{"id":5673,"date":"2020-06-29T20:42:47","date_gmt":"2020-06-29T20:42:47","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/tel\/?page_id=5673"},"modified":"2021-06-15T13:25:38","modified_gmt":"2021-06-15T13:25:38","slug":"how-do-i-plan-an-engaging-screencast","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/making-screencasts-for-tl\/how-do-i-plan-an-engaging-screencast\/","title":{"rendered":"How do I plan an engaging screencast?"},"content":{"rendered":"<h2>What do I need to consider?<\/h2>\n<p><span data-contrast=\"none\">\u00a0Students engage when a screencast is <strong>succinct<\/strong> and the <strong>speaker is engaging<\/strong>; they are not too worried about high production values in regards to aesthetics (so long as any visuals are clear to see).\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Typically, engaging screencasts are:<\/span><\/p>\n<ul>\n<li data-aria-posinset=\"1\" data-aria-level=\"2\"><span data-contrast=\"auto\"><strong>informal\/conversational in tone<\/strong> (for presentation tips,\u00a0<\/span><span data-contrast=\"auto\">see &#8216;<a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/how-do-i-create-quality-recordings\/\">How do I create a quality recording?<\/a>&#8216;<\/span><span data-contrast=\"auto\">)<\/span><\/li>\n<li data-aria-posinset=\"2\" data-aria-level=\"2\"><span data-contrast=\"auto\"><strong>short<\/strong> (use screencasts as part of a suite of <a href=\"http:\/\/www.reading.ac.uk\/web\/files\/leadershipgroup\/TL_Framework_202122_-_published_21_04_21_V1.0.pdf\">complementary learning activities<\/a>, which breaks down lecture material into manageable topics)\u00a0<\/span><\/li>\n<\/ul>\n<p>The following tips on this webpage give suggestions for planning engaging screencasts.<\/p>\n<style>#sp-ea-5900 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-5900.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-5900.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-5900.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-5900.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-5900.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-1751289941\"><div id=\"sp-ea-5900\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" 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-59000\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse59000\" aria-controls=\"collapse59000\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Why aim for short videos?<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse59000\" data-parent=\"#sp-ea-5900\" role=\"region\" aria-labelledby=\"ea-header-59000\"> <div class=\"ea-body\"><p><span data-contrast=\"none\"><span class=\"TextRun Strikethrough BCX0 SCXO14098877\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX0 SCXO14098877\">It might be tempting to translate an entire lecture into one single recording, but that approach is not representative of the typical lecture\/seminar experience in which discussion, questions and activities take place. <\/span><\/span><\/span><\/p><ul><li data-aria-posinset=\"3\" data-aria-level=\"2\"><span data-contrast=\"auto\"><span data-contrast=\"auto\"><strong>Extensive one way transmission of content results in a very passive learning experience<\/strong> and may result in only surface level learning.\u00a0<\/span><\/span>Consider screencasts as a component of delivery, part of a mix of activities and content you might offer.<\/li><li><span data-contrast=\"auto\"><strong>Shorter videos avoid information overload.<\/strong> Sitting in front of long videos can be fatiguing for staff and students alike.\u00a0\u00a0<\/span><span data-contrast=\"auto\">\u00a0<\/span><\/li><li data-aria-posinset=\"2\" data-aria-level=\"2\"><span data-contrast=\"auto\"><strong>Students want to be as time-efficient as possible<\/strong> and are likely to flick between videos and sections of videos. Shorter can promote better engagement.<\/span><\/li><li data-aria-posinset=\"2\" data-aria-level=\"2\"><span data-contrast=\"auto\"><strong>Shorter, topic-based videos reduce time spent recording and editing<\/strong>\u00a0<\/span><\/li><\/ul><p><span data-contrast=\"none\">The TEL webinar clip below discusses '<\/span><a href=\"https:\/\/youtu.be\/aeZ_Nxdkmug\"><span data-contrast=\"auto\">How long should my screencast be?<\/span><\/a><span data-contrast=\"auto\">'\u00a0<\/span><\/p><p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe class=\"youtube-player\" width=\"730\" height=\"411\" src=\"https:\/\/www.youtube.com\/embed\/aeZ_Nxdkmug?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-GB&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-59001\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse59001\" aria-controls=\"collapse59001\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> How do I plan an engaging screencast?<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse59001\" data-parent=\"#sp-ea-5900\" role=\"region\" aria-labelledby=\"ea-header-59001\"> <div class=\"ea-body\"><p><span data-contrast=\"none\">The TEL webinar clip below discusses '<\/span><a href=\"https:\/\/youtu.be\/fINlH_gWPdU\"><span data-contrast=\"auto\">How do I plan an engaging screencast?