Develop Content

Online Supporting Tools


Mentimeter is an online site designed to help users in engaging and interacting with audiences in real-time through online polls. It can be used to activate previous knowledge, identify beliefs or opinions, create a competition, or start discussions with large groups. When viewing results, the most common answers/words that people submitted will be highlighted and visualized in a clean and visually pleasing manner that allows users to make future decisions better informed.



Despite sharing common features and being free to use to a certain extent, Socrative offers paid features for exporting voting data while Socrative lets users do the same for free.  However, if users intend to use Socrative for competitive quizzing, this comes at a bandwidth price. That means that the more participants the higher the bandwidth of your internet connection needs to be. In order to function well, a single Socrative classroom shouldn’t accommodate more than 50 students. This makes Socrative not very useful for large groups.



It works as an online quiz platform that can be set up as a game that students can play either individually or as a team. It creates engagement, interaction, and also supports the development of student cognitive.



Camtasia Studio is a software suite for teachers who want to produce their own video. Besides the features you may find in general video-editing apps, Camtasia Studio allows user to create and edit video with advanced features such as produce Picture-in-Picture (PIP) display, add captions, screen capture anything on your desktop, and provide professional looking transitions from one video to another.


Adding Medias to your course:


Further Readings:

Online Teaching & Learning Resources
As part of the broader Mahidol University library system, we offer an ever-expanding collection of English-language books, periodicals, audio-visual materials and electronic resources, to support the academic needs in accordance with the college’s mission and objectives. We offer: SERVICES   E-RESOURCES (MU Internet Account is required to access) ** Restrictions for using E-Journals and E-Databases ** FACILITIES
  • GROUP STUDY ROOM – There are 4 rooms available for group study. It is designed to facilitate and encourage collaborative work, to provide discussion and study space for groups of 3 to 8 students.
  • AUDIO VISUAL ROOM – 2 Audiovisual Viewing Rooms offer a quiet viewing and listening space with a TV and DVD player for students, faculty and staff. The service will be available for groups of 3 students or more. In order to avoid inappropriate behaviors.
  • STUDY AREA – The library offers space for students with their different needs. We have designated quiet and conversation zones in the library. Select your own preferences for studying areas.
  • LANGUAGE LAB – The objective of Language Lab is to help all students improve language skills. The Lab consists of 10 work stations suitable for classes that require careful listening activities, and facilitate pronunciation and speaking practice.
OTHERS For More information:
Work with Camera
Tip I: Lighting
  • Understand the light angle and how it will make you look in the video. The basic tips include:
  1. look where your shadow lies. It should cast to the back not in front of you
  2. light should hit your face not your back as this will make you look like a silhouette
  3. avoid the angle that causes shadow around your eyes or your face
  4. ensure that your videos have lots of light, the lighting will be set up from many different angles
  Tip II: Eye Contact
  • Focus on the camera and avoid too much eye or head movement. Relax your mind and body, take a deep breath, try to enjoy and do not forget to smile occasionally.
  • Imagine the audience. Find the camera and look at the deepest spot in the lens as if one is making eye contact with the audience to get the maximum possible connection and to channel one’s energy as much as when you teach in a normal classroom.
  • Refrain from looking at the monitor nor keeping checking yourself. The stiffness usually comes when one is trying too much to look good or smart in front of the camera.
  • Remember that anxiety and relaxation is a good mix to bring fun and enjoyment.
  Tip III: Channeling your energy
  • Do not expect the camera to come to you. You’re expected to send everything to the camera. If you rely too much on video editing rather than working with it and channeling your energy at best, it means you stop communicating, delivering, or even working.
  Tip IV: Voice and Tone – Body language
  • Score and beat the script to deliver the speech naturally and resist monotony
  • Get the body, voice, and breathing in sync. Breathing will dictate your emotion and speech tempo which will eventually affect how you speak and how your body reacts
  • Feel ownership of your body to show that you command the camera and are in control of the situation.
  • Use different tone of voice for different target.
  • Find the right pitch of your voice to resonate with the audience. Recall the voice used in classroom. Avoid repetitive hand gestures and let the body speak.
  • Avoid crossed arms or hands held behind your back or in the pockets.
  Tip V: Practice
  • Practice the speech prior to the shooting and get the feedback for improvement
  • Act confidently while also ensuring you cover and convey everything that needs to be delivered in a video.
  • Talk slowly and clearly, and pause in the right places to allow students time to process and decipher what you said.
  Tip VI: Clothing
  • Bring your own cloth on the filming day
  • Keep it simple. Avoiding shiny fabrics or clothes with patterns as it’s way more distracting for the audience.
  • Avoid strong or too bright colors including polka dot or stripe cloth, as it isn’t only hard to see on camera, but also can make the learner dizzy.
  • Find the clothing style that matches the course theme and, at the same time, represents yourself.
  Suggestions for Further Readings/Learning:
  1. Online Content Strategy
  2. By: Robert Blake. Making Video: Sell Something
  4. By: Ashley Kennedy Cinematic Video Lighting
  5. By: Jem Schofield Becoming authentic storyteller By: genconnectU
  6. Video Strategies for High Engagement By: Nina Blankenship
  7. How to make great training videos By: Guy Larcom
  8. Filming and Video Tips for Entrepreneurs, EDUpreneurs and Online Course Creators By: Sarah Cordiner
  9. 13 Videography Tips for More Professional-Looking Videos By: Adorama
  10. 12 Simple Tips for Making Your Videos Look More Professional By: Olga Bedrina
  11. Video Production Tips By: Media Commons, Penn State Teaching and Learning with Technology
Online Course Development (MUIC CONNECT)

