Аннотация:The article is devoted to the problem of optimizing the creation and use of didactically full-fledged versions of video lectures in the process of face-to-face and distance teaching. The distinctive features of the main variants of video lectures, which differ in didactic value and laboriousness of creation, are compared.As a basic option, a video recording of a PowerPoint presentation with speech and graphic comments on the slides is considered. Video recording to the left of the screen (board) with a side view of the lecturer's shooting (standard profile version) is recommended for use when there is a shortage of space in the class-room. When using a professional video camera with powerful optical zoom, the preferred video lecture variant is a standard frontal one, filmed from the far end of the audience. The laborious didactically optimized editing of the video lecture is used to combine high-quality recording of visual materials of the basic version with any quality video recording of the teacher's actions.A technique for creating integrative video lectures by means of video recording of the demonstration process of graphically commented slides is proposed, the de-sign of which provides a special place for picture-in-picture insertion of video recording of the teacher's actions. The optimization of PowerPoint slide design op-tions is argued, which ensures the effective creation of integrative video lectures. The highest ratio of "didactic quality / resource intensity" is achieved when creat-ing integrative video lectures directly in the teaching process. The use of integrative video lectures allows you to minimize labor costs for creating media re-sources in the context of seamless integration of face-to-face and distance learning. URL: http://ceur-ws.org/Vol-2784/rpaper10.pdf