David McGarvey (and Katherine Haxton) Chemistry School of
Physical & Geographical Sciences [email protected]
TAKING THE LECTURE OUT OF THE LECTURE
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Brief history Overview of screencasting applications,
practicalities etc. How to screencasts. Lecture replacement
screencasts Pre-Lecture screencasts Student use of screencasts and
student feedback Conclusions OVERVIEW
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About five years ago we scheduled class contact lecture time
for activities such as: IT skills (spreadsheets, word processing)
Use of software (e.g. Chemical structure drawing) and online
resources Mathematics for Chemistry (for students without A-Level
Maths) Since ~2009 these and other activities (events) have
increasingly become provided for via screencasts with the contact
time being released for more student-centred learning activities
(e.g. workshops). To cite a specific example (2 nd year Inorganic
Spectroscopy), Katherine Haxton has employed screencasts to change
an 8-lecture course to 4 hours of lectures and 4 hours of workshop
We (Katherine Haxton, David McGarvey, Laura Hancock) are now making
extensive use of screencasting to fulfil a variety of purposes
within the chemistry curriculum (and beyond). BRIEF HISTORY
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SCREENCASTS
http://teachingchemistry.net/home/index.php/archives/267 What is a
screencast? A recording of the computer screen that can include
narration and synchronous visible author activity such as mouse
movements, annotations, editing and operational tasks.
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SCREENCASTING APPLICATIONS Feedback (individual or cohort) Use
of online resources Worked examples Use of software Lecture
supplement Model Answers Whole Lectures Open Day Talks
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Katherine J Haxton and David J McGarvey (2011), Screencasting
as a means of providing timely, general feedback on assessment,
(HEA Physical Sciences) New Directions, 7, 18-21 David J McGarvey
and Katherine J Haxton (2011) Using audio for feedback on
assessments: tutor and student experiences (HEA Physical Sciences)
New Directions, 7, 5-9.
Can free-up valuable lecture/contact time to use for more
student-centred activities. They can generally be accessed from
anywhere with an internet connection. They can be viewed again and
again and again allowing students to study at their own pace and to
digest complex and detailed topics. Some may be transferable across
modules, years, programmes and cohorts. Others..... SCREENCASTS:
PROS
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http://www.keele.ac.uk/qa/externalexaminers/externalexaminerinduction/
WE HAVE INFLUENCED OUR QA OFFICE!
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Time-consuming to plan and prepare Shelf-life There can be too
many.... Managing student expectations SCREENCASTS: CONS
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http://www.screenr.com/
http://www.techsmith.com/camtasia-gslp.html Camtasia Studio fully
editable and can produce table of contents for a PowerPoint-based
screencast (using the slide titles). This makes navigating
screencasts easier for the students. SCREENCASTING: THE SOFTWARE WE
USE
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SCREENCASTING USING CAMTASIA STUDIO Clickable Slide Menu for
Screencast Navigation Download PowerPoint Slideshow with
annotations Pause
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http://www.screenr.com/S4Ghttp://www.screenr.com/fId Data
Analysis in Excel BASF Sunscreen Simulator HOW TO SCREENCASTS
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http://www.screenr.com/tqmhttp://www.screenr.com/BS2 Use of
Chemical Structure Drawing Software Web of Science HOW TO
SCREENCASTS
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Unhook the phone, hang a do not disturb sign and feed the cat
Have a plan/script with clear sections. If available/applicable,
employ navigational features for the end user and the facility to
download the PowerPoint slideshow. Avoid reference to specific
modules, dates, etc. which can impact on the shelf-life/versatility
and may require time-consuming editing or having to re-record.
