Recording and Sharing Video Lectures

Video lectures can be an effective way to introduce new concepts, explain complex topics, demonstrate techniques, or provide course updates. Instructors can successfully create lecture recordings using the webcam and microphone built into their computer. However, you may benefit from professional recording spaces or production support for larger projects.

The best recording approach depends on your goals, timeline, and the type of course you're creating. This guide will help you prepare effective instructional videos, choose the recording option that best fits your needs, and share your recordings with students using ASU-supported tools.

Table of Contents

• Before You Begin
• Prepare Your Lecture
• Choose a Recording Option
• Share Your Videos with Students
• Make Your Videos Accessible
• Tips for Effective Lecture Videos
• Frequently Asked Questions
• Additional Resources

Before You Begin

Before you start recording, consider a few questions:

• Are you recording a single lecture or an entire course?
• Will you need to edit the recording afterward?
• How much time do you have to prepare?
• Is convenience or production quality more important for this project?

Prepare Your Lecture

A little preparation before you begin recording can improve both the quality of your video and your students' learning experience.

Organize your content

Rather than recording an entire class session as a single lecture, consider organizing your material into shorter recordings, each focusing on a single concept or topic. Research suggests that videos of approximately 10 minutes (or shorter) can improve student engagement and perceived learning compared to longer recordings (Demir & Birgili, 2024; Manasrah et al., 2021). Shorter videos are also easier for students to revisit while studying and allow you to update or replace individual topics without having to re-record an entire lecture.

Instructor Presence

When appropriate, consider appearing on camera at the beginning of your lecture or when introducing a new topic. Seeing and hearing their instructor can help establish instructor presence and strengthen students' connection to the course.

Prepare your slides

Well-designed slides help students follow your presentation and support accessibility. When creating presentation slides, consider the following:

• Use large, readable fonts and high-contrast colors.
• Keep text concise and avoid overcrowded slides.
• Minimize unnecessary animations and visual clutter.
• Identify any charts, diagrams, or images that communicate important information. Be sure to verbally describe those visual elements while presenting so students who cannot easily perceive the visuals receive the same information.
• Whenever possible, make your presentation slides available in Canvas alongside the recorded lecture.

If you plan to appear on screen while presenting, consider setting your presentation to a 4:3 aspect ratio to accommodate. If you plan to do voice-over only, keep your presentation set to the default 16:9 aspect ratio.

Templates:

• Click here to download the 4:3 slide template from EdPlus.
• Click here to make a copy of the 16:9 slide template from Instruction Junction, or click here to preview the 16:9 template.

Prepare your notes or script

Decide how much structure you want before you begin recording. Some instructors are comfortable speaking from an outline or presentation slides, while others prefer a detailed script.

Be yourself

You don't need to be a professional presenter to create an effective instructional video. Students benefit more from a clear, conversational explanation than a perfectly polished performance. Minor mistakes are a natural part of teaching and rarely interfere with learning.

Choose the Right Recording Option

There is no single "best" recording tool. The right option depends on your timeline, production goals, editing needs, and the scope of your project.

Zoom

Zoom is often the quickest way to begin recording because it is already available through your ASU account and familiar to most instructors.

Zoom works well for recording lectures, demonstrations, presentations with slides, and course announcements. If you need to quickly capture instructional content with minimal setup, Zoom is an excellent option.

Because Zoom is primarily designed for online meetings rather than instructional video production, it provides only limited editing capabilities.

ScreenPal

ScreenPal is a dedicated screen recording and video creation application available to all ASU faculty, staff, and students.

Unlike Zoom, ScreenPal is designed specifically for creating instructional videos. It can record your screen, your webcam, or both simultaneously. It also includes simple editing tools that make it easy to trim mistakes, annotate recordings, highlight important information, and produce polished videos without switching to another application.

Although ScreenPal requires learning a new application, it is easy to use after a short learning period. If you expect to record more than an occasional lecture, ScreenPal is worth learning and provides greater flexibility than Zoom for creating instructional content.

Access ScreenPal here: https://screenpal.com/asu-som#.

Campus Recording Studios

If you're looking for higher production quality or are planning a larger recording project, ASU offers several recording spaces with professional lighting, microphones, and presentation equipment.

Zoom Innovation Lab

Located in Creativity Commons, the Zoom Innovation Lab provides a self-service recording environment equipped for instructional video production.

