Projecting Your Online Persona Via Video


Is your personality, humor, and care for student success lost in translation while teaching your online course? When you are not seen or heard, learners may have more difficulty connecting with you, which may hinder the overall experience. Integrating video can help develop your online persona by fostering your social presence in the online classroom. Video has the potential to enhance student satisfaction, engagement, and meaningful learning. By using video, you can model multimedia fluency skills, essential for learners’ employability and career advancement.

In this seminar, you will learn how to effectively integrate video into your online course. An instructional designer and teaching faculty member describe the ease of video creation, leading to the joy of teaching and deep learning. Choose from a variety of teaching methods and video scenarios that best portrays your unique online persona.


Marc Consalo, J.D.

Marc Consalo, J.D.Lecturer
Legal Studies
College of Health and Public Affairs
University of Central Florida

Marc Consalo is a lecturer at the University of Central Florida in their Legal Studies Department. In addition to running their internship program, he is highly involved in their online degree where he has designed and developed six different online classes and served as an ADL mentor for 5 faculty members.

Shelly Wyatt, Ph.D.

Shelly Wyatt, Ph.D.Instructional Designer
Center for Distributed Learning
University of Central Florida

Shelly Wyatt is an instructional designer in the Center for Distributed Learning and works extensively with faculty in the College of Arts and Humanities and the College of Health and Public Affairs.  Her research interests include social media and online learning, second language acquisition and immersion through technology, and mobile learning.

Session Recordings and Supporting Materials


Streamed Podcast Session

Presentation Materials

Presentation File

Projecting Your Online Persona Via Video [PDF; 1.3MB]

UCF Digital Learning Resources

Course Enhancements from Video@CDL—Review best practices for well-produced and well-integrated videos.

Video@CDL Consultation Request—Complete this form to request a potential video project.

Office of Instructional Resources—Find multimedia support for engineering services classroom support, Panopto Lecture Capture, Adobe Connect web conferencing, Lightboard One Button Studio, and video conferencing.

Video Conferencing—Tips and a form for faculty to request to use video conferencing resources from the Office of Instructional Resources.

UCF LyndaCampus—Offers UCF faculty, staff, and students online interactive video-based tutorials on such topics as software and applications to enhance business and design skills.

Scholarly Articles and Resources

Alexander, B., Adams Becker, S., Cummins, M., & Hall Giesinger, C. (2017, August). Digital literacy in higher education, part II: An NMC horizon project strategic brief, Part II, 3.4, 1-39. Retrieved from New Media Consortium website.

Buzzetto-More, N. (2015, March). Student attitudes toward the integration of YouTube in online, hybrid, and web-assisted courses: An examination of the impact of course modality on perception. MERLOT Journal of Online Learning and Teaching, 11(1), 55-73.

Costley, J., & Lange, C. (2017). Video lectures in e-learning: Effects of viewership and media diversity on learning, satisfaction, engagement, interest, and future behavioral intention. Interactive technology and smart education, 14(1), 14-30. doi:10.1108/ITSE-08-2016-0025

Draus, P., Curran, M., & Trempus, M. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240–254.

Educause. (2016. December). 7 things you should know about online video platforms.

Fish, K., Mun, J., & A'Jontue, R. (2016). Do visual aids really matter? A comparison of student evaluations before and after embedding visuals into video lectures. Journal of Educators Online, 13(1), 194-217.

Lee. M., Nikolic, S. Vial, P., Ritz, C., Li, W., & Goldfinch, T. (2016, November). Enhancing project-based learning through student and industry engagement in a video-augmented 3-D virtual trade fair. IEEE Transactions on Education, 59(4), 1-19. doi:10.1109/TE.2016.2546230

Pond, K. (2016). Student engagement in video case based undergraduate business teaching. International Journal of Higher Education, 5(1), 119-127.

Practical Strategies from the Body of Knowledge

Chapes, J. (2017, June). Online video in higher education: Uses and practices. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 1133-1138). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Malaga, R. A., & Koppel, N. B. (2017). A comparison of video formats for online teaching. Contemporary Issues in Education Research, 10(1), 7-12.

Paolo, T. D., Wakefield, J. S., Mills, L. A., & Baker, L. (2017). Lights, camera, action: Facilitating the design and production of effective instructional videos. Tech Trends, 61(5), 452-460. doi:10.1007/s11528-017-0206-0

Thomson, A., Bridgstock, R., & Willems, C. (2014). Teachers flipping out: beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design, 7(3), 67-78.

Underdown, K., & Martin, J. (2016). Engaging the online student: Instructor-created video content for the online classroom. Journal of Instructional Research, 5(8), 8-12.

West, R. E., Jay, J., Armstrong, M., & Borup, J. (2017). “Picturing them right in front of me”: Guidelines for implementing video communication in online and blended learning. Tech Trends, 61(5), 461-469. doi:10.1007/s11528-017-028-y

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