Assign tutorials for project or course work
Incorporate LinkedIn Learning in your syllabi
Provide tutorials to supplement a course
Align video content with a project you have assigned in class (e.g. if students are creating multimedia project, they may need to watch videos on using Photoshop or iMovie in order to complete the project)
Have students answer specific questions about the content in the video (e.g. there can be a set of guiding questions they can go through as they watch to help them understand the material better)
Have students ask questions or share notes about the content in the videos - take it a bit further and use tools such as the built in note taking tool for online discussions that can be shared with the whole class
Have students create a quick guide to using the tool they learned about in the video, to share with other students
Assign students sections to take notes on to then share with the class, such as "most helpful tips."
Discussion forum: Post a reflection or an area for students to troubleshoot each other's questions.
Don't quiz students on the videos. Students may already know the technology and the LinkedIn Learning video tutorial shouldn't be mandatory unless it is being used for a necessary (and authentic) task.
LinkedIn Learning tutorials should be viewed as self-help, point-of-need tool rather than a part of the curriculum, unless it is a basic computer science course, or in a scenario where the video would be essential to student learning.