Screencasting: A case for using video in your classroom instruction
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Transcript of Screencasting: A case for using video in your classroom instruction
THE CONTENT
• What is a screencast ?
• Why use video to teach ?
• Types of screencasts
• What makes a good screencast ?
• Tracking engagement
• Preparing your screencast
• Advantages of screencasts
Course Builder Specialist
Faculty Guidance
Visual Identity
Course Set Up
Content Integration
Izabella Warner
Professional interests include:• interactive communications technology• application of universal design principles in
creating learner centered environments.Contact
Daniel Goleman
“Memory is attention in the past tense:
what you remember now,
is what you noticed before.”
“The multimedia language of the screen has
become the current vernacular."
Elizabeth Daley
“Expanding the Concept of Literacy” (Educause, 2003)
Screencasts can be used to:
Demonstrate
• concepts• mathematical equations• computer software
Review Draw Present
• parts of a face to face lecture
• provided feedback on assignments - formative assessment
• concept maps• diagrams• timelines• processes
• your PPTS so students • access them anytime,
anywhere
• Managing essential processing
• Reducing extraneous processing
• Social cues
PRINCIPLES FOR THE DESIGN OF MULTIMEDIA
Adopted from: Richard E. Mayer
Managing Essential Processing:
Segmentation Pre-training Modality
• keep your screen casts short max 5 minutes
• introduce one concept at a time - chunk it
• when explaining a process ensure students are familiar with key terminology and concepts
• importance of voice as the visual channel can become overloaded when seeing movement on a screen
TIP
S
Coherence Redundancy Signaling
• focus on the main point• do not enhance your
presentation with unnecessary elements
• if you said it and showed it on screen there is no need to spelled it out as well
• use intonation to highlight new sections/concepts
• outline steps by using auditory cues like first, second
TIP
SReducing Extraneous Processing:
Spacial Continuity
• synchronize your narration to the actions you are presenting on the screen
Social Cues:
Personalization Voice Image
• record your screencast as if you were speaking to one other person
• use of second person • add encouraging phrases
“congratulations”
• consider your audience background
• consider if you need to be on the screen the whole time
• if explaining a complex process or drawing on the screen remove your image
TIP
S
• Decide on the aim of your screencast
• Consider where it will fit into your activity cycle
• Develop a storyboard
• Write a script
PLANNING YOUR SCREENCAST
• Practice
Aim of the Screencast
-demonstrate
-review-draw-present
Topic/Format
Specify the screencast
learning objectives
Objectives
Activity Cycle Planning
1
Read the class
overview and
objectives.
Reading
2
Watch the class
introduction video.
Video
3
Watch the demo on
how to post to a
discussion forum.
Screencast
4
Make a post to the
class introduction
forum.
Discussion Post
Tracking Student Engagement
Screencast
• Present your
concept
Feedback Form
• Google Forms
Analysis
• Benchmarking tool
• Customize future content
• Adjust your screencast as needed
1 2 3
• General Summary: “In this video I learned….
• Something you understood well was…
• Something I did not understand was…
Examples of questions to ask
• introduce a topic
• give a rationale
for study
• establish the set
Present conceptsDescribe proceduresProvide an overview Focus attention Elaborate content
• computer
software tasks
• assignment
instruction
Screencasts can:
• in a self-paced
format
• one info chunk at
a time
• by carrying out a
procedure on
screen
• enrich students
understanding
• provide
personalized
advice