Avoid editing unless absolutely necessary. SCREENCASTS: TIPS
http://teachingchemistry.net/home/index.php/archives/267
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BEDMAS Units and unit conversions Rearranging equations Linear
equations and making curves straight Equation of a Straight Line
Principles of Logarithms Graphs and Tables Powers, reciprocals and
roots Significant figures Fractions Differentiation (3 Screencasts)
Units and Equations Integration (3 Screencasts) Scientific Notation
Prioperties of Logarithms LECTURE REPLACEMENT SCREENCASTS
MATHEMATICS FOR CHEMISTRY
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EXAMPLE 2 Temperature (T)Rate constant (k)1/Temperature (T) 280
K0.0034 dm 3 mol -1 s -1 0.00357 K -1 330 K0.041 dm 3 mol -1 s -1
0.00303 K -1 Graphs and Tables
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PRE-LECTURE SCREENCASTS 1 ST YEAR CHEMISTRY Integrated Rate
Laws Equations of Light NMR Spectroscopy IR Spectroscopy Effective
Nuclear Charge VSEPR Formal Charges in Lewis Structures Writing
Lewis Structures MO Diagrams for Homonuclear Diatomics 1 st order
kinetics Using the Arrhenius Equation MO Diagrams for Heteronuclear
Diatomics Some of these topics have also been supplemented by
additional screencasts on worked answers to problems etc.
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EXAMPLE (HYDROGEN FLUORIDE) MO Diagrams for Heteronuclear
Diatomics
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CALCULATING K Thermodynamics Worked Examples
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TAKING THE LECTURE OUT OF THE LECTURE: PRE-LECTURE SCREENCASTS
http://teachingchemistry.net/home/index.php/archives/267
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SCREENCAST: CALCULATING EFFECTIVE NUCLEAR CHARGE (~60 CHEM
STUDENTS) Posted 25/11 Lecture 29/11 Class test 12/12 Exam
17/01
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SCREENCAST: INTEGRATED RATE LAWS (~60 CHEMISTRY STUDENTS)
Posted 9/11 Lecture 10/11 Class test 21/11 Exam 19/01
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SCREENCAST: HOMONUCLEAR DIATOMICS (~60 CHEMISTRY STUDENTS)
Posted 4/12 Lectures 8-9/12 Class test 12/12 Exam 17/01
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Please keep the screencasts going they are very much
appreciated by us students as they reinforce our resources and
enhance our revision sessions. I think that the screencasts are an
important part of my study as it helps me to understand topics
better and at my own pace. Also, I think that more screencasts on
topics such as thermodynamics and kinetics would be beneficial to
my learning as it is hard to assimilate everything in lectures.
Screencasts really help me The screencast pre-lectures and mp3
feedback was brilliant Excellent use of screencasts very beneficial
to learning Screencasts are very helpful and work well in
conjunction with lectures. Screencasts improve understanding before
and after lectures TAKING THE LECTURE OUT OF THE LECTURE:
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I am revising for exams at the moment, and the only way that I
can understand some of the harder concepts is by having them
explained to me via a screencast. I can watch them again and again
until I understand the material, which is great. It is a much more
efficient use of my time to watch screencasts whilst revising than
reading through tricky textbook language. I think the screencasts
are very useful. I've never experienced teaching in this way
before, but when I came to Keele and I was introduced to them I was
surprised at how good they are. You can go back to them whenever
you want and use them to answer problem sheet questions, labwork
and homework. I'm really glad I have access to them and it's like
having a mini lesson at home one to one and you can pause and
rewind if you dont get it the first time. I think as a student I am
really lucky to have access to these screencasts and hope they
continue throughout my time at Keele.
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CONCLUSIONS Powerful and versatile technology with many
applications. Very popular with students, who say screencasts
benefit learning. We do need to learn more about how students use
these resources and their effectiveness as learning resources. We
plan to conduct interviews/focus groups during 2012- 13.
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HEA Physical Sciences Subject Centre Project STAF: Technology
Supporting Assessment and Feedback
http://projectstafkeeleuniversity.jiscinvolve.org/wp/ Keele
undergraduate chemistry students Dr Katherine Haxton, Chemistry,
Keele Dr Laura Hancock, Chemistry, Keele Acknowledgements