The document outlines the planning process for creating instructional screencasts at a university library, including determining goals, audience needs, workflow, best practices, evaluation methods, and tips for scripting, recording, editing, and publishing the screencasts online. It also discusses lessons learned and establishing documentation to aid future screencast projects at the library.

1. Kristy Padron
Alyse Ergood
Lauri Rebar
Florida Atlantic University Libraries

2. ◦ What are you expected to do?
◦ What are the goals for this project?
◦ Overall for all screencasts?
◦ Each individual screencast?
◦ Who do you report to?
◦ How often do you need to check in with them?

3.  What elements do we want to teach in each session?
 Audience needs
 What are they and how do we meet their needs?
 Easy to use (Keep it SIMPLE)
 Easy to remember (Keep it SIMPLE)
 Functionality
 Building on ideas

4.  Screen capture vs PowerPoint presentation
 Work flow –
 One person do A-Z?
 Or one to script, one to record, one to edit?
 Keeping track of sequencing of steps from first model
 Don't recreate the wheel with each screencast.
 Development of "best practices" from initial session
 What makes best practices?

5.  How to measure progress we make in preparing the
session
 Goals v “Success?”
 How closely are we meeting our original expectations?
 Step back and modify goals and expectations
 How to test project on user group.
 Who to use for this step –
 Students in Library
 Friends
 Student workers in Library

6.  Proposal
 Outline
 Storyboard
 PowerPoint / Screenshots
 Recording (including above and screencapture)
 Production (deleting pauses, syncing sections,
editing narration)
 PostProduction (preparing it for the Web)
 Posting it to the Web

7.  Created a proposal for Administration.
 Developed our proposal based upon sample proposals
we had found online.
 The proposal allowed us to
 Clarify our task.
 State the “who, why, where, what, when and how” of the entire
project.

10.  Fulfill portions of our Libraries’ Mission and Plan.
 Answering student needs
 Answering a service issue
 Answering ILIS (information literacy and information
services) needs and goals

11.  By Administration and ILIS
 From multiple departments and individuals
 Created more of a cooperative effort for the libraries
 Not just a project by Reference Librarians.
 Confirm accuracy of information presented with other
departments.

12.  How to estimate the time?
 Research the amount of time for each task.
 Meet multiple times with our calendars.
 Included as part of our Proposal.
 Adjust timeline as we progress.

13.  Establish goals and mileposts.
 Explore how each team member works best in different
situations.
 Develop a sense of each other’s strengths and
weaknesses as we worked on the workflow.
 Initial workflow based on the research we did.

14.  Research !!!
 Centralized our research via Delicious.com bookmarks.
 Camtasia category –
 anything relating to Camtasia.
 TechSmith category –
 items produced by TechSmith, who created Camtasia.

15.  Google-searched for completed projects by other
universities.
 Gleaned advice and tips from these sites:
 Size of recording screen.
 KISS (keep it simple, stupid).
 Tips for using microphone.
 Searched for Best Practices from other universities.
 Flexibility in our expectations and methods.
 Technology is constantly changing.

16. What elements make for a good podcast?
 ADA compliant
 picture, printed words, spoken words
 Ability to rewind or replay, speed up, etc.
 Focus on topic
 Simplicity
 Length of podcast (3-5 minutes maximum)
 Transitions between PowerPoint, Screenshots and
Screencapture
 Consistency in the presentation of the content
 opening slide with introduction,
 body,
 closing slide with key points to remember

17. Get input from your supervisors and the various library departments
including: information literacy and instruction department, reference,
systems, and more.
Consensus
Incorporate feedback
Work from the greatest need
Start simple

18.  Brainstorm your ideas, your process
 Identify the objective, procedure and steps and begin pulling
information together.
 Write it down.

20.  This will act as a guide and structure for
pre-production.
 Identify the major points and steps for what needs to be
included in the tutorial.
 Break down the difficult steps into smaller steps, and
add any minor points; they may end up supporting the
needed transitions.
 This outline does not need to be detailed, as much as it
needs to be comprehensive.

22.  Once the content outline has been reviewed and is
solid, use it to write the script for each individual
screencast.
 Why write a script?
 The result is a more polished, professional product.
 The script details what will be said throughout the
screencast, realizing it will be edited several times
prior to producing the screencast.
 Must be clear, concise and explicit.

25. Let’s start by going to FAU’s home page, located at
http://www.fau.edu/

26.  Identify graphics to go with script and to include in
screencast.

28.  Personalize the screencast for patrons whenever
possible.
◦ Using PowerPoint, create a slide to introduce your project and the
librarian narrating the screencast with an actual or avatar picture
of the narrator.
 For the final piece of your screencast, create a summary
slide in PowerPoint with ‘Key Points to Remember’ from
the screencast.
◦ This is especially helpful for patrons when there is a lot of
information presented.

29.  Create a storyboard with the script and identified
graphics.
 PowerPoint is a great tool to use to create a storyboard.
 Check storyboard for accuracy of topic you are teaching.
 It is imperative that your script match the graphics being
described.
 Check or edit any transitions.

