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Online Teaching Toolkits > Making screencasts > What type of screencasts can I make?

What are screencasts?

Generally, screencasts can be categorised in two groups:

Traditionally 'screencasting' refers to instructional screen recordings that demonstrate how to use applications displayed on the recording screen. 

Typically, instructional screencasts will:

  • include 'step by step' details, 
  • exist as part of a series
  • require careful planning to remain succinct 

In addition, they may require editing to highlight/draw attention to specific sections of an interface, through zoom or annotation.

Screencasting is also used to describe short, informal 'presentation' videos; to explain a concept or answer questions.

For example; 

  • audio with accompanying slides / other screen-based visuals (e.g. a document, webpage) 
  • webcam feed showing a 'talking head' shot (e.g. head and shoulders)
  • webcam feed showing hand annotation or other digital annotation input (e.g. a Pencast).

What should I record?

Screencasts should be used to deliver teaching and learning content asynchronously, as part of a suite of complementary learning activities or to prepare students for teaching and learning experiences.

Your screencasts should be succinct, topic-driven videos that signpost to further reading and additional media where appropriate.

The following resources provide ideas for content and format. If you are concerned about the type of content you can include in a recording, see IMPs (Information and Policy Management Services) details regarding copyright and the virtual classroom.

Screencast ideas and examples from CQSD T&L Exchange

The following examples are taken from subject specific case studies shared on the Personal Capture section of the T&L Exchange:

Demonstration
(screen based instruction or ‘in the field’)		  

Course welcome
or other announcement 

 
Q&A, modelling exam approaches, FAQs or ‘listicals’
(e.g. ‘top 10’…or ‘ask me anything’)		 Summary of course performance 
(e.g. thematic feedback on task/activity)
Activity instructions, signposting students 
and ‘framing’ online learning resources. 		 Week ahead summary or week proceeding,
(e.g. helping students make links between topics). 
Revision topic,  review of a tricky concept/question
or simply delivering key course content		 Capturing writing, drawing or other special notation,
(e.g. equations).