{"id":2694,"date":"2020-02-20T14:15:47","date_gmt":"2020-02-20T14:15:47","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/t-and-l-exchange\/?p=2694"},"modified":"2020-03-06T16:30:29","modified_gmt":"2020-03-06T16:30:29","slug":"creating-screen-casts-to-support-students-with-using-microsoft-excel","status":"publish","type":"post","link":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2020\/02\/20\/creating-screen-casts-to-support-students-with-using-microsoft-excel\/","title":{"rendered":"Creating screen-casts to support students with using Microsoft Excel"},"content":{"rendered":"

Gita Persand – Henley Business School<\/p>\n

\"Link<\/a><\/h3>\n

Overview<\/h3>\n

The main\u00a0<\/span><\/span>motivation<\/span><\/span>\u00a0for me<\/span><\/span>\u00a0to\u00a0<\/span><\/span>use<\/span><\/span>\u00a0personal capture was to create short videos<\/span><\/span>\u00a0(lasting six to seven minutes)<\/span><\/span>,\u00a0<\/span><\/span>explaining various\u00a0<\/span><\/span>financial\u00a0<\/span><\/span>concepts in Excel. I teach Financial Modelling\u00a0<\/span><\/span>(a practical hand<\/span><\/span>s<\/span><\/span>-on module, taught in a computer lab)\u00a0<\/span><\/span>to Part 2 students<\/span><\/span>,<\/span><\/span>\u00a0<\/span><\/span>for which\u00a0<\/span><\/span>I create<\/span><\/span>d<\/span><\/span>\u00a0<\/span><\/span>the\u00a0<\/span><\/span>videos<\/span><\/span>\u00a0using the\u00a0<\/span><\/span>Media<\/span><\/span>s<\/span><\/span>ite<\/span><\/span>\u00a0software.<\/span><\/span>\u00a0I<\/span><\/span>\u00a0then<\/span><\/span>\u00a0uploaded<\/span><\/span>\u00a0the<\/span><\/span>m\u00a0<\/span><\/span>to<\/span><\/span>\u00a0<\/span><\/span>B<\/span><\/span>lackboard<\/span><\/span>\u00a0<\/span><\/span><\/span>(via a video library)<\/span><\/span>\u00a0for this module. I\u00a0<\/span><\/span>was consulting with colleagues working with me on using personal capture along with<\/span><\/span>\u00a0students while undertaking this task<\/span><\/span>,<\/span><\/span>\u00a0and received\u00a0<\/span><\/span>strong\u00a0<\/span><\/span>constructi<\/span><\/span>ve<\/span><\/span>\u00a0feedback<\/span><\/span>\u00a0from students\u00a0<\/span><\/span>regarding<\/span><\/span>\u00a0their<\/span><\/span>\u00a0increased understanding and<\/span><\/span>\u00a0the usefulness of the videos as<\/span><\/span>\u00a0revision<\/span><\/span>\u00a0materials<\/span><\/span>.\u00a0<\/span><\/span>Responses\u00a0<\/span><\/span>to<\/span><\/span>\u00a0the survey\u00a0<\/span><\/span>I sent out\u00a0<\/span><\/span>were also highly positive with students strongly agreeing with the positive aspect<\/span><\/span>s<\/span><\/span>\u00a0of th<\/span><\/span>is<\/span><\/span>\u00a0project<\/span><\/span>.<\/span><\/span><\/span>\u00a0<\/span><\/p>\n

Objectives<\/h3>\n

My<\/span>\u00a0objectives\u00a0<\/span>during\u00a0<\/span>the personal capture\u00a0<\/span>pilot\u00a0<\/span>project\u00a0<\/span>were<\/span>:<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

