• Make sure that you have the right technology. Video-streaming servers are more common now, but you may still have to use a CD or DVD and be sure that the technology in the teaching room is compatible and working. It does not reflect well if you struggle with the equipment for minutes. Always embed in your presentation or pre-load the film at the appropriate start point if possible – a seamless effect will always be better than fiddling with a machine.

• Keep the video short. Making a group watch a long film when they are expecting interaction with a teacher will frustrate and will often be seen as a poor substitute.

• If you make the film yourself then be professional. Learners are used to high-quality products – commercial TV, film, and video games. Their tolerance for amateur efforts will be low (although the culture of YouTube may be leading to more tolerance of home-made videos, this would be dangerous to assume).

• If you do not have the skills yourself, consider finding a local college where media students may be looking for project work.

• Be ruthless. If the video is no good then do not show it. Test it on a few trusted and critical learners or colleagues before you show it and take careful note of what they say. Watch the viewers when you show it – their body language will give you major clues as to its effectiveness.

• distance learners

• online learning

• adding variety to a session.

• Try audio files or podcasts, as they are much easier to produce and edit.

• Use creating video as an activity for your learners. There are many lowcost video recorders and many mobile phones have the ability to record video. Ask your learners to record short pieces of video instead of presentations as a form of assessment (whether formal or informal).