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Putting the learner in
control
developing a more user friendly
screencast
Presented by
Darren Gash
Department of Technology
Enhanced Learning
d.gash@surrey.ac.uk
Situation
• Technology enhanced learning workshops
regularly offered to academic staff, e.g.
• “Building your SurreyLearn* course”
• “Creating online tests”
• Well received but feedback highlights issues
about length and pace, reminiscent of
Goldilocks and the Three Bears …
*Institutional name for VLE
Situation
• Too fast/short:
“You move the cursor around the screen faster than
I can follow, so I felt permanently one step behind!”
“Would have liked a longer session …”
• Too slow/long:
“The pace was a little slow; in a two hour slot we
should've been able to cover some more functions”
“It was too long and the room was cold”
• Just right
“Good pace to the session …”
Task
• Create a fully online self-paced course as
alternative to workshop
Intro
• Workshop: Tutor gives overview & context
• Online: ‘Read first’ page with information
Demo
• Workshop: Tutor demonstrates task
• Online: ‘Learn how’ page with screencasts
Practice
• Workshop: Supported hands-on practice
• Online: ‘Have a go’ page with tasks to try
Task
• Create a fully online self-paced course as
alternative to workshop
Intro
• Workshop: Tutor gives overview & context
• Online: ‘Read first’ page with information
Demo
• Workshop: Tutor demonstrates task
• Online: ‘Learn how’ page with screencasts
Practice
• Workshop: Supported hands-on practice
• Online: ‘Have a go’ page with tasks to try
Action
Screencast tutorial Paper-based tutorial
Authentic representation of task
guarantees task completion
Requires a degree of interpretation
that may lead to task failure
Difficult to locate and review one
step amongst many
Easier to locate a specific step for
review
Limited control of pace Complete control of pace
• Develop a more user friendly screencast
Action
Screencast tutorial Paper-based tutorial
Authentic representation of task
guarantees task completion
Requires a degree of interpretation
that may lead to task failure
Difficult to locate and review one
step amongst many
Easier to locate a specific step for
review
Limited control of pace Complete control of pace
Design challenge: can we have the best of both worlds?
• Develop a more user friendly screencast
Results
Show me Guide me
Presents the task as a continuous
uninterrupted event
Playback paused at each step.
User interaction to progress
through to completion
Provides a feel of what the whole
task involves
Focus on individual steps in the
process.
• V1: Choice of two tutorial formats
Results
Show me Guide me
Presents the task as a continuous
uninterrupted event
Playback paused at each step.
User interaction to progress
through to completion
Provides a feel of what the whole
task involves
Focus on individual steps in the
process.
Design challenge: can the two be merged into one?
• V1: Choice of two tutorial formats
Results
Continuous mode Step by step mode
Presents the task as a continuous
uninterrupted event
Playback paused at each step.
User interaction to progress
through to completion
Provides a feel of what the whole
task involves
Focus on individual steps in the
process.
• V2: one tutorial with switch between two modes
Results
• V2: one tutorial with switch between two modes
Continuous mode Step by step mode
Presents the task as a continuous
uninterrupted event
Playback paused at each step.
User interaction to progress
through to completion
Provides a feel of what the whole
task involves
Focus on individual steps in the
process.
Improvements over V1:
 Speeds up production and update time
 Provides user with greater flexibility
 Tablet friendly. Swipe to progress in step by step mode
Putting the learner in
control
developing a more user friendly
screencast
Presented by
Darren Gash
Department of Technology
Enhanced Learning
d.gash@surrey.ac.uk

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Darren Gash

  • 1. Putting the learner in control developing a more user friendly screencast Presented by Darren Gash Department of Technology Enhanced Learning d.gash@surrey.ac.uk
  • 2. Situation • Technology enhanced learning workshops regularly offered to academic staff, e.g. • “Building your SurreyLearn* course” • “Creating online tests” • Well received but feedback highlights issues about length and pace, reminiscent of Goldilocks and the Three Bears … *Institutional name for VLE
  • 3. Situation • Too fast/short: “You move the cursor around the screen faster than I can follow, so I felt permanently one step behind!” “Would have liked a longer session …” • Too slow/long: “The pace was a little slow; in a two hour slot we should've been able to cover some more functions” “It was too long and the room was cold” • Just right “Good pace to the session …”
  • 4. Task • Create a fully online self-paced course as alternative to workshop Intro • Workshop: Tutor gives overview & context • Online: ‘Read first’ page with information Demo • Workshop: Tutor demonstrates task • Online: ‘Learn how’ page with screencasts Practice • Workshop: Supported hands-on practice • Online: ‘Have a go’ page with tasks to try
  • 5. Task • Create a fully online self-paced course as alternative to workshop Intro • Workshop: Tutor gives overview & context • Online: ‘Read first’ page with information Demo • Workshop: Tutor demonstrates task • Online: ‘Learn how’ page with screencasts Practice • Workshop: Supported hands-on practice • Online: ‘Have a go’ page with tasks to try
  • 6. Action Screencast tutorial Paper-based tutorial Authentic representation of task guarantees task completion Requires a degree of interpretation that may lead to task failure Difficult to locate and review one step amongst many Easier to locate a specific step for review Limited control of pace Complete control of pace • Develop a more user friendly screencast
  • 7. Action Screencast tutorial Paper-based tutorial Authentic representation of task guarantees task completion Requires a degree of interpretation that may lead to task failure Difficult to locate and review one step amongst many Easier to locate a specific step for review Limited control of pace Complete control of pace Design challenge: can we have the best of both worlds? • Develop a more user friendly screencast
  • 8. Results Show me Guide me Presents the task as a continuous uninterrupted event Playback paused at each step. User interaction to progress through to completion Provides a feel of what the whole task involves Focus on individual steps in the process. • V1: Choice of two tutorial formats
  • 9. Results Show me Guide me Presents the task as a continuous uninterrupted event Playback paused at each step. User interaction to progress through to completion Provides a feel of what the whole task involves Focus on individual steps in the process. Design challenge: can the two be merged into one? • V1: Choice of two tutorial formats
  • 10. Results Continuous mode Step by step mode Presents the task as a continuous uninterrupted event Playback paused at each step. User interaction to progress through to completion Provides a feel of what the whole task involves Focus on individual steps in the process. • V2: one tutorial with switch between two modes
  • 11. Results • V2: one tutorial with switch between two modes Continuous mode Step by step mode Presents the task as a continuous uninterrupted event Playback paused at each step. User interaction to progress through to completion Provides a feel of what the whole task involves Focus on individual steps in the process. Improvements over V1:  Speeds up production and update time  Provides user with greater flexibility  Tablet friendly. Swipe to progress in step by step mode
  • 12. Putting the learner in control developing a more user friendly screencast Presented by Darren Gash Department of Technology Enhanced Learning d.gash@surrey.ac.uk

Editor's Notes

  1. Introductions
  2. Introductions
  3. Introductions
  4. Introductions
  5. Recommendations Keep them short Work best when opportunities for practice follow immediately afterwards Most suited to novices
  6. Recommendations Keep them short Work best when opportunities for practice follow immediately afterwards Most suited to novices
  7. Recommendations Keep them short Work best when opportunities for practice follow immediately afterwards Most suited to novices
  8. Recommendations Keep them short Work best when opportunities for practice follow immediately afterwards Most suited to novices
  9. Recommendations Keep them short Work best when opportunities for practice follow immediately afterwards Most suited to novices
  10. Recommendations Keep them short Work best when opportunities for practice follow immediately afterwards Most suited to novices