Over the shoulder 2.0: Options and opportunities for screencast production in learning & teaching
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Transcript of Over the shoulder 2.0: Options and opportunities for screencast production in learning & teaching
Over the shoulder 2.0: Options and opportunities for screencast
production in learning & teaching Simon Davis & Chris Millson
University of York
Outline
• Overview and benefits of screencasts• Applications• Production approaches• Case studies – feedback and forward• Conclusions
Screencasting: Overview
• Established use in education (~2004 onwards)• Record audio, onscreen activity, webcam
(optional)• Potential for reusable, personalised, visual,
interactive learning resources• Simple production workflows
Screencast @ York #1: Software demos and Tutorials• SPSS statistics package, videos and exercises• ELDT support, videos and step by step guides
Screencast @ York #2: Presentations• Distance learning
• Realising Opportunities• CAHR
• “Flipped classroom”• Interest growing
Screencast @ York #3: Worked handwritten examples• Physics – Mathematics 101• Economics – Introduction to Statistical Theory
Screencast @ York #4: Feedforward / feedback• Feedforward – exemplars
• CELT; grammar• Chemistry; Transition (what to expect)• Psychology; understanding your feedback
• Personalised feedback• CELT• Careers• LFA
Production approaches #1: Camtasia
Cost: ~£120/user (5-99 users)Storage: ~£7/mo (limited, online) or use ownStrengths: Control over editing/quality, can
operate entirely offlineWeaknesses: Requires desktop application
(PC/Mac) - less portable, reported to slow system down (recording intensive software e.g. SPSS), time for post production, complexity
Production approaches #2: Screenr
Cost: ~£12-180/mo (unlimited users)Storage: online, 250-7,500 recordingsStrengths: easy to use, fully online, branding &
integration control, analyticsWeaknesses: recurring subscription required
(although can download files)Notes: Free version (screenr.com) with 5-minute
limit
Production approaches #3: vGuidance
Using screencast-o-matic.com and our own 'vGuidance' interface
Cost: Free (unlimited) - ~ £1/month (per account), plus interface development (not essential)
Storage: unlimitedStrengths: branding/login control, statistics, fully
online, no reliance on one systemWeaknesses: SOM could disappear (estd. 2006)Use case:Sample:
Production approaches #4: Echo360
Cost: Upwards of ~£10k/year plus set-up(Much bigger, hardware-supported system)Strengths: Powerful automated lecture capture for
including personal capture, Blackboard integration, account control, local hosting
Weaknesses: Only worth the investment if you are considering lecture capture
Use case: Institution with a strong commitment to lecture capture - with interest in personal capture
Sample:
Echo360 - playback
Comparing production approachesSoftware Features Ease
of useReliability Quality When to use
Camtasia Good for editing Offline, OK
Good Full control
Creating multi-user guides or where quality is important. Small-medium scale.
Screenr Brandable, supported, off-the-shelf
Online, simple
'Enterprise' product Good Mid/long-term investment in personal capture.
vGuidance Brandable Online, simple
Good (but no guarantee), requires in-house support
Good Ongoing exploration/ development, short trials, small-scale usage.
Echo360 Good for editing, brandable, supported, VLE embedding
Online, OK
'Enterprise' product Good Large long-term investment in lecture/personal capture.
Personalised feedback; production approaches
• CELT / Careers / LFA• University starts large review/trials of lecture
and personal capture tools• Several Camtasia licenses purchased centrally
- some staff used these to try screencasting• Screenr, Screencast-o-matic and other online
services tested by Careers for CV reviews• Careers develops generic 'vGuidance'
frontend, currently using Screencast-o-matic• University buys Echo360 - now in wide use
Personalised feedback; production approaches
Camtasia•Production time
•Access control
vGuidance•Online, integrated workflow
•Stability concerns
Echo 360•Workflow•Stable•Supported
Personalised feedback; evaluating written FB vs Screencast FB
Bill Soden – Centre for English Language Teaching
Students read wfb three times+ 9/15Students viewed sfb three times+ 12/ 15
Q:If you were only able to receive one form of feedback, either written feedback comments or screen cast feedback, which of these two forms of feedback would you choose? 9 chose sfb 4 chose wfb
(Kerr & McLaughlin study- three quarters chose sfb)
Personalised feedback; SFB strengths
• “I think the most obvious advantage is that students can feel engaged as if their tutor is talking to them face to face”
• “More straightforward and personal. It's like the tutor is talking to you in person. And the comments are directed to the parts of your article clearly.”
• “More memorable because it’s like the teacher is talking to you and giving instructions to you. Sometimes I can't recognize teachers' writing in the written feedback.”
Personalised feedback; WFB strengths
• Strengths of written feedback• “I think the written feedback is more clear and specific
about some small mistakes that I made (like some printing mistakes) while the screen cast tends to be focused mainly on the structure or some other macro aspects.
• “You can read it anywhere you like (3) and it's easy to go back to check whereas the screen cast can only be read on your computer. Also, the information is more memorable to visual learners.”
• Meeting this with screencast feedback• Ask students to respond to feedback with action points• Provide bullet pointed scripts along with the video
Screencast feedback - student responses (year 2 / 4)
• Feedback is detailed, easy to follow, more explanatory at various levels (grammar, style, structure, argumentation).
• Students feel more confident about how to improve.• Easier to process as you see it happening on screen and hear
comments at the same time.• Combination of tools (voice, highlighter, retyping) makes it
more memorable.• Grade is justified.• More personal, both from a technical and emotional point of
view.• It forces students to pay attention and be more active. • It remains a one way discussion.
Screencast feedback - student responses (year 2 / 4)
“Most people with a bad mark usually never look at their essay again but the feedback given encourages you to see why your grammar was wrong”“…seeing where I’d gone wrong… meant I actually had to process the feedback, more useful in the long run!”“Best feedback method ever”
Screencast feedback – tutor perspective
• More enjoyable because it is easier to put your points across.• You can demonstrate the complexity of the reading process.• Students become aware of the time and effort put into giving
feedback.• You can talk though a number of aspects at the same time
and show how they are related (language, content, structure).• It helps to focus your mind and gain a better awareness of the
general quality of students’ work.• It makes you aware of the complexity and potential of
effective feedback.• It introduces an emotional dimension.