New Video Technology Creates Immersive Content

Creating high quality video content for online courses can be a daunting task. Students now more than ever are accustomed to learning information through easy-to-understand videos online. Navigating new technology to develop engaging videos can seem intimidating, but our instructional design team can simplify the process by assisting with your video production needs.

During the past semester, our instructional designers utilized a new camera, the DJI Osmo, to help instructors create high quality video content. The DJI Osmo can bring an instructor’s vision to life by giving the user the ability to create videos that make the viewers feel as if they are in the shot with the subject. The technology provides balanced images and angles, which makes the content more visually engaging for students.

Cindy Zellefrow, DNP, MSEd, RN, LSN, APHN-BC, and assistant professor in the College of Nursing, worked with our team and the DJI Osmo to create a video series called "EBP Live!" for her Evidence-Based Practice: Transforming Healthcare course. The videos showed her RN to BSN program students the value of evidence based practice in the real world.

“Our goal was to talk with nurses with a variety of backgrounds from a range of clinical settings,” Zellefrow said. “We wanted to show that evidence-based practice can be applied across all areas of healthcare, from bedside staff nurses to nursing administrators.”

Monica Lewandowski, Ph.D. and assistant professor in the College of Food, Agricultural and Environmental Sciences, developed an engaging video on identifying and treating anthracnose, a sycamore tree disease, in the field.

“Video is a more engaging medium to show the details of anthracnose,” Lewandowski said. “We were able to show disease symptoms, how to manage them, and discuss the biology behind it.”

By using the DJI Osmo, the instructional designers were able to help the professors create content that would come to life for the students. Instead of reading about evidence based practice or the biology of a tree disease, the videos allowed instructors to provide real world context that kept students engaged in the classroom.

“Creating content like this adds something to the course so students can see real world examples of what they are learning in the classroom,” Ken Matthias, Instructional Designer at ODEE, said. “Students are not only learning the technical pieces, but they are learning how to apply the information in their field.”

The experience allowed the instructors to learn new video production skills by working with our instructional designers on tasks like script writing, live shooting a video, and editing a video to provide the most engaging content for students.

“The instructional designers taught me so much about creating engaging and informative visuals,” Lewandowski explained. “The Ohio State University has a wealth of resources for instructors to make their classes engaging and instructional designers are one of them.”

Are you looking to incorporate high quality visuals into your classroom? Contact the ODEE instructional designers to make your vision come to life.

Screen shots from the videos created by the instructional design team show angles in which viewers feel like they are in the shot with the subject.