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Allie Klenke

on 20 March 2014

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Transcript of Screencast

Tech Talk:

A screencast is a digital recording of computer screen output that often contains audio narration (Udell, 2005).
Screencast-O-Matic is a free tool that allows anyone with internet access to create their own screencasts of up to 15 minutes of recording time. Screencast-O-Matic allows you to record everything displayed on a computer desktop or to narrow in and record only that which you select. It also includes optional audio and webcam video (Harrell, 2012).
Java 1.5 needs to be installed on the device running Screencast-O-Matic (Harrell, 2012)
No software download (Harrell, 2012)
Screencast-O-Matic offers 3 options for saving and presenting recordings:
1. uploading to Screencast-o-Matic’s server,
2. uploading to YouTubeHD,
3. saving files to a computer or server in MP4
(QuickTime), AVI (Windows), or FLV (Flash) format

Within these three recording options, users are able to add or omit webcam recordings, add captions, remove audio, and show the mouse cursor, mouse clicks, and/or a mouse halo (Harrell, 2012)

Other screencasting options include, but are not limited to: Screenr, CamStudio, Webinara

There are a number of different learning theories that can be associated with screencasting depending on how screencasts are used and whether it is a teacher or student creating it. Some of the more prominent theories include:

• Multimedia Learning Theory
• Constructivist Learning Theory
• Social Learning Theory
• Self-regulated Learning Theory
• Dual Coding Theory
• New Literacies Theory
For instructions about the activity, please play the screencast I created in the following slide.

What is a Screencast?
How to start recording!
Societal Impact
Easy to use
Enhances e-learning and distance education
Screencasts allow learners to "see how to complete a particular procedure (e.g., how to insert a table in a word-processing file) and can observe what the actual screen looks like in completing the specific operation" (Sugar, Brown, & Luterbach, 2010, p. 2)
Multiple media formats are presented to learners
Particular behaviors and operations can be modelled
Allows for collaborative e-learning

Limited editing features
It can be time consuming to create screencasts
Recordings may have static, background noise, or feedback making it difficult to hear
Some students may choose not to come to class if they are provided with screencasts
Students may spend more time editing their screencast than on understanding the information they convey

Practical Implications
Academic Article
In this article, Vincelette and Bostic examine 39 college students' and 5 instructors' perspectives of using screencast assessment. Providing feedback via screencasts is compared with providing feeding through traditional paper or text-based comments. Findings from this study suggest that screencast assessment provides students with more detailed and effective feedback. Students indicated "they were more attentive and engaged, incorporated more of the comments, believed the feedback quantity and quality was better, and preferred this method of assessment" (p. 263-264). Similarly, instructors felt screencasting proves beneficial for improving student writing and changes the grading process by allowing more feedback to be given as well as both macro and micro comments. Also, screencasting does not appear to save time spent on assessment.

This article offers valuable insight as it provides both student and teacher perspectives on using screencast assessment. However, this particular study is quite small in scale and participants were college students and instructors. It would be interesting to see if the same positive response was received by high school students and high school teachers, or even elementary students and elementary teachers. Moreover, I wonder if the subject being assessed would have an impact on the students'/teachers' opinion of screencast assessment. Would a student equally appreciate feedback via screencast for a short story, an in-class debate, an art project, a science lab, or skills in physical education? Finally, although students and instructors in this study reported positive attitudes towards screencast assessment this does necessarily ensure student understanding and performance will increase.

Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions of screencast assessment.
Assessing Writing, 18
(4), 257-277. doi:10.1016/j.asw.2013.08.001
Teachers can deliver lessons, tutorials, questions, assignments, or provide feedback
Can provide students with a visual demonstration of a task
Students can use screencasts to create projects, design portfolios, and complete assignments
Students are able to view, replay, & refer to past screencasts at any time
Creating screencasts promotes clear communication, computer skills, and organization
Screencasts may enhance engagement in teacher/student presentations
Screencasts can be self-assessed, peer assessed, and/or teacher assessed
Screencasts can be edited—select language, add notes, search options, apply tags, make screencast public or private (Harrell, 2012)
Free version of Screencast-O-Matic has limited editing features
Free version of Screencast-O-Matic has a limit of 15 minutes in recording time per screencast
Must pay to upgrade for editing features
It can be time consuming to create screencasts
Recordings may have static, background noise, or feedback making it difficult to hear
Harrell, E. (2012). Screencast-o-matic: www.screencast-o-matic.com: Visited: Fall 2011. Public Services Quarterly, 8(1), p.62-63. doi: 10.1080/15228959.2012.650526

Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions of screencast assessment. Assessing Writing, 18(4), 257-277. doi:10.1016/j.asw.2013.08.001

Udell, J. (2005). What is screencasting? Retrieved from http://digitalmedia.oreilly.com/pub/a/oreilly/digitalmedia/2005/11/16/what-is-screencasting.html?page=2#heading2.
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