrong. But you get the idea here. We're asking easy questions of these videos, but that's a learning check. Right? Because if you were paying attention, you would have heard leave, say, Kelly Hander here.
10:35
So that's what we're talking about with the learning checks there. And you should have those in your videos to really just give students is a chance to say, Well, wait, I got that wrong.
10:43
Let me go back and watch this video again to make sure that I know that particular thing because it's obviously important cause the instructor tested me on that, uh, Kim has been honest and wait for the for the next video.
10:54
Absolutely. Yeah, me too.
10:56
See you soon.

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