{"id":5671,"date":"2020-06-19T13:00:36","date_gmt":"2020-06-19T13:00:36","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/tel\/?page_id=5671"},"modified":"2022-06-16T10:58:51","modified_gmt":"2022-06-16T10:58:51","slug":"how-can-i-use-screencasts-in-my-teaching","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/making-screencasts-for-tl\/how-can-i-use-screencasts-in-my-teaching\/","title":{"rendered":"How can I use screencasts in my teaching?"},"content":{"rendered":"<h2>What do I need to consider?<\/h2>\n<p><span data-contrast=\"none\">When using screencasts to deliver teaching and learning content, remember:<\/span><\/p>\n<ul style=\"font-weight: 400\">\n<li data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">students are not able to <strong>engage in Q&amp;A<\/strong> <strong>as the information is received<\/strong>, or\u00a0<\/span><span data-contrast=\"none\">observe how their peers interpret\/use the material until a later scheduled discussion or collaboration<\/span><\/li>\n<li data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">you are not able to <strong>observe<\/strong> student reactions <strong>as you are speaking<\/strong>,<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"none\">To maximise student engaged, adopt teaching strategies for an <strong>asynchronous student audience<\/strong> and <strong>adapt your screencasts<\/strong> accordingly, using the tips below:<\/span><\/p>\n<style>#sp-ea-5881 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-5881.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-5881.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-5881.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-5881.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-5881.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1776446535\"><div id=\"sp-ea-5881\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"0\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-58810\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse58810\" aria-controls=\"collapse58810\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Help students develop effective viewing habits<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse58810\" data-parent=\"#sp-ea-5881\" role=\"region\" aria-labelledby=\"ea-header-58810\"> <div class=\"ea-body\"><p><span data-contrast=\"none\">Students may approach screencast viewing as they would when casually browsing video platforms such as Youtube. To help them develop effective viewing habits for study:<\/span><\/p><ul><li>create <a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/how-do-i-plan-an-engaging-screencast\/\">shorter, more engaging screencasts<\/a>, with complementary learning activities, to help students engage more easily and spend less time reviewing content<\/li><li><span data-contrast=\"none\">remind students of the importance of taking notes, either verbally or through provision of a note-taking template, a worksheet to accompany the video, or by posting a few questions relating to the video<\/span>\u00a0 topic<\/li><li><span data-contrast=\"none\">indicate a timeframe or set deadlines for viewing videos. Relate screencast materials to upcoming teaching sessions with a 'flipped' approach<\/span><\/li><li><span data-contrast=\"none\">include pause points and prompts for thought within a video, to encourage students to reflect on the content whilst listening and discourage passive rote learning<\/span><\/li><li>signpost students towards the <a href=\"https:\/\/www.reading.ac.uk\/library\/study-advice\/lib-sa-guides.aspx\">University's Library guides for study<\/a><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-58811\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse58811\" aria-controls=\"collapse58811\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Make links between screencasts and learning objectives<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse58811\" data-parent=\"#sp-ea-5881\" role=\"region\" aria-labelledby=\"ea-header-58811\"> <div class=\"ea-body\"><ul style=\"font-weight: 400\"><li data-aria-posinset=\"1\" data-aria-level=\"1\"><strong>Signpost in Blackboard using <a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/module-road-maps\/\">key terms and icons from Module Roadmaps<\/a><\/strong><\/li><li data-aria-posinset=\"1\" data-aria-level=\"1\"><b><span data-contrast=\"none\">A title slide helps orientate students,\u00a0<\/span><\/b><span data-contrast=\"none\">consider including module name, topic, series numbering, reference to learning outcomes or assessment. Include this information in the introduction to your screencast.<\/span><\/li><li data-aria-posinset=\"2\" data-aria-level=\"1\"><b><span data-contrast=\"none\">Carefully consider how to end the screencast,\u00a0<\/span><\/b><span data-contrast=\"none\">a<\/span><span data-contrast=\"none\">s well as summing up the key points, this is a great chance to signpost to related activities. You could pose a related question for students to think about in their own time or give highlights about the next screencast\/topic in a series.<\/span><\/li><li><b><span data-contrast=\"none\">An end slide cements the key 'take away' points,\u00a0<\/span><\/b>and\/or reminds students about the next steps and related study activities. Be sure to narrate any important content.