Introduction to Screencasting


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From the GU Technology Enhanced Learning Symposium, 06/03/13

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  • Best to ‘Demonstrate good practice by citing the sources of data, quotations, and images that you use in your presentations’
  • Introduction to Screencasting

    1. 1. Introduction toScreencastingAlicia Owen
    2. 2. What is a screencast?• Use screen capture software (e.g. BB Flashback) to record what you can see/ are doing on the screen• It can also include audio narration• Sound and presentation are recorded simultaneously• GU has a site licence for BB Flashback: • has no time limit • you can include a webcam recording • you can edit: delete sections, zoom in, add captions, show the mouse, highlight parts• You need: the software, microphone and speakers (webcam?)
    3. 3. Uses – tutorials and demos• Show staff or students how to use an application or a piece of software (e.g. Moodle support videos)• Show students how to do something (e.g. Maths screencasts from the Academic Study Support team)• Because everything is on the screen ‘theres no need to constantly jump from notes to screen’ (Stannard, 2007)• Provide material for distance learners e.g. in lieu of lab sessions (JISC Digital Media, c)• Introduce staff or students to your course site and how to use it (e.g. Moodle Essentials introduction)
    4. 4. Uses – recording lectures• Could record live lectures or pre-record material• Provides key elements of the lecture (voice and presentation) without needing to set up live video feed (JISC Digital Media, a)• Students can review content to improve quality of notes, make up for missed lectures and revise for exams (Gorissen et al, 2012)• Class time can be devoted to more innovative activities (Lonn & Teasley, 2009:92)  ‘Flipping the classroom’ (Clive Buckley’s session 9th April)• Things to consider:  Consent of ‘performers’ (staff and students) if recording a live lecture (see JISC Legal Information, 2010)  Copyright (see JISC Legal Information, 2010) – best to demonstrate good practice (Aberystwyth University E-learning Support)  File sizes - need a reliable and fast internet connection for uploading and downloading (Jordan, 2012:22)  Will students still attend live lectures? - does not seem to impact on attendance other factors more important (Davis et al, 2009)
    5. 5. Uses - Assessment• Learners could be asked to record their own work, e.g. a presentation, and submit this rather than a traditional essay submission (e.g. via a Moodle assignment submission point or shared with others on a forum)• Tutors can use screencasting to provide feedback on a learner’s work (Kirstie will talk about this)• the screencast can be emailed to the student or uploaded as a ‘response file’ on a Moodle assignment
    6. 6. Demonstration• Go to: • Start > All programs > Blueberry Software > BB Flashback Pro 4 > BB Flashback Pro 4 Recorder• Or: • Programs > Common Apps > Blueberry Software > BB Flashback Pro 4 > BB Flashback Pro 4 Recorder• Once you have recorded, save the recording. It will open in the BB Flashback Player, and you can edit it.** Training session on using BB Flashback – Wednesday, 13thMarch, 1pm, L201.**
    7. 7. Saving and exporting (formats)• You can upload to YouTube – best option for accessibility (but not suitable for feedback), and can embed in Moodle• Alternatively, you can export as a Flash file - small file but problems on Apple devices• QuickTime or Windows Media Video – good quality but large file sizes• MPEG4 - small file, quality not great, but would play on Apple devices
    8. 8. Benefits• For students: • For all students, provides variety in method of delivery (visual and audio, not just text) • They can pause, replay and jump to specific sections of the recording • Can help those with special needs or non-native speakers of English • Personalises the learning, particularly for distance learners – affective aspects (Jordan, 2012:24)• For staff: • Better use of contact time with students? • Opportunities for professional development – can review own performance (Davis et al, 2009)
    9. 9. References (1)• Aberystwyth University E-learning Support, AberCast Lecture Capture. Available online at: ndoutapril11.pdf [accessed 04/03/13]• Davis, S., Connolly, A. & Linfield, E. (2009) ‘Lecture capture: Making the most of face-to-face learning’ , Engineering Education, Vol. 2, Issue 2, 4- 13. Available online at: 4-2-davies.pdf [accessed 04/03/13]• Gorissen, P., van Bruggen, J. & Jochems, W. (2012), ‘Students and recorded lectures: survey on current use and demands for higher education’, Research in Learning Technology, Vol. 20, 297-311• JISC Digital Media (a), Audio/Video Production: Recording Lectures, Seminars and Events. Available online at: recording-lectures-seminars-and-events accessed 05/03/13]• JISC Digital Media (b), Introducing Screen Capture Software. Available online at: capture-software [accessed 05/03/13]
    10. 10. References (2)• JISC Digital Media (c), Screencasting: Broadcasting On-Screen Activity. Available online at: [accessed 05/03/13]• JISC Legal Information (2010), Recording lectures: Legal Considerations. Available online at: ectures%2010.09.pdf [accessed 04/03/13]• Jordan, L. (2012) ‘Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice’, Research in Learning Technology: Supplement: ALT-C 2012 Conference Proceedings. pp 16-25• Lonn, S. &Teasley, S. (2009) ‘Podcasting in higher education: What are the implications for teaching and learning?’ Internet and Higher Education 12 (2009) 88–92• Stannard, Russell (2007) ‘Goodbye to Lecture Notes’, The Guardian, Tuesday 18th September 2007. Available online at: [accessed 04/03/13]