Posts tagged Screencast-O-Matic
The tough thing about best practices is remembering to practice them: a while back I started to collect my screencasts on particular topics into one, easy-to-remember link (e.g. iMovie ’09 information is at http://battis.net/link/imovie09). I spent a while uploading my Flash tutorials to one of my class conferences the other day, forgetting to just create the simple link (and thereby limit repetitive work). So, with that in mind…
Here are a few tutorials on animation (at a basic level) in Flash 8 Professional. They need to be re-recorded and cleaned up a little, but they’re a useful starting place for someone totally at a loss when faced with Flash’s ridiculous learning curve. The link to this post and to anything else I might have to say about Flash is http://battis.net/link/flash8
The videos in this sequence are (with links to higher-quality, but less-firewall-friendly, Screencast-O-Matic videos):
- Create a Simple Animation — How to create a simple Flash Professional 8 animation using a Motion Tween between two keyframes.
- Adding Complexity to a Motion Tween — How to use rotation (or scale, skew or other Transformations) to adjust a simple animation.
- Adding a Motion Guide — How to add a Motion Guide layer to a simple animation in Flash Professional 8.
- Shape Tweens — How to use Shape Tweens to animate motion (or, well, shapes) in Flash Professional 8.
- Reverse Exploding Animation — How to have a scattered group of shapes “resolve” themselves into your design in Flash Professional 8 (this was a request from my media design class).
One of my responsibilities at Jewish Day School is to write a weekly “tech tips” column for the online faculty news. This is one such tip.
One major challenge that students (of any age) face when learning how to use a new tool is that, when demonstrated, the application seems simple and easy. But now, on one’s own, finding that button or toggle that made everything easy in class is deucedly difficult. There are a number of ways to combat this, ranging from having the teacher physically present every moment that students are completing their first (and maybe second and third) projects to shrugging our collective shoulders and averring that, in fact, the puzzling-it-all-out process builds character and reenforces learning. Pain doesn’t reenforce learning; pain reenforces aversion to learning. Instead, how about providing instructions? Perhaps even instructions in the manner in which they were presented in the classroom, creating a familiar context and voice? A number of teachers have been exploring the possibilities of screencasting — recording what’s happening on your computer — in teaching with technology this year. It’s easy: it only takes a few minutes to record a screencast and post it to the internet, where you have a link to share with students at the end of a lesson.
An example of a quick use of screencasts to reenforce in-class teaching: A quick introduction to iMovie ’09
All these tools have links to screencasts explaining how to use them on their front pages! (How meta is that?)
- Screencast-O-Matic is free and requires no setup
- Screenjelly is free and requires no setup
- Jing isn’t entirely free, but is wicked powerful
Further resources: [A colleague] and Seth Battis talk about their experiences screencasting this year on the Laptop Leader pages.
This post is part of a series that are components of my “Expert Plan” at my school, looking to create a shared resource for my colleagues as the school moves towards greater adoption of laptops and technology in our pedagogy.
I have an inherent prejudice against teaching students (and faculty) to use user computers as tools by providing step-by-step directions for a specific progress. I believe that, while totally helpful in the individual instance of that specific process, the step-by-step instructions are, in the end, handicapping: they do not introduce the learner to the underlying concepts that might guide their further, more extensive use of the same tool independently.
That said, periodically I need students or colleagues to do exactly one specific sequence of steps. This year I have been experimenting with presenting these sequences of steps as “screencasts” — videos of me doing the process while I narrate what I’m doing. This has a number of advantages, not least being that it is far, far faster to create a screencast than to write a set of instructions. Additionally, the screencast presents as a manageable video, rather than as an overwhelming 17-step sequence of directions. Additonally, rather than describing the process, learners are able to see the process as it plays out.
I have created perhaps a dozen or so screencasts so far this fall, and I have settled into using Screencast-O-Matic, which I like because it does not require installing additonal software (as Jing does) and it is free (as Jing is) and it makes it easy for me to post my screencasts either to the Screencast-O-Matic site (for free), to YouTube (for free) or to save a high quality video file to my computer, that I can edit in iMovie or Sony Vegas Movie Studio. With the video hosted on either Screencast-O-Matic or YouTube, I’m then able to embed the video in a blog post or wiki page for the learners to view.
One technical issue that I ran into is that the Screencast-O-Matic streaming video requires Java to be installed and allowed to run (which is generally true on all computers), and that the series of dialogs to permit this are disconcerting and derailing for some learners. In general, where I can (for videos under ten minutes), I have also posted the videos to YouTube, which requires less from the user to view it. The YouTube videos, viewed in HD are still somewhat lower quality than the Screencast-O-Matic-hosted videos, but they’re generally fine.
I have also been experimenting with OmniDazzle as a way of highlighting parts of the screen as I talk and work in screencasts, making it easier for learners to follow my mouse motions and directions.
A learning issue that I have run into is that some folks (more faculty than students) have been unwilling to click play to watch the video. The process of learning new technology without an actual person standing at their elbow is too overwhelming to contemplate (this is not inference, this is what I was told by those faculty).
I’m not entirely gung ho about screencasts, for the reasons listed above in The Model — that I want learners to understand concepts, rather than steps. I fear that presenting a shamanistic approach to learning technology — “do this sequence of arcane steps and the magic happens” — undermines long term learning. That said, I feel that I am able to better present concepts without intimidating learners in a screencast when I am just talking, rather than presenting a paragraph-sized annotation to each step of a set of directions.
The screencasting approach does, of course, not address all learning styles. It works for more than the directions, I believe, capturing both visual and auditory learners, but it is still not the same as working with the learner to help them accomplish the process in person, themselves. To this end, I have tried to hold screencasts in reserve as a reenforcement for in-class learning, rather than as a sole source of learning about a particular process.