    \n
  • To enable s<\/span>tudents\u00a0<\/span>to<\/span>\u00a0go back to the videos as often as they<\/span>\u00a0want. There are lots of small steps involved in Excel,\u00a0<\/span>in\u00a0<\/span>the process to<\/span>\u00a0answer<\/span>ing<\/span>\u00a0a numerical question \u2013 so\u00a0<\/span>students can<\/span>\u00a0catch-up on concepts they missed or did not understand\u00a0<\/span>the first-time<\/span>\u00a0round<\/span>.<\/span><\/li>\n
  • To allow students to w<\/span>atch the videos\u00a0<\/span>as\u00a0<\/span>a\u00a0<\/span>revision\u00a0<\/span>guide\/<\/span>tool<\/span>.<\/span>\u00a0<\/span><\/li>\n
  • To facilitate g<\/span>roup project<\/span>s<\/span>\u00a0<\/span>\u2013\u00a0<\/span>these videos can be accessed and watched by all members<\/span>\u00a0of the group<\/span>, hence avoiding any misunderstanding\u00a0<\/span>of<\/span>\u00a0the process.<\/span>\u00a0<\/span><\/li>\n
  • To\u00a0<\/span>support<\/span>\u00a0s<\/span>tudents who want<\/span>ed<\/span>\u00a0to get ahead of the lectures\u00a0<\/span>by giving them\u00a0<\/span>the opportunit<\/span>y<\/span>\u00a0<\/span>to\u00a0<\/span>look at th<\/span>e<\/span>\u00a0videos beforehand.<\/span>\u00a0<\/span><\/li>\n
  • To\u00a0<\/span>encourage\u00a0<\/span>students to<\/span>\u00a0self-study and hence, become more independent learners.<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

    Context<\/h3>\n

    Financial Modelling is a<\/span><\/span>n<\/span><\/span>\u00a0<\/span><\/span>applied<\/span><\/span>\u00a0module, involving the use of Excel for its implementation. There are many steps involved in the computation\u00a0<\/span><\/span>of a financial model, hence personal c<\/span><\/span>apture is very helpful as it allows the students\u00a0<\/span><\/span>to get greater control\u00a0<\/span><\/span>of\u00a0<\/span><\/span>their learning e.g. pausing<\/span><\/span>\u00a0the videos<\/span><\/span>\u00a0and\u00a0<\/span><\/span>re-watching relevant parts.<\/span><\/span><\/p>\n

    Part 2 students made a request at our SSLC meeting<\/span>\u00a0(in December 2018)<\/span>\u00a0to have\u00a0<\/span>recordings\u00a0<\/span>for my module (IC206 Financial Modelling) \u2013 for reasons such as accessing\u00a0<\/span>the<\/span>\u00a0Excel explanations when attempting tutorials questions<\/span>\u00a0and for\u00a0<\/span>revising.<\/span>\u00a0However, there is currently no such facility in our Dealing Room where I teach this module. At the same time, staff were being invited to apply for this Personal Capture Pilot scheme which I<\/span>\u00a0thought would be brilliant for my module.<\/span>\u00a0<\/span><\/p>\n

    During the lectures, I ha<\/span>d<\/span>\u00a0to go<\/span>\u00a0and<\/span>\u00a0see\/help students individually at their computers when they were stuck on certain features \u2013 which would sometimes mean that I\u00a0<\/span>might<\/span>\u00a0not finish the lecture<\/span>\u00a0<\/span>on time<\/span>. Hopefully, with the availability of these videos beforehand<\/span>,<\/span>\u00a0this problem might not occur.\u00a0<\/span>\u00a0<\/span><\/p>\n

    Implementation<\/h3>\n

    Following a bumpy start getting set up, I found\u00a0<\/span>the process of recording\u00a0<\/span>very straight forward.<\/span>\u00a0I followed\u00a0<\/span>TEL\u2019s\u00a0<\/span>step-by-step guidance on\u00a0<\/span>B<\/span>lackboard<\/span>\u00a0about<\/span>\u00a0how to do the recordings<\/span>\u00a0(on My Mediasite)<\/span>\u00a0and transferring the\u00a0<\/span>videos<\/span>\u00a0<\/span>in<\/span>to the Video Library where students can access them<\/span>.<\/span>\u00a0<\/span><\/p>\n

