Posts Tagged ‘ technology ’

Using Screencasting for Teaching, by Kirk McDermid

Using Screencasting for Teaching, by Kirk McDermid

by Dr. Kirk McDermid, Department of Philosophy and Religion, Montclair State University

Courtesy Creative Commons, 2012.

Quick (boring) facts:

“Screencasting” is recording all or part of what’s happening on a computer’s display, to share with someone at a later date . It’s often used in software tutorials to give new users a visual aid to help familiarize them with the software . There are many different packages out there that can record screencasts, but I’ll be writing about a free service called “Jing” ( Jing allows you to record a whole screen, a window, or a user-defined portion of a screen. It records up to 5 minutes of 10-frames-per-second video (so, not good for actual video, but just fine for showing mouse movements, etc.) and allows you to save them locally as swf (Flash) video files, or host them on (Techsmith also offers “Snagit,” which records more than 5 minutes and adds features, and Camtasia, an even more feature-filled screen-capture and video creator package.) Jing works on Windows (all contemporary versions) and Mac OS X 10 .6 .8 or later.

How I use it:

As with all teachers, I am constantly trying to find ways to improve communication with my students, and give them more effective feedback on their work—especially written work. And, of course, I’m lazy; I’d like to do it efficiently. (I’m also not the fastest typist, so I find that while typed feedback is an improvement over handwriting, it’s still very time consuming). I do use rubrics or other ‘pre-made’ commentary for general or common feedback, but that just doesn’t cut it when you find something that doesn’t fit the categories you defined before reading student work. I also find that I’m not good at conveying nuance in my comments— students find it difficult to distinguish ‘minor’ comments or asides from central, fundamental feedback about their work.

(And it gets worse when I can’t control my sarcasm or humor. For some reason, students aren’t prepared to detect those when they’re reading evaluations of their work.)

So, I screencast.

Courtesy Creative Commons, 2012.

Courtesy Creative Commons, 2012.

It’s simple: I set up a Jing window to record an area of a few lines’ worth of their paper, and I record myself reading it . (Yes, I almost entirely accept coursework in electronic form. I always have a copy; we have email records (or other means) to validate submissions, and the writing is always legible.) I skip over the dull parts (the dull parts of my reading, that is) by pressing a “pause recording” button, so it appears that I’ve read sections very fast sometimes, but then the whole screencast is full of commentary from me. (You can see times when I do that in the example screencasts, as my mouse flicks down to the left where the pause button is located outside the recording frame.) Sometimes it takes two or even three five-minute videos to read and respond to an entire paper, but if it’s one-two pages, one video does the trick . Then, just a brief typewritten summary at the end of the paper (mostly to remind myself of the evaluation I just gave in video form) and it’s returned to the student with a link to the screencast. (Total elapsed time is more than just the five-minute video that’s produced; if you screw up something or get interrupted, Jing doesn’t let you edit—you have to start over. But generally I get videos done in a single take, with only a few minutes of paused reading time, so a five-minute video might take 6-10 minutes to produce.)

Here is an example of a short essay that took me two five-minute videos to read: and .

But essays aren’t the only student work that visual and verbal feedback can help with. I use screencasts in a critical thinking/ informal logic course, where students have to do things like reconstruct an argument into a structured format for analysis. There are many moving parts, and it’s a nightmare to give good feedback just by typing, as your focus shifts from premise to premise as you critique their work. Another benefit: it’s easy to post screencast links as part of a discussion thread, and other students can easily follow along and benefit, too . Here’s an example:

How do students respond? I haven’t done a formal study, so all I have are anecdotes which are generally very positive. I’ve had students describe it as having me “read their paper over their shoulder.” Yes, I thought that sounded creepy too, but they intended it as an endorsement. I find that students can understand me better, as they can hear my tone and emphasis. They can also replay the video whenever they want . (Another under-appreciated benefit, in my view, is that they have to listen to the whole thing to understand my evaluation— they can’t skip to the end or just find “the grade” to see what I thought of the paper.) Like any assignment and feedback, what you put in a Jing screencast is only as good as your feedback, and the structure of your assignment. I typically assign papers that can be revised and resubmitted; students have a good motive to listen to my feedback in that case (whether it was a Jing, or not). I also find that students have fewer misunderstandings about what I’m referring to in my feedback—some errors or problems can’t be easily located using a pen on paper (arrows, circles, everywhere!!) but with a Jing, they can see you draw or scroll to the areas you’re focused on. (See the logic screencast above for a good example of that .) I used to screencast on a convertible tablet, using a pen to scribble on documents as I read and talked (awesome); now I have a plain laptop, but I can indicate passages clearly just by moving the mouse (great, not awesome).

