Recording Mini-Lectures in Camtasia

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This short handout gives information about some best and preferred practices when recording mini-lectures in Camtasia

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Recording Mini-Lectures in Camtasia

  1. 1. 1University of Wisconsin-Stout © 2013 The Board of Regents, University of Wisconsin Learning Technology Services A Unit of Learning Information and Technology Making Mini-Lectures in Camtasia At UW-Stout instructors used Camtasia Studio to make their mini-lectures because of its flexibility and relatively low price. It is also an application which is supported by Learning Technology Services (LTS). LTS can train instructors and provide technical and instructional design assistance. Some instructors have used the mini-lectures for completely online courses where there is no face-to-face (F2F) component. Others have used it for blended or hybrid courses, where students receive some lectures in a F2F setting and receive other lectures materials online using the mini-lecture format. Process Most instructors follow a similar process for creating their mini-lectures. This process is simple and can be replicated at most institutions. 1. Preparation of materials. Instructors take traditional F2F lecture materials and chunk them into sections that take between 5 and 15 minutes to record. This involves splitting apart PowerPoint lectures or other grouped materials. If it is a new course or instructor, the instructor develops the materials so that they can be recorded in 5-15 minutes. 2. Training in Camtasia. Some tech-savvy instructors opt out of training. Most decide to take the training from LTS, which takes about 60 minutes. Training involves basic recording, adding title slides, noise reduction, deleting unwanted pieces of recordings, captioning, and producing. LTS also gives training in other areas of Camtasia that are of interest to the instructor, such as live screen recordings. 3. Recording and editing. Instructors with their own copy of Camtasia can record anywhere. Instructors without their own copy may use the LTS Multimedia room, which has a computer with Camtasia, soundproofed walls, and a studio microphone. LTS staff are available for assistance when instructors use the LTS Multimedia room. 4. Saving the project file. Instructors are strongly encouraged to save the project files that are created when they are making mini-lectures. Saving the project file enables an instructor to modify an existing mini-lecture (e.g. add new information) without having to completely recreate the mini-lecture. 5. Producing for streaming. Once the instructor has completed their recording and editing, they produce their video to be streamed. This is done by going to the custom production settings and choosing the MP4 format. Producing in this way enables the instructor to add metadata to the file that helps others to know which instructor produced it, that it was made at UW-Stout, and that it is copyrighted. 6. Uploading to the streaming server. Once the instructor has completed the producing of the mini-lecture, they provide the file to and LTS staff member. Key members of LTS have access to the UW-Madison streaming server. The file is uploaded to an appropriate area on the server. 7. Linking to the file. Once the file has been uploaded to the streaming server, an LTS staff member creates a redirect file and link. The link is provided to the instructor, who then places it in the appropriate area of their D2L course. Things to Consider • To ensue efficiency, decide on the divisions in your lecture materials before beginning recording. • Adequate time for recording and editing is necessary. Plan out how many recordings you plan to make available to students. You will most likely want to have a good portion of your recordings finished before the start of the semester. • It is much easier in the long run to caption lectures as they are produced than to go back and caption them later. • MP4 files can be loaded directly into a D2L course but large numbers of files may cause performance issues or problems when copying course components between course shells. Using the linking method saves instructors from these problems. • When loaded to the streaming server, the MP4 files can be played on laptops and most mobile devices. • The speech-to-text feature for captions is not perfect, but can be trained to your voice to improve speed and accuracy.
  2. 2. 2University of Wisconsin-Stout © 2013 The Board of Regents, University of Wisconsin Learning Technology Services A Unit of Learning Information and Technology Of 112 students, 49 filled out the survey for a response rate of 44%. Results are shown below. A complete report including student comments is available. To receive the report, please email bergr@uwstout.edu. 6.12% 6.12% 4.08% 8.16% 24.49% 20.41% 30.61% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 0% of lectures 1-20% of lectures 21-40% of lectures 41-60% of lectures 61-80% of lectures 81-99% of lectures 100% of lecutres Percentage of recorded lectures watched by students 2.04% 0.00% 6.12% 36.73% 55.10% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The audio quality of the recordings was satisfactory 2.04% 0.00% 6.12% 32.65% 59.18% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The video quality of the recordings was satisfactory 4.08% 2.04% 14.29% 22.45% 57.14% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The recorded lectures played back without problems 2.04% 2.04% 6.12% 28.57% 61.22% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The visual elements were easy to see in the playback 2.04% 2.04% 14.29% 28.57% 53.06% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The player controls were easy to use 2.04% 4.08% 14.29% 36.73% 42.86% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The length of the audio recordings was appropriate 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% Too Long Too short Neither. I thought the length was satisfactory If the length of the recorded lectures was not suitable, the problem was because the lectures were: 16.67% 31.25% 27.08% 6.25% 18.75% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 5 Minutes or less 10 Minutes or less 15 minutes or less 30 minutes or less Length of the recorded lecture does not matter to me. The optimal length for a recorded lecture is: 4.08% 0.00% 8.16% 30.61% 57.14% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The recorded lectures added instructional value to the course. 2.08% 0.00% 16.67% 27.08% 54.17% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Listening to the recorded lectures reinforced my understanding of the course content. 4.08% 4.08% 10.20% 36.73% 44.90% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00% Strongly Disagree Disagree Neutral Agree Strongly Agree The content in the recorded lectures was a good supplement to the other course materials. 2.04% 2.04% 20.41% 42.86% 32.65% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Listening to the recorded lectures helped me to feel confident that I understood the course materials well. 2.04% 4.08% 22.45% 53.06% 18.37% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Listening to the recorded lectures helped me to master the course content. 0.00% 0.00% 22.92% 12.50% 64.58% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Having the captions on the recorded lecture was helpful. 4.08% 4.08% 16.33% 26.53% 48.98% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Strongly Disagree Disagree Neutral Agree Strongly Agree I used the recorded lectures to prepare for tests and exams. 4.08% 2.04% 20.41% 38.78% 34.69% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Listening to the recorded lectures helped me to do better on tests and exams. 4.17% 0.00% 25.00% 37.50% 33.33% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Listening to the recorded lectures helped me to get a better grade in the course 20.83% 22.92% 31.25% 12.50% 12.50% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% Strongly Disagree Disagree Neutral Agree Strongly Agree If given a choice in the future, I would opt to have recorded lectures instead of face-to-face lectures. 2.04% 4.08% 20.41% 26.53% 46.94% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00% Strongly Disagree Disagree Neutral Agree Strongly Agree If given a choice in the future, I would opt to have recorded lectures in addition to face-to-face lectures. 93.88% 81.63% 93.88% 36.73% 67.35% 85.71% 65.31% 77.55% 6.12% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% I could play them any time I wanted I could play them anywhere I wanted I could play them multiple times They are more suited to my learning style than traditional lectures I could read the captions while listening to the lecture I could pause the recordings to take notes They signifcantly increses the instructional value of the course They were useful in preparing for tests and exams The recorded lectures did not appeal to me

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