Download Youtube Videos Into Avi Online
Nichelle Gruger
The video plays directly from the website, and it has the site's controls for playing, pausing, volume, and so on. The PowerPoint playback features (Fade, Bookmark, Trim, and so on) don't apply to online videos.
By default, videos from YouTube and Vimeo play in "click sequence." You can play the video without having to click the Play button. Just tap the spacebar to advance to the next step in your click sequence.
For the purpose of playing videos in PowerPoint, Internet Explorer 11 is required to be on your computer. You don't have to use it to browse the web; you simply have to have it installed, because under the covers, PowerPoint needs its technology to play videos on Windows.
If your operating system is Windows 10, then you already have Internet Explorer 11 installed. If you have an older version of Windows, you can go to this Internet Explorer Downloads page for instructions.
The video plays directly from the website, and it has the site's controls for playing, pausing, volume, and so on. The PowerPoint playback features (Fade, Bookmark, Trim, and so on) don't apply to online videos.
A video rectangle is placed on your slide, which you can move and resize as you like. To preview your video on your slide, right-click the video rectangle, select Preview, and then click the Play button on the video.
In PowerPoint for the web, you can insert an online video from YouTube or Vimeo on a slide. (If you have a Microsoft 365 business or education subscription, you can also insert an online video from Microsoft Stream.)
PowerPoint for the web can't trim videos, and online videos can't be trimmed. If you have a video that you want to trim, you must save it to your computer, then insert it on your slide in a desktop version of PowerPoint.
In PowerPoint for Microsoft 365 for Mac, PowerPoint 2021 for Mac, or PowerPoint 2019 for Mac, you can insert an online video from YouTube or Vimeo on a slide. Earlier versions of PowerPoint for macOS don't support inserting an online video.
Let your creativity flow as you get into the editing zone. Use the video joiner to stitch together different video clips and images and trim each one as needed. Instantly create video content to share on your YouTube channel, TikTok page, website, and countless other destinations.
Adobe Express lets you make professional quality edits to your videos for free in seconds. Shoot, edit, and share videos from your device to share across all your channels. Confidently create with the power of Adobe at your fingertips.
Student discussions are an important part of learning. Discussions allow students to be active participants in constructing knowledge and meaning of the material. In-person discussions can be energizing, with rapid exchanges where students can express both their knowledge of and feelings about a subject. These discussions can be memorable experiences that not only help students learn but also change how they relate to the course material. For instructors, it can be exciting to see students engage in meaningful discussions. However, instructors sometimes overestimate students' engagement in discussions, and whole-class discussions are often dominated by only a handful of students. In-person class discussions favor extroverts and frequently lack the voices of introverts, language learners, and others who require flexibility to reflect and form responses.
In contrast to in-person discussions, asynchronous online discussions allow for more equitable opportunities to participate. The flexibility inherent in online discussions also allows participants to be more reflective in their comments. However, most of these discussions occur using text. Text is helpful for critical thinking but can lack the communication cues that allow participants to connect with the material and other students. As a result, students can feel uninterested and isolated.
In many ways asynchronous video communication can combine the best of in-person and text discussions. Similar to text-based communication, video messages are recorded and allow for high levels of flexibility and participation. Once video messages are shared, students can watch and/or respond to them immediately or when it is convenient. At the same time, they contain the fidelity and communication cues that help make in-person communication powerful.
Instructors should be aware, though, of video messaging's disadvantages. First, recording and posting messages can be uncomfortable for students initially. That said, in our research, students reported that the discomfort they felt tended to decrease significantly after just a few posts.Footnote1 Second, video messaging can be less convenient than text because you need to find a relatively quiet place to record videos and because skimming video is more difficult than skimming text. However, participants in our research tended to find that the benefits outweighed the potential drawbacks in most cases.
It's likely that you responded "yes" to questions in both lists. When that's the case, you may want to create activities that combine text with video comments or provide students the choice of which modality they use to comment.
A common activity in online courses is for students to read and/or view material, reflect on it, and then share their thoughts and related experiences. It's also common for instructors to require students to reply to a certain number of their peers' comments.
Similar to reflections and replies, in round-robin reflections, students still read and/or view material, reflect on it, and then share their thoughts and related experiences. In addition, students ask a related question that they would like to know the answer to. The next person to post to the group then answers the previous person's question, shares their thoughts and related experiences, and asks a question. This continues until everyone has posted. The instructor might then choose to have the first person who posted return to and respond to the last person's question.
In many subject areas, debates are a common in-person classroom activity. With some preparation, these debates can also be done online with even more reflection and participation than is possible in person. Just as with in-person debates, the instructor should set the ground rules for communicating respectfully. The instructor can break down the online debate into the different phases and set deadlines for each phase. For instance, one day can be designated for opening statements. Other days could be designated for rebuttals. Lastly, students end the debate with closing statements on the last day.
During longer projects or experiences such as practicums or internships, having students post regular updates helps instructors keep a pulse on students' progress. As a result, these updates hold students accountable for their activities even in the absence of a hard deadline. These check-ins also give students an opportunity to ask for assistance. Making these posts using video can help students maintain a sense of community.
In a jigsaw activity, students are placed in a discussion group of about three to six students. Each student is tasked with learning a different aspect of the topic. As a result, in preparation for the discussion activity, each student is focusing on and exploring different materials. Each student then shares their learning with the rest of the group. This allows students to teach one another so that together everyone is able to form a full picture of the topic.
Instructors can use asynchronous video to provide feedback. Similarly, students can use video comments to provide their peers with feedback on projects. Students can share links to their project with a video comment describing their work. Students can then review the projects and provide feedback using either webcam or screencast recordings.
If a discussion you design for an in-person class flops, you can quickly adjust the activity on the fly. Although the same can be true for an online activity, making those changes mid-stream can be more difficult than in an in-person setting. As a result, instructors need to think more carefully about online discussion prompts. Although one can never be sure if a new discussion prompt will result in the desired learning outcomes, the guidelines below can help increase the likelihood of success. Many of these guidelines and the table 2 below are drawn from "Generating and Facilitating Engaging and Effective Online Discussions" (it's worth a read if you have time).
As you prepare questions for a discussion, think about what is most important that students know and understand about the topic (the article you asked them to read, the last lecture on the topic, the chapter in the book, etc.). Shape your questions with that goal in mind. Avoid questions that prompt a yes or no answer. If you get that kind of answer, ask the student to go further and justify their response. Ask them to refer to the reading they were to do for support for their statements, ideas and opinions.
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