As an online instructor for Educational Assistant practicum students across Alberta, I rely on video to create meaningful connections and enhance instruction in our virtual meetings. One key approach I use is the “talking head” affordance, as described by Woolfit (2015). This style allows me to appear on screen while speaking, which helps build rapport with my students. Seeing my facial expressions and body language adds a human element to our discussions, making interactions more engaging and personal. This is especially important in an online setting, where the absence of in-person cues can sometimes make communication feel distant or impersonal. By using this method, I can foster a sense of presence and connection, which is crucial for supporting students as they navigate their practicum experiences.

When transitioning into the instructional portion of our lessons, I shift to a “presentation with voice-over” style (Woolfit, 2015). This approach allows me to clearly present content, demonstrate key concepts, and provide structured guidance. By combining visuals with narration, I can break down complex topics, walk students through step-by-step processes, and highlight essential information in a way that is both engaging and easy to follow. This format ensures that students receive clear, consistent instruction that they can review as needed, supporting their learning in a flexible and accessible way. By integrating both of these video strategies, I create a dynamic and interactive online learning experience that meets the needs of my students across the province.

References

Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf