Skip to Main Content

Video tutorial best practices

Instructional and design strategies

The following are techniques that improve learning and retention by users. Before you write your script, simplify the lesson you want the audience to learn. Each section of this page includes resources from the Georgia Tech Library catalog for further information.

Learning outcomes

Learning outcomes describe the measurable skills, abilities, knowledge, or values that students should be able to demonstrate because of watching the video. Learning outcomes are not standalone statements. They must all relate to each other and avoid repetition. Articulating learning outcomes for students is part of good teaching.  

Because tutorial videos are short, there should be no more than one to three learning outcomes. One is the best for discrete skills videos, three is better for more informational videos used for flipped classrooms.  

Backward design

Per the University of Colorado, Boulder, backward design is “the process to design a lesson, unit, or course by first determining what the final outcomes are and then planning assessment strategies and finally determining methods of instruction and assignments.” Most backward design approaches follow a model described by Wiggins and McTighe (2005), who “structured backward design in three sequential stages: (1) Identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction.” 

Stage One: What do you expect students to know or be able to do at the end of the class, unit, or course? 

Stage Two: How will the students demonstrate they met the learning outcome? 

Stage Three: How will students gain the knowledge and develop the skills necessary to meet the learning outcome? 

The video script begins with learning outcomes, describes success, and then covers the steps or concepts needed for the outcomes.  

Flipped classroom

Flipped classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014). 

Videos can be materials used to support a flipped classroom model as opposed to a tutorial covering discrete tasks. However, videos used for a flipped classroom will ideally be collected in a playlist or distributed in such a fashion that additional context is present.