Video is one of the most popular ways to deliver instruction, yet researchers are only beginning to understand how to design effective video lessons. This chapter explores: (a) how to present the learning material (multimedia design), (b) how to present the instructor (instructor presence), and (c) how to foster student engagement (generative activity). The empirical evidence suggests videos are most effective when they adhere to basic multimedia design principles (e.g., coherence, redundancy, or segmenting), when they are sensitive to the benefits and boundaries of specific instructor presence features (e.g., the instructor’s face, eyes, and hands), and when they explicitly prompt learners to retrieve and make sense of the learning material (e.g., practice testing or self-explaining). Future research is needed to specify boundary conditions and apply video design principles to more authentic educational contexts.

In Chapter 2: Prepare Yourself, you will prepare yourself for your journey by exploring self-reflective practice and the role of mindfulness. Self-reflection and mindfulness are important skills that are integral to learning. You are given the opportunity to engage in self-reflection throughout the workbook. In this chapter, you will also consider the impact of instructor presence on your adult learners.