I do also use Jing to screencast tutorials; if you’ve ever had students complain they don’t know where to find something on Blackboard, use a screencast to answer that once, then post it somewhere you know they can find it. I also run an off-campus hosted wiki as a coursework site for students; Jing eases the learning curve, since it’s something they’ve never done before . (It’s a unique type of wiki.) Here’s an example:

About the author:

Kirk McDermid is an assistant professor of philosophy at Montclair State University. As a philosopher and physicist (BSc in physics from UBC, MSc and PhD in philosophy from the London School of Economics and the University of Western Ontario, respectively) interested in the philosophy of science and epistemology, he has published in Physics Letters A, Religious Studies and Teaching Philosophy. He is also associate faculty at Royal Roads University in Victoria, British Columbia, Canada, team teaching a course on critical thinking for Justice Studies students with a law enforcement veteran. He is always interested in exploring innovative pedagogy and instructional technology as ways to increase student engagement and make differentiated, student-driven learning manageable for instructors. His current research interests center on developing an epistemology of student plagiarism, examining the philosophical import of variational methods in physics, and implementing a semantic wiki to manage student learning and collaboration.

Managing your online persona as an educator

There seems to be a lingering question of how and if we present ourselves to students via social media. This post offers some good guidelines for managing your online presence, with a very useful collection of further resources at the bottom of the post. As always, please share your thoughts about interacting online with students and establishing an online persona as an educator.

Five Minute Video with Will Richardson

Will Richardson argues for radically changing how we teach, how we approach student learning, and integrating technology into the classroom. He’s a very compelling (though fast) speaker. This is a short video reminiscent of Sir Ken Robinson’s ideas on education and change.

Originally sourced from:

Work That Matters | High Tech High

Via Scoop.itEducation and Social Media

From the website

“The teacher’s guide to project-based learning” Free for download

How to design and run projects for students that begin with an enquiry and end with a tangible, publicly exhibited product. This guide has grown out of the partnership between High Tech High, the Paul Hamlyn Foundation and Innovation Unit.”

This newly published 100-page guide is available for free download. It is the product of an extensive collaboration primarily between High Tech High (a 10-year-old network of 11 public charter schools in San Diego) and Learning Futures (a UK-based non-profit organization that has worked with over 40 schools on innovative methods of teaching and learning, focusing on student engagement). -JL

The guide “offers step-by-step advice on planning and managing extended, interdisciplinary projects as well as useful protocols for critique sessions, templates for important documents such as project plans, and examples of high-impact projects.”


More Resources – Flipped Classroom

I know, I know. I’ve posted a lot of information and opinion on flipped classrooms lately. Since this link takes you to a diigo page of resources and articles on flipped classrooms – all in one spot – I had to share it. I hope it’s helpful!

Flipped Classroom.

In Defense of Studying Social Media – 10,000 Words

In Defense of Studying Social Media – 10,000 Words.

Should a more indepth and critical knowledge of social media be articulated by granting certificates and degrees in this area of study? This article advocates for such, and for moving beyond personal and more superficial knowledge of these platforms, so that employers and academics can better demonstrate and exercise the power of social media in the work place and the classroom. Discuss.

Are you Facebook friends with your students? Should you be?

Are you Facebook friends with your students? Should you be? Comments and experiences welcome.

teaching and learning with technology

In the normal classroom discussion the other day I was interested to find that everyone in the class (16 of them) have joined a Facebook group that one of them set up as a Literature study group. They’re all there, I asked and checked, and are discussing and asking questions and supporting each other (I hope) and pushing each other in the right directions (I hope)

I hope because I’m not sure. And I’m not sure because I’m not there. I’m not allowed to ‘friend’ students or be connected to them in social networks according to our school policy; a policy that I had a hand in developing. But, you’ve got to wonder. Here am I out here, trying to utilise our own online tools including a pretty decent wiki and blog setup, to get student collaboration and participation going and, here are they in there, doing it themselves, in…

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