    There were no students involved in<\/span>\u00a0the actual\u00a0<\/span>making\u00a0<\/span>of\u00a0<\/span>those videos but\u00a0<\/span>having spoken to them<\/span>\u00a0(in person)<\/span>\u00a0<\/span>about<\/span>\u00a0this project<\/span>, my opinion\u00a0<\/span>wa<\/span>s that they\u00a0<\/span>would\u00a0<\/span>absolutely love th<\/span>is<\/span>\u00a0concept. From\u00a0<\/span>the<\/span>\u00a0student survey<\/span>\u00a0I sent out<\/span>, one of the respondent<\/span>s<\/span>\u00a0claim<\/span>ed<\/span>\u00a0that he\/she is jealous of the future cohort<\/span>\u00a0having access to these video resources!\u00a0<\/span>\u00a0<\/span><\/p>\n

    Impact<\/h3>\n

    Though the response rate to the student evaluation survey was not very high, given the time of year they received it, everybody who filled in the survey had only positive comments.<\/p>\n

    The results from the survey were extremely positive, with students strongly agreeing as a result of having access to the screen-cast videos with (1) improved revision notes, (2) increased understanding of the materials, (3) engaging videos and lessons, (4) appropriate communications, (5) greater control of learning, (6) useful tool for catching-up, (7) complementing lecture notes and (8) discussions with peers as a result, among others. Students also mentioned that they are highly likely to watch those videos again. I also got a comment that this will not stop them coming to see me on an individual basis \u2013 which is good because the videos are not a substitute for this.<\/p>\n

    Based on the above initial comments, I would say that my objectives were met. As the response rate to my survey was not high, I did not receive any unexpected outcomes. I would expect more and positive feedback when I repeat this work with students next year.<\/p>\n

    I have been working with a small number of HBS colleague as co-partners on the project to help support them to use Mediasite for personal capture. Many colleagues in the Henley Business School are aware of the pilot project and interested by the potential in using screen-cast videos, contact hours with students might be reduced prior to tests, coursework deadlines and exams as students can refer to video support materials. Based on my conversations, many are keen to adopt personal capture once it is made available to all staff.<\/p>\n

    Reflections<\/h3>\n

    The first challenge was to install the Mediasite software on my personal computer. I found it hard to set-up and I had to get the IT team involved \u2013 this was not very straightforward. However, once the software was installed and running, the whole process of creating videos and making them available on Blackboard was plain-sailing. Lots of detailed guidance was given by the TEL team on Blackboard.<\/p>\n

    The personal capture pilot project started in December 2018\/January 2019 and I created these videos for a Part 2 module which takes place in the autumn term. This meant that I could not get a response from the initially targeted cohort. Ideally, I should have done this project for a module which I teach over the spring term \u2013 in this way I would have received contemporaneous feedback from the required audience.<\/p>\n

    The main challenge for using personal capture is to engage students, to ensure that students take the opportunities to watch the videos and gain knowledge from the process. I should have a good idea about this next year as an early adopter of the technology.<\/p>\n

    Follow up<\/h3>\n

    I did not send the evaluation survey to the current students who were studying for the module (for whom the videos were made) this academic year. Hence, I would like to introduce this Personal Capture project to the Part 2 students during the autumn term of the 2019-2020 academic year and ask for them to complete a survey. One strategy for its evolution might be that the students would watch the basic Excel videos before the lectures \u2013 freeing some time at the end for attempting some of the tutorial questions.<\/p>\n

    <\/h3>\n","protected":false},"excerpt":{"rendered":"

    Gita Persand – Henley Business School Overview The main\u00a0motivation\u00a0for me\u00a0to\u00a0use\u00a0personal capture was to create short videos\u00a0(lasting six to seven minutes),\u00a0explaining various\u00a0financial\u00a0concepts in Excel. I teach Financial Modelling\u00a0(a practical hands-on module, taught in a computer lab)\u00a0to Part 2 students,\u00a0for which\u00a0I created\u00a0the\u00a0videos\u00a0using the\u00a0Mediasite\u00a0software.\u00a0I\u00a0then\u00a0uploaded\u00a0them\u00a0to\u00a0Blackboard\u00a0(via a video library)\u00a0for this module. I\u00a0was consulting with colleagues working with me on using […]<\/p>\n","protected":false},"author":75,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"categories":[14],"tags":[18],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/2694"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/75"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=2694"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/2694\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=2694"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/categories?post=2694"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/tags?post=2694"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}