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Content Building Checklist for Instructional Videos

Building content for your videos necessitates a systematic and organized work plan.
With your course material and learning objective in mind, use this checklist to help guide you when producing material for your video lesson.

Download and print the .pdf file here to use your checklist



1.) Identify the objective/takeaway/”bottom line”/goal of your video.
What is the goal or purpose of the video? These goals should pertain to the central teaching initiatives in the curriculum. 


2.) Identify the type of instructional video you want to produce (video modeling, ‘lecturette’, tutorial, etc.).
Choosing the most appropriate type of instructional video for your content will help determine what elements to incorporate into your video. 


3.) Identify and consider your target audience.
Explore different teaching approaches or techniques to present information that will cater to your audience. Be aware of the level of skill and knowledge that the learner currently possesses. When appropriate, don’t be afraid to add humor to your videos. 


4.) Build your lesson plan:

a.) Think about ways you can use the video to capture a learner’s attention. 


b.) Ensure that the video content builds and connects with a learner’s prior learning experience and enriches existing knowledge.


c.) Present new material that will enhance the learner’s knowledge base.


d.) Direct learners to how they can apply the new knowledge from the video.


5.) Draft a “storyboard” outlining the scenes in your video. You may utilize the storyboard template below for planning purposes.


a.) Think about the character(s) (who is involved), setting (location), conflict (what the video offers to resolve) and the theme (goal/objective) of your video.


b.) Determine what you will need to produce the video (props, equipment, etc.). 


c.) Compile different types of media to create more dynamic visual data and effectsMake use of videos, images, sounds and other multimedia. Follow Humber's copyright guidelines (http://library.humber.ca/copyright) when choosing and citing this content.


d.) When involving additional participants, be sure to assign specific tasks to individuals and clearly communicate their roles and expectations. 


e.) Think about how you can use post-production effects like annotations and captions to draw attention to the pertinent information. 


6.) Write your script.

a.) Dialogue should strive to incite response and motivate active learning among students.


b.) Review difficult material or complex tasks multiple times to ensure that it’s clear to the learner. The duration of time spent on details should reflect the importance of the information; spend less time on less important details.


c.) Set out key information in the beginning of the video and reiterate it at the end. Learners are more likely to retain the information closer to the beginning and latter half of the video.


d.) Include various examples, case studies, metaphors and analogies to generate a clearer image of the material.


7.) Determine the approximate length of the video.
Try to make sure that your videos are not too lengthy. If you find that there is a lot of material to include in the video, consider splitting them into different segments or series.


8.) Practice running through the scenes, dialogue, slides and other material so that the presentation is free flowing and fluid before recording.