Please note some of the resources discussed in this session are exclusively available to employees of California community colleges. Recording a presentation, adding captions, and putting it on a website are not the only steps to move the lecture part of instruction from the face-to-face to the online mode. If that were the case, all this session would need is the first part, when I will discuss some of the hardware that can be used alongside ConferZoom and 3C Media Solutions to take care of these things. However, trying to swallow whole a 50-minute recorded lecture is tough for students, no matter how well the same content engages them when delivered in person. Online instructional video is best chunked into segments shorter than 10 minutes, and in the second part of the session I will discuss the benefits of this to students and instructors. I will also make an example using a lecture from one of my United States history classes. This session will end with some comments on assessment of student engagement with instructional video. I will demonstrate adding instructional video to a Canvas course and using Canvas tools to measure whether students watched the video and what they learned. I will also show how module management in Canvas can be used to create a measurable path through the chunked elements of a lecture.