<\/span><\/a><span data-contrast=\"auto\">'\u00a0<\/span><\/p><p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe class=\"youtube-player\" width=\"730\" height=\"411\" src=\"https:\/\/www.youtube.com\/embed\/fINlH_gWPdU?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-GB&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p><h2>Summary:<\/h2><h3>1.Start by thinking about the topic; how could information be grouped and sequenced?<\/h3><ul><li><span class=\"TextRun MacChromeBold SCXO115312231 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXO115312231 BCX0\"><strong>Where are the natural breaks in the topic?<\/strong>\u00a0Can these inform the grouping of information?<\/span><\/span><span class=\"TextRun SCXO115312231 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXO115312231 BCX0\">\u00a0<\/span><\/span><\/li><li><span class=\"TextRun SCXO115312231 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXO115312231 BCX0\"><strong>How can you \"chunk\" your existing lectures into smaller parts?\u00a0<\/strong>Can you provide other learning materials via Blackboard to reinforce and add to the topics in your screencasts?<\/span><\/span><\/li><\/ul><h3>2. Once you have established the topic grouping\/sequencing, can you go further to shorten the video?<\/h3><ul><li data-aria-posinset=\"1\" data-aria-level=\"2\"><strong>Can the video be shorter if the topic is supplemented by other existing sources?<\/strong><span data-contrast=\"none\"><br \/><\/span>Rather than producing an hour-long screencast, provide key information and signpost to further reading (via<span data-contrast=\"none\">.<a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2018\/08\/16\/blackboard-setting-up-links-to-your-talis-reading-list\/\" target=\"_blank\" rel=\"noopener\">Talis\u00a0Reading List<\/a>)\u00a0<\/span>or other resources such as\u00a0<span data-contrast=\"none\"><span data-contrast=\"none\">.<a href=\"https:\/\/www.linkedin.com\/\" target=\"_blank\" rel=\"noopener\">LinkedIn Learning<\/a>\u00a0or <a href=\"https:\/\/www.reading.ac.uk\/library\/eresources\/image-sound\/lib-box-of-broadcasts.aspx\" target=\"_blank\" rel=\"noopener\">BoB.<\/a><\/span><\/span><\/li><li data-aria-posinset=\"4\" data-aria-level=\"2\"><strong>Can the topic be segmented into a table of contents?<\/strong><br \/>As well as helping you group information and decide on how many screencasts to record, a table of contents<span data-contrast=\"none\"><span data-contrast=\"none\">\u00a0is particularly useful when recording an instructional video (where students are likely to skip between sections to repeat information). The following LinkedIn Learning video gives <a href=\"https:\/\/www.linkedin.com\/learning-login\/share?forceAccount=false&amp;redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fcreating-screen-capture-training%3Ftrk%3Dshare_ent_url&amp;account=83824434\" target=\"_blank\" rel=\"noopener\">tips on creating a table of contents<\/a> for an instructional screencast.<\/span><\/span><\/li><li data-aria-posinset=\"6\" data-aria-level=\"2\"><strong>What activities could supplement teacher-led discussion of the topic?<\/strong><b><span data-contrast=\"auto\"><br \/><\/span><\/b><span data-contrast=\"auto\">Consider\u00a0<\/span>designing activities to engage students with the content.<span data-contrast=\"auto\">\u00a0For example,\u00a0\u00a0<\/span><a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topics-ultra-tests\/\"><span data-contrast=\"auto\">formative (automatically marked) tests<\/span><\/a><span data-contrast=\"auto\">\u00a0or a worksheet for upload to an informal\u00a0<\/span><span data-contrast=\"auto\">ungraded submission point.<\/span><span data-contrast=\"auto\"> These activities might make for a shorter video presentation, more can be found on the <a href=\"https:\/\/sites.reading.ac.uk\/tel\/digital-learning-activities-and-apps\/\">Digital Learning Activities &amp; Apps<\/a><\/span><span style=\"color: #000000\" data-contrast=\"auto\">\u00a0<\/span><span data-contrast=\"auto\">webpages.<\/span><\/li><\/ul><h3>3. Ask yourself, do\u00a0you really need a script to talk about the topic?<\/h3><ul><li><strong>Script writing\u00a0<\/strong><span data-contrast=\"auto\"><strong>may be useful when communicating procedural information<\/strong>, where some precise wording is essential. The following LinkedIn Learning video gives tips about <a href=\"https:\/\/www.linkedin.com\/learning-login\/share?forceAccount=false&amp;redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fcreating-screen-capture-training%3Ftrk%3Dshare_ent_url&amp;account=83824434\" target=\"_blank\" rel=\"noopener\">scripting an instructional screencast<\/a>.