In a world of deepfakes, it’s not uncommon to see videos of famous celebrities saying or doing things that the real celebrity did not say or do. Stories also abound of individuals turning to AI companions for support, company, and even raunchy love affairs (Hill,
Whether you teach synchronously online or create asynchronous video content for your students, producing professional-looking material has always been a challenge without a production team—until now. This article explores how Open Broadcaster Software (OBS) empowers educators to craft engaging, broadcast-quality learning experiences for both synchronous
Simple and inexpensive software has made it easy for students and teachers to create video and audio for learning content and projects. But this still leaves many students and teachers struggling with the stylistic elements that make multimedia interesting and engaging. In particular, it is
We associate artificial intelligence with text-generating systems like ChatGPT. But AI can also produce content in a variety of digital formats, including images, videos, and audio. These tools allow instructors and instructional designers to create custom content that enriches their online courses without high-level technical
As widely used communications media, videos and podcasts should be at the heart of any online class. The problem is that it is nearly impossible to make mistake-free videos and podcasts—at least if you speak off the cuff, as people who make a lot of
The rapid rise of livestream content development and consumption has been nothing short of remarkable. According to Ceci (2022), 126.7 million users in the United States viewed livestreaming content on mobile devices in 2019; the same year, 23 percent of Americans livestreamed content themselves. In
Most instructors know the value of YouTube videos for supplementing instructional material. YouTube has a wealth of instructor- and expert-created content that can vividly illustrate course concepts. But instructors can use YouTube for more than just instructional content. They can also use it as
It is now well-known that good online courses should make use of the world of free, high-quality educational videos available on nearly any topic. It is also well-known that interaction with lesson content, in which students must think about the lesson material while going
Three hundred sixty–degree (360°) video provides an opportunity for students to have an immersive experience of a location they’re studying in class. Prices have dropped to a point where institutions generally have 360° cameras available for instructors to use. Students can play 360° videos
The learning management system (LMS) transformed class discussion by introducing an asynchronous forum that allows each student to participate without the time limit of a live class. But it has become a bit long in the tooth as apps have made video many students’
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