How lecturers are using video for more than lecture capture

From teachers who have taught asynchronously with pre-recorded lectures, to those that have livestreamed their classes, and a large number who chose a hybrid model, everyone found a way to teach online this year. Read below for examples of how lecturers use video with Echo360 to support learning.


Using video for email and five minute summaries

“Like probably 90% of professors in the world, we’re trying to figure out how we’re going to teach fully online. And the first gut reaction is to make videos for your students.”

Associate Professor,
Colin Montpetit
University of Ontario

Dr Montpetit now relies on 3 different modes of video to connect with his students, and none of them is a lecture.

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Video Newsletter

During the peak of the pandemic in Melbourne Victoria, Robyn Delbridge made daily video messages for students studying Dietetics at Swinburne University. As Acting Discipline Lead, she felt it was a really important way to communicate critical information while reassuring students that lecturers were still there for them.

Dietetics at Swinburne University is in its second year and as Robyn was preparing to create the annual newsletter she realised that the comfort everyone was now feeling with video made it the perfect tool to sum up 2020.  Robyn wanted a video that represented the kind of resource that was being created every week while teaching online; not too polished. The newsletter features work from Swinburne lecturers and students as well as their organisational partners and has been designed to communicate the warmth and enthusiasm as well as, to quote Robyn directly, ‘the bonkers year we’ve had.’


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Dr Marina Ciccarelli

Frontloading learning with video

Dr Ciccarelli chunks her lessons into 10-15 minute video segments so that students can watch before they come to class. She finds this not only makes them more prepared, it frees her up to use the time for practical activities and application.

Using video for demonstration and reassurance

A small team of lecturers from the University of Tasmania used a grant offered by the university to create a sequence of video resources for their colleagues to demonstrate how they use mobile technology for student assessment.

While three of the four lecturers involved discuss student created media, Mr Richard Say who lectures in Nursing, created demonstration videos for students of a clinical assessment called an OCSE. The video provides both an exemplar of the skills that were to be assessed and to reduce the anxiety of students who often spent more time worrying about what the assessment entailed than studying the content.


Macquarie University has also been experimenting with media assessments.

Featured webinar

During her webinar on using embedded polling Meret Burke from Wilkes Community College caught my ear when she explained how she uses video to record feedback on English papers. She can convey so much more information for the entire class on how students can improve English papers by using video alongside the individual written feedback.

Making media interactive

Unlike creating their own videos, watching videos can be a passive activity for students. Any of the video examples above can now be made interactive using Echo360’s new polling in video feature. Once created the media is reusable and as with all Echo360’s video, offers analytics that enable teachers to view at a glance how students are faring.


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What customers think about interactive media

Video alone can be very passive, and one of our most requested features has been the ability to prompt interaction from our learners while watching these videos. At Unitec, we are excited about Echo360’s interactive media as it gives students the incentive to interact with content before they come to class, test their understanding and gain feedback, preparing them for an engaging classroom experience.

James Oldfield
Digital Learning Lead, Unitec Institute of Technology, NZ

The embedded polling in Echo360 and the associated analytics allows me to effectively monitor comprehension throughout the asynchronous sessions, while a final poll can be useful to evaluate comprehension and retention at a synoptic level . We can’t spend as much time with students in our synchronous online teaching as we do in class, so being able to emulate some of the effective teaching strategies I’ve used in the past in the asynchronous content is incredibly useful.

Stephen Bennett
Humanities lecturer, University of East Anglia, UK

Ready to learn more about Video?


Jocasta Williams
(AUS): 1300 324 600
(NZ): 0800 324 600
(ASIA) + 61 8 6180 2799


Paul Herdman

+44 7776 236517

North America