When creating video-based teaching and learning materials, the faculty at Amherst College employ a diverse set of pedagogical approaches using new academic technologies. The examples in this section show how the pedagogical objective drives the type of video-based presentation. They also provide ideas for how to integrate them meaningfully within the course. 

  1. A Flipped Approach using Video-Based Lectures
  2. A Teaching Object to Promote Self-regulated Learning
  3. Transparent Course Design Enhanced by Video Communication
  4. Annotated Video to Model Critical Thinking
  5. Library Research Tutorial Video for Students 

Tech Tip: Videos under 400MB in size can be uploaded directly to Moodle, or embedded in any text area on Moodle. For larger files you can set up a Google Shared Drive for your class and link to the video(s) from Moodle.

Example 1: A Flipped Approach Using Video-Based Lectures

Faculty/Dept: Chris Kingston, Economics
Course: Economics 300, Microeconomics, 1819S
Academic Technology Tool: Explain Everything Screencasting and Whiteboard App


Professor Kingston used the tool Explain Everything to create video-based learning materials for his courses. This tool is especially useful when visually describing a quantitative problem and taking the students through the steps in solving it.

Kingston created a bank of the video-based teaching objects and uses this for flipped learning. Students watch the short video before class and use the class time to practice and analyse similar problems. These videos also serve as a great supplementary learning resource and students refer to them often during the course.

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  • Getting Started with Explain Everything
  • Explain Everything can now be used on most devices, with their iOS app or new web-based interface. A tablet or laptop with a touchscreen is recommended if you want to use their drawing features.


Example 2: A Teaching Object to Promote Self-regulated Learning

Faculty/Dept: Adi Gordon, History
Course: History 204, Jewish History in the Modern Age, 1920S
Academic Technology Tool: Microsoft Powerpoint


Professor Gordon provided a pre-recorded lecture for the first week of remote learning. He created the lecture by inserting audio narrative into Powerpoint slides and then exporting it to a video.

Students watched the video on Moodle and had the option to email Professor Gordon with questions or ideas they wanted to discuss the next week. Gordon then used a Zoom synchronous session for the class discussion the following week. This activity promoted self-regulated learning.

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Video excerpt; full length ~1 hour



Example 3: Transparent Course Design Enhanced by Video Communication

Faculty/Dept: Pat O’Hara, Chemistry
Course: Chemistry 100, Molecular Gastronomy, 1920S
Academic Technology Tool:  Zoom


Professor O’Hara created this short video (using Zoom) to welcome students back from Spring Break and introduce and re-orient them to the remote learning portion of the course.

  • Social Presence: allaying student anxiety by clarifying expectations
  • Teaching Presence: being transparent about changes made to the course and sharing library resources for getting books online

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Video excerpt; full length ~10 minutes

How To


Example 4: Annotated Video to Model Critical Thinking

Faculty/Department: David Hansen & Lauren Reutenauer, Chemistry
Semester: Chemistry 231: Organic Chemistry II, Spring 2020
Academic Technology Tool: Explain Everything on iPad, Apple Pencil


Professor Hansen prepares PowerPoint lecture slides for each lecture. During the lecture, Lauren Reutenauer (the Academic Manager in Organic Chemistry in the department) uses the Explain Everything app to record audio of the lecture while she simultaneously annotates the lecture slides. The resulting videos are shared immediately after each class in the Moodle site as supplemental material for the students.

Students may then refer to these annotated video recordings as they wish, when reviewing class materials.

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Video excerpt; full length ~25 minutes 

Example 5: Library Research Tutorial Video for Students - Limiting Search to Online Resources

Department: Research and Instruction, Frost Library
Semester: Spring 2020, Applicable to all courses
Academic Technology Tool: Screencast-o-Matic


The library staff have created this video to provide a how-to resource to students, and promote learner autonomy. It guides the student step-by-step to search materials on the library database that are only online type of materials. This learn-on-your-own tutorial is particularly helpful for students during the COVID-19 period when they do not have access to printed academic material and want to use digital materials for their coursework. 

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Published Spring 2020 by Academic Technology Services