III) How to Use Lightboard > b) Effective Lightboard Instruction > Behavior: Board/Content Deployment

Breaking It Down: Examples Through Video Clips

The short video clips in this section demonstrate several instructional best practices related to how the instructor deploys and interacts with written content on the Lightboard while giving a lecture.

a) Structure/Organization of Writing

Notice in the video clip below how the instructor wrote content starting on the left side of board, moving from top to bottom as she adds more material; then she moves to the right side of the board, and again, writes from top to bottom. Combined with gesture, contextual gaze, and framing, this writing structure organizes the material in a clear, logical way for students to attend to and encode effectively.

Related recommendations:

Writing should be large enough to see clearly (this is no different than if you were writing on a chalkboard in a classroom).
Be cautious about adding interesting but irrelevant words or diagrams/sketches - it takes up space and could be distracting.

b) Content Pre-Deployed on Lightboard

Notice in the video clip below how some content on the board is already deployed at the start of the video. Rather than starting with a blank board to fill up, the instructor adds a small amount of writing and notes to this pre-deployed content.

In this particular example, the instructor is reviewing content from previous course sessions before introducing new content, so writing out some content in advance primes the student for what is going to be covered in the video. Again, we see one side of the board dedicated to one concept and the other side of the board dedicated to a different concept, with the instructor leaving a "window" in between so there is no writing over his face while lecturing.

c) Erasing Content

Notice in the video clip below two different scenarios where the instructor briefly erases content on the board during the lecture.

In the first instance, the instructor erases a small amount of writing in order to make space for new content. Notice that it is not a complete erasure of the board - if you get to that point, it means your video is probably too long!
In the second instance, the instructor erases a minor error and says "this is actually..." as he makes the correction; it constitutes both a visual and verbal correction of a minor error, which is an authentic part of teaching that students would see in during a live classroom lecture.

d) Annotating a Graphic

Notice in the video clip below another example of pre-deployed content, except this time, it is with a composite image rather than writing. Since the image is already projected, the instructor uses the markers to annotate.

The graphic is transparent enough that the instructor can stand behind it and you can still see him, the image, and the annotations, making for a truly multimedia experience all in one video, captured at one time.