 Hello! I welcome you to an e-lecture in which I would like to define and exemplify our video strategy, a strategy that is tailored for our subject, the teaching and learning of linguistics at university level. Many of the ideas I'm going to present will occur in my new book in German, though. This is why I want to summarize these ideas in English too. After more than two years of video production for linguistics and beyond, I've learned that there are cross-subject as well as subject-specific aspects that determine our video production. I will proceed as follows. First, I will introduce several terms that are used and often mixed up in the context of video production. Then, I will look at the parameters that may be used for a suitable video typology and will also exemplify the several types of videos that emerge from this classification. Well, and finally, I will also introduce some ideas and concepts that might help you to produce videos for your teaching and learning scenarios. So let's first of all look at some terms that are used in the context of video production. For example, there have been distinctions between camera recordings and screencasts, where screencasts are captures of what is going on on a computer screen during a presentation or a program execution. However, since almost all videos to some extent involve a presentation and thus a screencast, this distinction is marginal. Then we have terms such as e-lecture, live digitized lecture, video scribe, or instructional video, which might be used ambiguously and sometimes mean the same thing, but are also used to address different video types. So it seems suitable to provide a somewhat different classification that is more convenient and enables us to precisely classify what we are doing and what you can do with ease. So let's look at the main parameters that can be used for a suitable video classification. An often mentioned parameter is the production style, a term which is used somewhat unspecifically, defining, for example, classroom videos, video scribes that are produced using a tablet, videos that are produced at a desk, and so on. Or take the content. Here you have several possibilities of classifying videos, tutorials, explanations or demonstrations to name a few. And then we could take the length, or physically speaking, the duration of a video. This parameter is of special interest since it is now known that student engagement rarely lasts longer than six minutes. More plainly, students do not spend more than six minutes on a video. So length, as we will see, is a crucial parameter. I hope you can pay attention to this video for more than six minutes. And then we can take the setting that defines where and under what conditions a video is produced. And last but not least, you might want to know whether the speaker's head is part of the video or not. So all these parameters may be taken to classify your videos. Looking at the videos we have produced and used over the years, it seems suitable to select the setting parameter. That is, where the video is recorded as a basis for video classification. And here we can define three scenarios. The first is the classroom setting. A setting where the video is produced within a classroom with a real audience in real time. As shown here, the equipment may range from standard video recording equipment to an in-class recording using a cell phone. However, studio equipment is not normally used with this setting. In the office setting, the video is produced without an audience. The term office is thus a placeholder for all environments outside the real-life classroom environment. And in the studio setting, you produce videos using professional equipment, such as high-end cameras, green screens, teleprompters, etc. Let us look at some examples. At many universities, live digitized lectures, that is, videos produced in the classroom setting constitute the backbone of video-based teaching and learning. Let us look at this example. Okay, so Newtonian Mechanics is our first topic. So Newtonian Mechanics has two parts. As we know now, however, live digitized lectures are non-beneficiary for several reasons. First, they are too long to attract attention throughout. And secondly, they can mainly be used as supplements to traditional teaching scenarios only, but not as a replacement leading to new teaching and learning scenarios. So for us and for many other subjects, too, live digitized lectures do not exhibit a significant gain at all. The videos produced in the office setting are of several kind and can be referred to as instructional videos, whereas studio setting videos are dedicated to specific purposes, in many cases to mere entertainment. Whether they are suitable for teaching and learning is highly questionable. Look at this example of BBC production about English. It was the Vikings who sacked and burnt the religious centre that stood here before. To these pagan pirates rampaging out of their longships in 793, this great centre of Christian piety and scholarship, a pivotal place in the survival of the word in the Gospels, was no more than an undefended treasure house. Thus, the only realistic option that at the same time involves a significant benefit for our learners is the production of instructional videos in the office setting. Taking the parameter duration, we can distinguish two essential classes of instructional videos. Micro teaching videos, that is short videos that are usually not longer than 5 minutes and primarily involve short and concise explanations. Here are three examples. Short video-based definitions, dynamic demonstrations and concise explanations. Let s look at a typical linguistic demonstration realised as a video scribe. But where shall we put the two prepositional phrases? Well, in order to integrate them into the noun phrase, we have to expand the N bar node twice more and make the mothers of the two prepositional phrases. Micro teaching videos by contrast are longer and are often done in a short lecture format. They are preferably used to introduce a new concept. The two variants I have here are e-lectures. They constitute the backbone of teaching and learning on the virtual linguistics campus and interview videos where experts talk about selected aspects of their fields. Let s take an example. Hello. I thought it might be a good idea to let all the beginners in linguistics know what linguistics is all about. Or should I say what linguistics is not about? Considering the goal of this short e-lecture, I am producing right now my announcement to find out what type of video can realistically be produced by everyone without a big equipment and a long experience in video production. I can now clearly say videos that are produced in the office setting and that fall under the category of micro teaching. They are short, they do not need a talking head and are thus easy to produce and they often involve content that has to be repeated time and again in real life teaching scenarios. And the technology that we need for the production of these videos is manageable. A simple laptop, ideally one with pen input and an external microphone, will do. As far as the software is concerned, you need some sort of screencast software, for example one of the highly popular TechSmith products, and an audio editing product such as the freely available Audacity audio editor, if you want to record your voice on a separate track. And if you want to film yourself or anyone else, your phone or a simple camera could be used as additional devices. And there are so many options to produce and use micro teaching videos. Here are some of them. You can for example simply record yourself or someone else who exemplifies or demonstrates something. You can annotate existing diagrams or create video glossaries or you can explain certain analyses, facts or calculations by simply talk while you're writing. So I hope that I could give you some ideas about video production in general and maybe even video production in your particular field. But before I finish let me finally mention two essential premises. First, learning is not just video watching. You need more than just a few videos, for example you need assessments, additional tasks, thus a full-fledged and deductically carefully designed environment. And secondly, your video doesn't have to be perfect. Do I need it perfect or by Tuesday is the guideline that Aaron Sams wrote into our diaries in 2012 when he was at the first Marburg inverted classroom conference, a guideline that has meanwhile even been converted to t-shirts by Tixmith. So we do not need perfect video productions, let alone documentaries for teaching and learning. We do not need long introductory screens and background music. What we do need are videos that are short, concise, deductically well planned and that satisfy the needs of your subject. Thank you very much for your attention. And I apologize that this video was longer than six minutes.