As a part of a huge and overturning educational reform in the Norwegian Armed Forces (NoAF), a digital strategy is being enforced. For the educational sector, this means moving more of the instruction and learning activities online. To be able to do so successfully, the teacher/instructor/lecturer plays a crucial part. An important question is what kind of support and incentives are most effective to get teacher to develop and use more online lectures.What do they need in the planning, development and implementation of these video lectures? One of the challenges in this process is that the teachers often underestimate the workload and there is not enough time set aside on their part to map out their content, prepare and develop the script and learning material. Through in-depth interviews with teachers at NoDUC, the ADL section investigated what kind of knowledge, support and training the teachers need to increase their motivation to developing video lectures. This paper will highlight the findings from these interviews and present them in context of relevant research and experiences from NoDUC's use of video lectures the last couple of years. Finally, the overall aim of the paper is to recommend a number measures needed to be taken to ensure that teachers/instructors have the sufficient knowledge and motivation to produce and use online learning activities.