<\/span><\/li><li>A screencast will likely be <strong>more engaging when the speaker is using a<\/strong> <strong style=\"letter-spacing: 0px\">conversational tone<\/strong><span style=\"letter-spacing: 0px\">, which is difficult to achieve with a script,<br \/><\/span><\/li><\/ul><p>As an alternative to developing a script, consider:<\/p><ul style=\"list-style-type: circle\"><li><span data-contrast=\"auto\"><strong> using bulleted lists, post-it notes<\/strong> or a <strong>flowchart<\/strong> to <strong>prompt your speaking<\/strong> and keep the recording concise<\/span><\/li><li><span data-contrast=\"auto\"><strong>modelling reflection and enquiry as you speak<\/strong>, as you explore the topic through your speaking<\/span><\/li><li><strong>noting the types of questions and reflections that arise in the topic<\/strong>, then i<span data-contrast=\"none\">nclude them<\/span><span data-contrast=\"none\">\u00a0i<\/span><span data-contrast=\"none\">n the recording to <strong>give a sense of dialogue<\/strong> about the topic (this also helps students make links between concepts and encourages deeper thinking beyond surface level absorption).<\/span><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-59002\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse59002\" aria-controls=\"collapse59002\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Is there a suggested template I can use?<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse59002\" data-parent=\"#sp-ea-5900\" role=\"region\" aria-labelledby=\"ea-header-59002\"> <div class=\"ea-body\"><p>If you require slides in your screencast, see the university Design and Print Studio web pages for access to <a href=\"https:\/\/www.reading.ac.uk\/dps\/visualidentity\/dps2-visualidentity.aspx\" target=\"_blank\" rel=\"noopener\">university MS Office templates<\/a><\/p><p><span data-contrast=\"none\">If you are looking for help planning a narrative structure for your screencast, the table below may provide useful suggestions to get started.<\/span><\/p><table><tbody><tr><td><h3><b><span data-contrast=\"none\">1<\/span><\/b><\/h3><\/td><td><h3><b><span data-contrast=\"none\">Introduction<\/span><\/b><\/h3><\/td><td><span data-contrast=\"none\">What is the focus of the recording? <\/span><\/p><p><span data-contrast=\"none\">How would you introduce this topic in a face-to-face environment? <\/span><\/p><p><span data-contrast=\"none\">How would you engage the students? For instance, you might begin with an example, a thought-provoking question or a discussion of how this content relates to their daily lives.<\/span><\/td><\/tr><tr><td><b><span data-contrast=\"none\">2<\/span><\/b><\/td><td><h3><b><span data-contrast=\"none\">Learning Outcomes<\/span><\/b><\/h3><\/td><td><span data-contrast=\"none\">What are the intended learning outcomes after the student has watched the recording? How does the screencast fit into the wider topic\/course?<\/span><\/td><\/tr><tr><td><b><span data-contrast=\"none\">3<\/span><\/b><\/td><td><h3><b><span data-contrast=\"none\">Complementary Materials<\/span><\/b><\/h3><\/td><td><span data-contrast=\"none\">What readings are relevant to the screencast? How and when should students encounter these materials?<\/span><\/p><p><span data-contrast=\"none\">\u00a0<\/span><span data-contrast=\"none\">Will students be able to identify content related to the screencast, could you signpost students during the recording or use the icons from the <a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/module-road-maps\/\">Module Roadmaps and Weekly Plans<\/a>?<\/span><\/td><\/tr><tr><td><b><span data-contrast=\"none\">4<\/span><\/b><\/td><td><h3><b><span data-contrast=\"none\">Assignments or submission links<\/span><\/b><\/h3><\/td><td><span data-contrast=\"none\">How will students gauge their understanding of the content? <\/span><\/p><p><span data-contrast=\"none\">Assessment discussion may motivate students to re-watch screencasts or focus on specific sections.<\/span><\/td><\/tr><tr><td><b><span data-contrast=\"none\">5<\/span><\/b><\/td><td><h3><b><span data-contrast=\"none\">Topic content<\/span><\/b><\/h3><\/td><td><span data-contrast=\"none\">Will you weave the above sections into the body of the recording or frontload? <\/span><\/p><p><span data-contrast=\"none\">How will you sequence information, to build understanding and make links to wider concepts?<\/span><\/td><\/tr><tr><td><b><span data-contrast=\"none\">6<\/span><\/b><\/td><td><h3><b><span data-contrast=\"none\">Recap \/ Wrap-Up<\/span><\/b><\/h3><\/td><td><span data-contrast=\"none\">What were the key points covered in the screencast? <\/span><\/p><p><span data-contrast=\"none\">How can you tie together the content and activities? <\/span><\/p><p><span data-contrast=\"none\">Where can students go to obtain more information? For instance, you might provide external links and additional resources.<\/span><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>What do I need to consider? \u00a0Students engage when a screencast is succinct and the speaker is engaging; they are not too worried about high production values in regards to aesthetics (so long as any visuals are clear to see).\u00a0 Typically, engaging screencasts are: informal\/conversational in tone (for presentation tips,\u00a0see &#8216;How do I create a [&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":"","_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":[],"tags":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How do I plan an engaging screencast? 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