Reservations are required. You can learn more on the Zoom Innovation Lab website: Zoom Innovation Lab | Learning Experience.

ASU Library Recording Studio

The ASU Library Makerspace includes self-service recording studios designed for lecture capture and multimedia production.

Reservations are required. You can learn more on the ASU Library Makerspace website: Makerspace - ASU Library.

EdPlus Studios

Faculty developing fully online courses with EdPlus may work with the Academic Media Team to produce professional-quality instructional videos. In addition to studio recording, the team provides production support, editing, graphics, and uploads completed videos to the appropriate Wistia course folder. If you're teaching in an ASU Online program, your instructional designer can help determine whether these services are available for your course.

Share Your Videos with Students

Canvas course storage is limited, so we do not recommend uploading large video files directly into Canvas. Instead, upload your recordings to MediaPlus and embed them into your course.

MediaPlus offers several advantages:

• Optimized video streaming
• Integration with Canvas
• Automatic caption generation
• Easy video management
• The ability to replace videos without updating Canvas links

If you're new to MediaPlus, see our guide to get started: Teaching with MediaPlus | Teaching and Learning Center.

If you would like students to interact more actively with your videos, consider adding embedded questions or discussion prompts using WeVideo. See our guide to learn more: Teaching with WeVideo | Teaching and Learning Center.

Make Your Videos Accessible

Accessible videos benefit all learners.

MediaPlus automatically generates captions for uploaded videos. Before publishing your recordings, review and edit the captions to correct any errors, particularly technical terminology and discipline-specific vocabulary.

When creating instructional videos:

• Review and edit automatically generated captions before publishing.
• Describe important visual elements aloud while presenting.
• Use accessible slide designs with large, readable text.
• Consider providing accessible presentation slides alongside the video in Canvas.

Tips for Effective Lecture Videos

A few simple practices can improve both the quality of your recordings and the learning experience for students.

• Record in a quiet location with minimal background noise.
• Test your microphone before recording.
• Use a headset or external microphone if available.
• Close unnecessary applications before recording.
• Speak naturally. Minor mistakes rarely require rerecording an entire lecture.
• Review your recording before sharing it with students.
• Include your webcam when appropriate to help establish instructor presence.
• Finalize your presentation materials before recording whenever possible.
• Remember that the goal is effective communication, not a perfect performance.

Frequently Asked Questions

Do I need professional recording equipment?

No. Most instructors successfully create lecture recordings using their computer's webcam and microphone. Professional recording spaces are available if you'd like additional production quality or are creating a larger recording project.

Should I upload videos directly into Canvas?

We recommend uploading videos to MediaPlus and embedding them into Canvas. This provides better streaming performance, automatic captions, and easier long-term management.

Can I edit my recording later?

Zoom provides very limited editing capabilities. If you anticipate editing your recordings, ScreenPal offers tools for trimming recordings, removing mistakes, and making other refinements before publishing.

Should I rerecord a lecture if I make a mistake?

Usually not. Minor mistakes rarely interfere with learning and often make recordings feel more natural. If you lose your place, pause briefly, collect your thoughts, and continue. If you're using ScreenPal, you can always trim the recording later.

Do I need a script?

Not necessarily. Many instructors successfully record from an outline or presentation slides. However, a detailed script can improve consistency, reduce retakes, and simplify editing, caption review, and transcript preparation. If you're recording with EdPlus and using a teleprompter, a script is required.

Additional Resources

• TLC Guide: Teaching with MediaPlus
• TLC Guide: MediaPlus: Uploading Video
• TLC Guide: MediaPlus: Embedding Video in Canvas
• TLC Guide: Teaching with WeVideo
• Instruction Junction at The College: Video Resources
• ASU Resource: Tips and Tricks for Creating Accessible Video Lectures
• EdPlus Digital Learning: Academic Media | EDL

References

Demir, Ö., & Birgili, B. (2024). Optimal video length effect on flow experience and perceived learning: A repeated measure experimental design with randomization. Participatory Educational Research, 11, 142-157. https://doi.org/10.17275/per.24.9.11.1

Manasrah, A., Masoud, M., & Jaradat, Y. (2021). Short videos, or long videos? A study on the ideal video length in online learning. In 2021 International Conference on Information Technology (ICIT) (pp. 366-370). IEEE. https://doi.org/10.1109/ICIT52682.2021.9491115