5 March 2010 (Friday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/33 | YONG, Su Ting, The University of Nottingham Malaysia Campus

1. Using Screencasting Technology to Learn Application Software Yong Su Ting

2. Introduction Background Purpose of research What is screencasting? Screencast Development Classroom Experiment Students’ feedback Discussion Conclusion Outline of Presentation

4. Excel

6. Computer proficiency

7. Learning experience

9. When student learning styles are matched with instructional strategies, student achievement is maximized (Ballone & Czerniak, 2001; Davidson, Savenye & Orr, 1992; Dunn, Denig & Lovelace, 2001; Gregorc, 1979).

10. Conventional Approach New Approach Screencasting is rapidly becoming a popular method of presenting content for instruction (Brown, Luterbach& Sugar, 2009) Screencasts Notes Notes Software demonstration Software demonstration

11. What is screencasting? Screenast is “a digital movie in which the setting is partly or wholly a computer screen, and in which audio narration describes the on-screen action” (Udell, 2005). Screencast is a digital recording of the activity on a computer screen and it may contain sound tracks (Winterbottom, 2007; Lee, Pradhan & Dalgarno, 2008).

13. University of Stirling, UK (Winterbottom, 2007).

14. Saint Xavier University, US (Arman, Wilson & Shirvani, 2007).

15. George Fox University, US (Arman, Wilson & Shirvani, 2007).

16. Ohio University-Zaneville, US (Arman, Wilson & Shirvani, 2007).

17. Appalachian State University, US (Kurtz, Fenwick & Ellsworth, 2007).

18. University of Ulster, Northern Ireland (Wilson, Uhomoibhi & McCartan, 2008).

19. Edith Cowan University, Australia (Garner, 2008).

21. University of Ulster, Northern Ireland – AutoCAD (Wilson, Uhomoibhi & McCartan, 2008).

22. University of Texas-Pan American, US – Engineering Softaware: MathSoft‘s Mathcad & MSC‘s Working Model 2D (Freeman, 2004).

25. Research Process Screencast Development Classroom Experiment Students’ feedback

26. Screencast Development Sample Exercise: Microsoft Excel Screencasts: Microsoft Excel & Access-demonstration of exercises Limitation: No narration

27. Experiment: Semester July 2009 (Semester 1 Foundation Programme) Classroom teaching: Week 4&5: Conventional approach Week 6, 7&8: New approach Week 9&10: New approach Demonstration + Notes: Microsoft PowerPoint Demonstration + Notes + Screencasts: Microsoft Access Demonstration + Notes + Screencasts: Microsoft Excel

28. Students’ feedbackWeek 11 - Semester 1 Foundation in Bioscience – 30 students

29. Conventional Approach I can’t remember all the steps & functions. If I miss one step, I will miss everything. Sometimes, I don’t understand because it is too fast. I am lost if the function is too complicated. I can’t follow the demonstration. I don’t understand by reading the notes. I don’t like reading the notes. If I miss the class, I will miss the whole lesson.

30. New Approach Learning experience

31. Learning experience Male Female

32. New Approach 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree

33. New Approach Video demonstrations enable the slower students to learn at their own pace and replay the required steps. Video demonstrations can help me to learn and understand better than reading the notes. Video demonstrations can help the students who miss the class. Video demonstrations are interesting and fun. Video demonstrations are helpful but the lecturer’s explanation is also important to make us understand better. Video demonstrations are useful and helpful for the class and revision purpose.

34. Feedbacks from students are very positive! 100% - Agreed that lecturer’s demonstration supported by screencast is a better teaching approach.

35. Discussion Screencasts can be used to supplementteaching materials (Peterson, 2007). Students can replay the screencasts. & reinforce their learning (Ross & Ross, 2005). Students can learn at their own pace& accommodate different learning styles and speeds (Educause, 2006). Students can use screencasts for revisionbecause they are flexibility (Winterbottom, 2007). Students can learn and understand betterbecause can help students to understand course concepts better (Freeman, 2004).