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The Full Guide To Create Video Content To Promote Your University!

14/10/202114/10/2021
ResourcesResources
6 min read6 min read
Written by Cinema8
@Cinema8

The Full Guide To Create Video Content To Promote Your University!

In 2018, cellphones, tablets, and computers, combined with the use of free software, give us the ability to create high-quality videos and stream them in moments. The Internet gives us access to many free video resources. Despite these technological innovations, students often continue to view digital media passively in the classroom. Three online platforms allow you to create different interactive learning activities from videos to more actively engage students.

Your video is only the beginning. Your video will languish unseen and you will be tempted to make video content inactive without a planned distribution and promotional strategy. Set aside time instead to reflect on your marketing and delivery plan.

While several channels can publish the same video, the end-use will influence many of its characteristics and must be considered early in the process. If you plan on doing several cuts (e.g. short 'trailers' versions to make excitement and anticipation on social networks), understanding this will make sure you catch the pictures you need to make every part function as independent content as well as part of the bigger part before you start production.

Your sales and marketing options may be divided approximately into ‘’owned’’, ‘’paid’’, and ‘’received networks’’.

Channels Owned

There is no cost to publish and promote your content on your platforms and you maintain complete control.

You can insert your video on the website's homepage, tweet it, connect it to a blog post, e-mail it with a clickable thumbnail, and add QR-related links to your prospectus.

The downsides of their channels are only restricted by their scope – you can only draw only the viewer.

Includes your channels:

  • Website of the college.
  • Specific website of the campaign.
  • Blogs from the University.
  • Social networking university pages.
  • External channels of University comms.
  • Video channels of universities (including YouTube/own Vimeo accounts).
  • Curriculum listings for universities.
  • Presentations and job talks on university recruitment.
  • Signatures of university correspondence.
  • CRM/email database of the University.
  • On-campus there are digital displays.
  • Printed collateral from the University.
  • Promotional University goods (e.g. USB sticks).

Channels Paid-For

These are platforms that promote content at an additional cost.

In comparison to creating and hosting valuable video content on your website, that is more of an asset than a cost and can continue to traffic over long periods.

  • Includes pay-for channels:
  • Advertisements Pay by Click/Commitment (e.g. on Bing, Google, and YouTube).
  • Adverts show (e.g. Facebook Ads, promoted Tweets).
  • Adverts pre-roll (e.g. on YouTube).
  • Channels of broadcast (e.g. TV and cinema).
  • Participate in conferences and exhibits to show delegates your film.

Whilst you remain in complete charge of these networks (as long as the regulators approve your advertisement before any broadcast by TV or cinema). Furthermore, video advertisements lack third-party support for the acquired platforms and audiences aren't interested, just like those who want to discover knowledge about the university actively.

The click-by-click/engagement model eliminates waste only by charging you if people are involved and can address a range of parameters such as context, behavior, geography, and search attributes. For YouTube ads, however, a growing number of spectators install ad-blocking extensions that make it harder for your target audience on the web to hit a higher degree of reach.

3 Tools You Can Use To Create Promotional Content For The University

welcome to university videos video marketing

VideoAnt To Encourage Reflection And Discussion Among Students

VideoAnt is a free web application for video annotation developed by the University of Minnesota. The tool can be used on a computer or mobile device, preferably with Chrome and Safari browsers. VideoAnt allows you to add annotations, comments, and questions to any publicly accessible video online. You can also annotate your videos hosted on YouTube, even if they are in "Unlisted" mode. This is particularly useful if you want to produce your video tutorials or screenshots, but still, restrict their access to certain people.

After accessing the platform through account authentication with Google or Facebook, the user arrives in the "Ant Farm" section where they can create and save a collection of annotated videos (nicknamed "Ants"). Just copy and paste a video's URL into the "Load New Ant" search box and the editing tool will open automatically.

