The purpose of my screencast was to show teachers how to make an instructional screencast so that they could use it in a flipped learning environment. These are faculty in higher education teaching in a traditional face-to-face setting who wish to develop more online presence and feel that this is an essential skill that they should be aware of. An article from Intentional Futures stated that faculty buy-in for learning new technology was the number one difficulty instructional designers dealt with. Working on the screencast helped to realized this problem with the conclusion that flipped classes may not be appropriate. A 5-minute video took much longer than expected and thought a faculty member who’s not a technology enthusiast would easily get frustrated. It would mean more work to not only make the video, but also in the planning of additional activities for in class. So it’s understandable that they would be resistant to technology. It had me thinking more about this issue from their perspective.
So instead of flipped classes, I would allow them to teach from home for a week. They could post their lectures or video demonstrations online and then participate and monitor student interactions in online activities such as discussion boards or reflective blogs. I didn’t really understand the value of technology until I taught it online and then saw the immediate benefits (no commuting, saving time and transportation costs, flexibility). Once they see the value and benefits, they too will likely be motivated to learn more. Allowing them to conduct their teaching practice from home would give them more time to learn the specific functions and practice the tools at their pace. Also they could use their screencast videos for multiple course sections or semesters, which would give them additional incentives to further explore technology. The second solution would be to very much simplify the process of making a screencast. The problem that I noticed from observing myself and reading reflections from classmates was the use of many external programs to create the video. These included an external audio editing software, video editing software, web 2.0 application, an external microphone, and continuous editing. To simplify the process (and the change that I want to recommend from my screencast video) is to only use:
- The screen recording software
- Internal equipment like mics and camera
- Possibly one other software to save and access the videos.
- Not worry about perfection and record in two steps: one to prepare notes and resources and two to record.
This plan would work well in higher education but would need additional modifications if it were to be implemented in a K-12 environment. Here’s a video that explains how make a screencast:
(n.d.). Five steps to creating effective screencasts. Retrieved 19 July, 2016, from http://diythemes.com/thesis/how-to-create-screencasts/.
Intentional Futures. (2016). Instructional design in higher education. Seattle: Intentional Futures. Retrieved from http://intentionalfutures.com/reports/instructional_design/
(2012). Screencasting to engage learning. Retrieved 21 July, 2016, from http://er.educause.edu/articles/2012/11/screencasting-to-engage-learning.