Alternative Lesson Plan (Using Youtube in Online Courses)

This is the lesson plan....

Click HERE to go to the Actual Lesson

Version 1

Version 2 (below)

Lesson Plan


(Submitted to Peers to request review)

By Steve McCrea

EDD 7007

Principles of Distance Education

Nova Southeastern University

July 2011

Lesson Plan: Potential Uses for Videos in Online Courses

Overview:  Students new to online education may find that some of the courses are similar to reading electronic textbooks. Teachers can add videos to the online content, but students lack access to the classroom management system’s coding to upload videos. Students might find it useful to add movement to their posts in discussion forums with videos in online courses. Once they have learned of the potential for adding video to the online experience, some students and teachers might want to learn a low-cost way to make and share videos as part of an online course (to create an effect similar to videos produced by Camtasia).  

The objective of this lesson is...

1. To describe several ways to use video to enhance the online experience.

2.  To develop in the student the desire to learn how to make and upload videos and then share the videos with their online colleagues. 

Audience of the Lesson

Anyone who makes presentations in an online course (particularly a course involving WIMBA or Elluminate sessions) might find this lesson useful.  Instead of gathering a group of people online to listen at the same time to a presentation, why not have the presentation delivered asynchronously?  The intended audience is people who are independent learners.  



videos (Rationale: to present information to audio and visual learners the steps of the lesson) Stanford University video ten reasons for using videos in classrooms 

-- photos (Rationale: to show visual learners excerpts from the video presentations and present descriptions of the use of videos ) 


-- website, where the lesson will take place. (Rationale: The website will organize the materials of the lesson. The site will hold photos and links to the videos)


Lesson 1: Video as part of presentations (to prepare for online discussions)

A video camera placed on a tripod can produce Camtasia-like effects (aim the camera at the screen and point with a pencil at what you want to show). This procedure could allow most students to prepare for an online discussion. Many online discussions begin with a 5-to-10-minute presentation followed by Q and A. If a presentation is given in advance of a whole-class online discussion, the later discussion can be deeper (since more time is available). Video produced by S. McCrea 5 minutes.

Mini-assessment: In your own words, what happened during an online discussion that frustrated Steve?  (comprehension check)

Lesson 2: Ten Reasons for Using Videos in the Classroom 

A teacher presented these reasons for using videos in schools. The viewers of this video will think about ways that they could use videos in their classrooms.

5 minutes, found on

A mini-assessment will be given while the presentation is fresh in the student’s head.

Lesson 3: Videos as part of a face-to-face classroom  

Video can be used to enhance lectures (a presentation of techniques currently being used at Stanford University) as part of face-to-face lectures. The same procedure could be added to online presentations. 

2 minutes, found on Stanford University’s channel

Mini-assessment: In your own words, how do the Stanford professors use the camera shown in the video?


A short fill in the blank test will be given at the end of Lesson 2. Some of the questions will be asked to check absorption of the information.

Write at least five ways that video can be used in a class. 

Select one way that you might use videos in your classroom or in an online class. How much time do you think it might take you to add video to your class experience? 


Students will be given a series of questions about their experience in the course.

  1. What worked in this lesson? 
  2. What could be improved?
  3. How quickly did you complete the lessons?
  4. Did you find the transcription of the videos helpful? was atranscription of the
  5. Describe Are you ionspired to learn how to set up a youtube channel? If yes, please click on this link (to go to a bonus activity to gain a useful skill).
  6.  What drawbacks do you see with this procedure for sharing presentations before an online discussion group?



Time needed for this lesson: 

Three videos (5 + 5 + 2) = 12 minutes

Assessment 2-3 minutes

Evaluation 1-2 minutes

Total:  15-17 minutes



Nick gave me a suggestion to list the timing of the stages, because he was worried that the lesson might take longer than 15 minutes.

I incorporated his comments by making some stages optional and by putting in the notes about the time of each step in the process.

– Steve  954 646 8246


Details of the incident that sparked the perceived need for the use of Youtube

Actual Lesson (click here)

I'm looking for three students to join me in an interview with Dr. Fischler.  He's willing to talk to a small group of students (in person or by phone) to discuss his recollections about "How Satellites Were Used in Distance Learning in the 1970s"

Click here to go to the Instructions for the Lesson Plan

Return to EDD 7007
This is an opportunity to participate in an interview with Dr. Fischler about needs in education (waiting for 3 additional students to join me to make this interview happen)  If you are interested in participating in the interview with Dr. Fischler, call me   954 646 8246


EDD 7007: Lesson Plan Peer Feedback Form



Steve McCrea

Lesson Title

Potential Uses for Videos in Online Courses

Peer Reviewer

Nicholas Evans





1. Overview of the lesson, including its topic and goal (1pt.)

Very thorough


2. Description of the audience for which the lesson is intended (1 pt.)

This information is included with the overview. You may want to make it separate.


3. One or two learning objectives, stated in behavioral terms (1 pt.)

Clear and concise


4. List/description of the media you propose to include in the lesson and your rationale for selecting them (2 pts.)

Listed media resources were made available and a rationale was provided for each.  I think you might want to correct the comment about the audio learners and make it auditory learners.


5. List of activities (that is, what the student will “do” to complete the lesson) that includes a minute-by-minute timeline (2 pts.)

Interesting approach.  When you present the presentation for this course will have pauses for student responses between your 3 lessons?


6. Assessment plan (that is, how will you “test” the student to ensure he or she understands the content of the lesson) that relates to your objective(s) (1 pt.)

Clearly defined within each lesson


7. Evaluation plan (that is, how you will allow the student to provide feedback to you about the lesson). (1 pt.)

Will students email you for the fill in the blank test?


8. Peer review feedback and indication of changes made (if any) (1 pt.)



9. Quality of writing (“The paper is clearly written, with proper spelling and grammar”). Points may be deducted.






Additional comments

Well done!



Response to Peer Review


NOTE 2  --  Remedy:  I separated the audience and added a new category.


NOTE 5 – yes, separated videos will allow students to answer a mini-assessment immediately.


NOTE 7 – yes, the students will email me their responses.