The editing tool is intuitive and includes a media player, a player bar, and video playback options. Click the "Annotate" button whenever you want to add a new annotation. The video will stop automatically and an annotation form will appear on the right side of the screen. After clicking on the "Save" button, the video will restart automatically. Each of the annotations is identified by a timestamp, represented by a blue line on the video play bar.

Videos are recorded automatically as you add annotations. As the owner of these new annotated videos, you can easily distribute them by generating a share link or embedding the video directly into a blog or ENA. In doing so, you will also be able to determine the access rights.

Depending on the access right assigned to a video, students will be able to add their annotations, comment on your annotations or just view them. The annotation function allows several educational uses:

Ask open-ended questions and collect students' answers and thoughts, using the "Response" function. These will be presented in a format similar to social media, which encourages online discussions. VideoAnt allows the teacher to easily collate student responses.

Have students annotate a video with their questions, which they can do individually or collaboratively.

For work produced in the form of a video, encourage students to annotate their capsule in a self-assessment or peer assessment process.

EdPuzzle To lnterview Students During Viewing

Edpuzzle is a free platform for creating video lessons. The platform was created expressly for educational purposes. The teacher must use a computer to create lessons from online videos, but students can access the lessons on their mobile devices. Since the platform contains analytical functionality similar to those found in an ENA, all users must create an account. The teacher should generate a code for his class and share it with his students so that they can access the video lessons.

From the main menu, click the "Create" button to start a new lesson from an online video (EdPuzzle is compatible with YouTube, Vimeo, and TED, among others). You can also upload your video.

The editing tool allows you to edit a video in several ways:

  • Cut the start or end of a video.
  • Add audio commentary or full narration from the platform, using a microphone. This function is particularly useful for producing a video screenshot.
  • Embed images, PDF documents, or hyperlinks.

The "Quizzes" button, represented as a question mark, helps make the lesson interactive and more actively engage students. When you click this function, it brings up an arrow that you can position anywhere on the play bar below the video. When you want to add a question, just pause the video and click the green button. Questions can be open-ended or multiple choice. You can also write feedback that will appear as soon as the student answers the question. Multiple-choice questions are automatically corrected and the teacher can view student results.

Video lessons can be shared freely by generating a link or embed code. You can also assign them to a particular student or group. Other settings are available to the teacher, including:

To prevent students from dodging a question, they will have to answer it to continue viewing.

To assign a due date for viewing the video, which is useful in a reverse pedagogy context.

EdPuzzle takes familiar format-comprehension questions to another level by integrating these into the video itself. This keeps students active while viewing and this element of gamification can increase their motivation. Vizia is another free platform that offers similar functionality. TED-Ed also allows users to create lessons from videos, but questions can not be inserted in the video when desired and student responses are not collated.

VideoNot.es To Facilitate Collaborative Note-taking

video lessons university promote

Finally, VideoNot.es, free software, offers students the possibility to take notes collaboratively from video content on YouTube, Vimeo, or platforms offering MOOCs, such as Coursera and Khan Academy. No registration is required, but users must have a Google account and authorize the platform to access their Drive, as this is where "Video Notes" will be filed. If your students are already using Google apps in your classes, this integration makes the VideoNot.es platform that much more efficient.

To get started, students simply copy the URL of the video they want to take notes on and then click the "Load" button. This action will display the video and the text editor side by side. The recorded notes automatically synchronize with the video. Students can click on recorded notes to jump directly to the corresponding segment of the video. They can also drag the cursor over a specific time marker to view the notes taken at that time.

Saved notes can be shared just like a Google Doc. Collaborative writing and commenting make VideoNot.es a powerful collaborative tool for students, who can use it to work on more complex video content for teamwork or in an active learning approach.

Promote Active Viewing

There are many online platforms for teachers to find video content. The added value of the tools presented in this article lies in making their viewing active by integrating questions, comments, quizzes, and notes into the video, associating them with specific passages. This allows students to interact with the content, rather than passively viewing it.