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-58812\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse58812\" aria-controls=\"collapse58812\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Help students to construct deeper meaning, beyond surface level viewing<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse58812\" data-parent=\"#sp-ea-5881\" role=\"region\" aria-labelledby=\"ea-header-58812\"> <div class=\"ea-body\"><ul style=\"font-weight: 400\"><li data-aria-posinset=\"5\" data-aria-level=\"1\"><b><span data-contrast=\"auto\">\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/designing-learning-activities\/\">Design Learning Activities<\/a> to accompany the screencast<\/span><\/b><\/li><li data-aria-posinset=\"5\" data-aria-level=\"1\"><b><span data-contrast=\"auto\">Aim for a mix of independent tasks and collaborative activities (such as discussion or group work).\u00a0<\/span><\/b><br \/><span data-contrast=\"auto\">Dale\u2019s (1969) \u2018cone of experience\u2019 indicates only surface learning arises when information is heard and viewed. However, when students are required to respond to information, their involvement becomes more active and they are likely to be able to recall and use information in other contexts. Therefore, it is good practice to design activities to accompany screencasts and promote active learning, particularly when screencasts are created for the purpose of transmitting subject knowledge.<\/span><\/li><li data-aria-posinset=\"6\" data-aria-level=\"1\"><b><span data-contrast=\"none\">Signpost complementary activities in the first minute or so of the recording, to explain to students what they need to do.<\/span><\/b><span data-contrast=\"none\"><br \/><\/span>For example, you might want students to\u00a0<span style=\"letter-spacing: 0px\" data-contrast=\"none\">watch and read materials, formulate questions, then look for answers within the recording. You can also <a href=\"https:\/\/sites.reading.ac.uk\/tel\/writing-instructions-for-blackboard-activities\/\">signpost activities<\/a> by typing instructions into the <a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2020\/06\/18\/blackboard-the-editing-toolbar\/\" target=\"_blank\" rel=\"noopener\">Blackboard text editor field<\/a> when embedding recordings into your Blackboard modules.<\/span><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-58813\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse58813\" aria-controls=\"collapse58813\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Consider how you will assess student understanding of screencast content<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse58813\" data-parent=\"#sp-ea-5881\" role=\"region\" aria-labelledby=\"ea-header-58813\"> <div class=\"ea-body\"><p><span data-contrast=\"none\">There are several ways you can assess student understanding of screencast content. Here a two examples:<\/span><\/p><ul><li><span data-contrast=\"none\">Consider using quizzes to informally assess students' understanding, and provide opportunities for students to self assess.<\/span><\/li><li data-aria-posinset=\"8\" data-aria-level=\"1\"><a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2019\/04\/15\/formative-assessments-how-to-provide-feedback-with-no-mark\/\" target=\"_blank\" rel=\"noopener\">Set ungraded submission points<\/a> next to videos to collect student worksheets and notes. You don't necessarily need to look at all of them but you can see from the grade centre who is submitting, and you may wish to view a sample of submissions to get a sense of student understanding (and perhaps record a screencast to give some general feedback about the cohort's progress).<\/li><\/ul><\/div><\/div><\/div><\/div><\/div>\n<p>&nbsp;<\/p>\n<h2>More ideas for using screencasts in teaching:<\/h2>\n<ul style=\"font-weight: 400\">\n<li data-aria-posinset=\"9\" data-aria-level=\"1\"><span data-contrast=\"auto\">see the <a href=\"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/?s=personal+capture\" target=\"_blank\" rel=\"noopener\">Personal Capture case studies on the &#8216;<\/a><\/span><span data-contrast=\"auto\">T&amp;L Exchange&#8217;<\/span><span data-contrast=\"auto\">\u00a0for examples from specific subject areas,<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>What do I need to consider? When using screencasts to deliver teaching and learning content, remember: students are not able to engage in Q&amp;A as the information is received, or\u00a0observe how their peers interpret\/use the material until a later scheduled discussion or collaboration you are not able to observe student reactions as you are speaking, [&hellip;]<\/p>\n","protected":false},"author":75,"featured_media":0,"parent":5688,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_lmt_disableupdate":"no","_lmt_disable":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[31,111],"tags":[121],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How can I use screencasts in my teaching? - Technology Enhanced Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.reading.ac.uk\/tel\/making-screencasts-for-tl\/how-can-i-use-screencasts-in-my-teaching\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How can I use screencasts in my teaching? - Technology Enhanced Learning\" \/>\n<meta property=\"og:description\" content=\"What do I need to consider? 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