32. At the beginning of the project, set up a
workflow feedback and approval process with admin
and other supervisors and all interested parties.
 As you receive feedback and approval, you will be
empowered in the production process. It will keep the process
flowing smoothly.
 It was imperative for us to get feedback upon completion of
the script, storyboard and the screencast prior to making it
public.
 Do not record your screencast until you have received
approval to do so.

34. This is a time-consuming process, due to the learning
curve required for most software.
Track activities, progress, and difficulties, including
procedures and simple tips. Maintain detailed instructions
for reference.
Record all meetings, feedback received, status/stage of
your screencast, suggestions, and timelines (i.e., deadlines).

35.  Working in a team environment with a team leader is an
effective way to divide tasks and complete a timely
screencast.
 Divide tasks between group members.
 This same individual can keep your supervisors and
administrators abreast of your process, progress and concerns.

36.  Practice speaking and recording on the
microphone.
 Work on comfort level with using a microphone and with hearing your
recorded voice.
 Get comfortable reading and practicing a script with microphone.
 Pay attention to your pace and pronunciation throughout
the practice session. You may or may not need to make
changes in your speaking and presentation from
observations made during practice. Most tutorials are
only three to five minutes.
 Decide on microphone that suits you, your group, and your voices.

37.  To practice, access a free and similar software
called Jing from the creators of Camtasia,
Techsmith, at www.jingproject.com.

39.  Expect a learning curve during which you will
learn A LOT of new skills.
 Consult with tutorials as needed
(www.techsmith.com).
 Embrace trial & error.
◦ Be patient, supportive and generous with smiles!
 Utilize individual skills and interests, and apply
them to the various roles.
 Become familiar with software features: identify
what works best for you and your project.

40.  Rehearse to get comfortable with
everything!
◦ Use the storyboard to arrange screen transitions and
narrations.
◦ Check the microphone for sound quality and adjust it, if
necessary.
◦ If using the Internet, decide on what will be visible on the
computer screen (URL, menus, etc.).
◦ If you are comfortable with your task, production (and
everything thereafter) will go smoothly!

41. (Top) Before
recording:
determine the
screen size and
what will be
recording for a
screen capture.
(Bottom) During
recording: see
‘Audio’ for sound
quality, and also
the keys for
stopping and
restarting
recording.
Example: Recording with Screen Shots

42.  Be familiar with the features needed for the type of
recording you want to make.
 Expect to have multiple takes… be flexible.
 Again, be generous in your patience (especially
towards yourself).
 If you make a mistake, pause, then try again.
 Script edits, updates, and good ideas often appear
at this point.

43. Example: Recording with PowerPoint

44.  Production roles can be assigned by interest or
rotated to promote familiarity with the
technology.
◦ Roles were changed periodically so we could each
master the software and the different responsibilities
attached to each role.
 Narrator (the voice)
 Producer (recording)
 Editor (editing and cutting)
 More technical aspects as well as nuts & bolts
of production can be found in our “Best
Practices” document.

45.  After the screencast was recorded, editing
needed to be done.
 Editing uses different tools within the Camtasia
software than those used during production.
◦ Examples: cutting, call-outs, Zoom-n-Pan
 PowerPoint and Internet screen actions become
sewn together at this point.
◦ “Import” features are used.
◦ This required the use of the “slice” feature and others not so
readily familiar to many.

46.  When editing was completed, we
distributed our “final draft” for approval.
 After approval, the screencast was ready
to be posted to the web.
◦ Final production was assisted by the Systems and Digital
Libraries departments.
◦ This presented another layer of expertise that we had to
learn or at least become familiar, including: file and
sound formats, and other technical aspects of making it
be web-ready.

47. Production Wizard:
specifies the type of
format used for web
casting, in addition
to sound, screen
size, and other
factors.

48. During pre-production and production, we kept
careful notes about how things were done.
 We compiled what worked for us.
 We recognized that due to our assignments, priorities, and some unknowns,
we could not finish the project in one concentrated block of time.
 We gradually created a Best Practices document for future reference to
be used when producing future screencasts.
 This document permitted us to share and distribute what we learned
through our collective experience.

49. We were asked to advise how this project
should proceed.
 “It ain’t easy…”
 Create screencasts on topics that impact the
highest number of library users.
 Beware: content changes rapidly!
 Recommended changes to the initial idea of how
Camtasia would be used in the department.
The project was later continued.

50. Screencasts were later used in other library
projects, especially with social tools
(LibGuides, YouTube, etc.).

51. The Camtasia project generated a life of its
own!
We had:
◦ a continuity plan,
◦ careful records,
◦ other supporting documentation,
◦ and most importantly, THE INTEREST!

52. Thank you for your participation and
interest!
Kristy Padron – kpadron (at) fau.edu
Alyse Ergood – aergood (at) fau.edu
Lauri Rebar – lrebar (at) fau.edu
FAU Reference: (561) 297-3780