“Thrive through the transition from brick to click classroom”


PHASE I – Course Development:

  • It should come from lecturer’s own discipline
  • The chosen content could be just one topic from the entire course (Micro-learning)
  • The topic should be interesting and the content should not come from textbook
  • It should be different
  • The course must be taught in English and in the areas of Health Science, Science and Technology, Social Science or Humanities


PHASE II – Course Outline Development:

  • The (proposal) form usually consists of several topics such as learning outcomes, resources reference, guideline for developing online tutorials, and course assessment. The more details the form requires lecturers to answer, the better they will understand the nature of their online course which will lead to a better management of the course
  • While filling in the proposal, the course outline was structured through a series of topics linked to elaborate the details of the course
  • A clearer idea of potential learners allows lecturers to write course titles and contents that could be attracted to the different groups of students
  • The course can attract more people if it doesn’t require the learner to have prior knowledge


PHASE III – Delivery of Online Course

  • It should start by breaking down the course’s learning outcomes into sub-goals and adding elements or activities (infographic, film, docudrama or quizzes, etc.) that will make the course more attractive and heighten the learner’s learning experience to different settings
  • Mastering the platform is a must, in order to assist learners when they’re facing technical issues
  • Proper pacing in online-personalized learning and accurately planned every element such as video script, voice-over, storyboard, content, and learning activities are very important
  • As learners control their own learning pacing, teachers need to pause at crucial moments between discrete elements, which is similar to paragraph break in written language, allowing learners to digest information as much as possible


PHASE IV: Giving Feedback

  • Feedback from learners is equally important when it comes to course development. It allows lecturers to learn about what elements of online courses aren’t working for their learners. Lecturers need to know when their instruction system is the only thing standing between learners and their fullest potential, so that adjustments can be made in delivery of the contents to have an improved learning environment.

While online learning is an invaluable opportunity for everyone who wants to move quickly in the digital age, there are numerous factors that come into play when developing one. One of the crucial factors is the challenge of pertaining to the lecturer role in different settings. In addition, as quality education and class objectivity shouldn’t be determined by whether it is on-site or online, a realistic support from institutions to facilitate quality production are indeed as important as training faculty to create quality online courses and to be prepared for coming challenges. Lecturers are also needed to work with one another to thrive through the transition from traditional classroom (brick) to online classroom (click).  Besides, the course itself must be carefully planned and prepared. Internal and external factors must be monitored and adjusted at all times. Lecturers must ascertain that the involvement of students is encouraged since the more direct involvement students have, the more invested and productive they become


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