Most undergraduate students now possess a baseline knowledge of information/communication technology skills and a smart device with a camera and Internet access. Instructors can leverage this familiarity to provide multimedia resources in the form of instructional videos, which supplement traditional course resources (e.g., textbooks, PowerPoint slides, handouts, etc.). Students who watch instructional videos require less time to learn a skill and feel that they have invested less mental effort. Watching filmed educational content allows for self-paced learning, in which videos can be slowed, rewound, and rewatched to meet the viewer's learning needs. Pre-laboratory videos set expectations for the laboratory period, which increases student confidence, independence, and efficiency when performing techniques. Seery identifies chemistry instructional laboratories as "complex learning environments," in which students are expected to (1) integrate knowledge, skills, and attitudes, (2) coordinate qualitatively different constituent skills, and (3) transfer what is learned to real settings. In this setting, students may be expected to perform a hands-on technique only a short time after the conceptual and physical principles of the technique are first introduced. Because students are expected to immediately put their learning into physical practice, the cognitive burden of a laboratory setting is inherently greater than a lecture setting. To address cognitive load in general chemistry instructional laboratories, Benedict et al. and Dabke et al. have implemented scannable barcodes that link to instructional videos which reduce students' procedural questions and increase laboratory accessibility. We sought to develop just-in-time instructional videos to supplement organic chemistry laboratory (OCL) course resources in large courses where graduate student teaching assistants (GTAs) are the sole instructors present in the laboratory. For these videos, we prioritized fundamental OCL techniques that students encounter repeatedly in the course series and/or about which students frequently ask instructors the same questions: micropipetting (1), IR spectroscopy (2), reflux conditions (3), and use of drying agents (4). These techniques were chosen based on consolidated feedback from GTAs, undergraduate learning assistants (LAs), and students.