Invigorate  Face-­‐to-­‐Face,  Blended,    and  Online  Instruc6on  Using  

Camtasia  Relay  

David  Wicks,  Sea@le  Pacific  University  Baine  CraC,  Sea@le  Pacific  University  Geri  Mason,  Sea@le  Pacific  University  

Abstract  Demand  for  both  effec6veness  and  flexibility  in  the  delivery  of  course  material  becomes  increasingly  complex  as  the  student  popula6on  changes  and  as  courses  incorporate  more  online  components.  Instructors  can  use  Camtasia  Relay  to  easily  record  lecture  material  and  make  screencasts  available  to  students  any6me,  in  mul6ple  formats.  Instructors  can  increase  teaching  presence  through  recorded  lectures,  along  with  opportuni6es  to  interact  on  in-­‐class  assignments  and  provide  feedback  to  students.  We'll  describe  how  faculty  at  SPU  are  using  screen  recording  to  supplement  face-­‐to-­‐face  lectures,  how  this  technology  can  enhance  blended  learning  courses,  and  how  screencasts  can  be  used  to  engage  students  in  the  online  classroom.  

Why  Relay?  

Ease  of  use  

• Setup  • Record  • Publish  • Repeat  

Every  Prof  can  create  

• “Free”  capture  soCware  with  service  

• Only  need  computer  &  microphone  

• High  speed  connec6on  to  upload  

All  can  par6cipate  

• Delivers  content:  •  In  common  formats  

•  In  familiar  loca6ons  

• Accessible  content  

Baking  Metaphor  Camtasia  Relay  

How  do  I  get  started?  1.  A@end  a  Lecture  Capture  workshop  or  

1-­‐to-­‐1  training  

2.  Log  into  h@p://camtasia.spu.edu    using  SPU  creden6als  

3.  Email  onlinelearning@spu.edu  

ask  for  profile  

4.  We’ll  add/create  profile  for  you  

5.  Download  and  install  the  recorder  

6.  Record  &  Publish  presenta6on  

If  publishing  to  SPU’s  iTunes  U  or  YouTube  account:  Email  onlinelearning@spu.edu  Title  &  Descrip6on  info  

5  

Record  and  Publish  Presenta6on  Workflow  

1.  Open  applica6on  to  record  

2.  Open  Relay,  choose  

profile,  test  audio  

3.  Record  screencast  

4.  Trim  &  publish  

screencast  

5.  Post  in  Blackboard  

1.  Open  applica6on/document  to  record  

2.  Log  in  to  Camtasia  Relay  

2.  Relay  Interface  

2.  Choose  Profile  

2.  Add  Title  and  Descrip6on  3.  Click  Record  bu@on  

3.  Stopping  the  recording  

4.  Check  before  submieng  

4.  Trim  Clip  

4.  Presenta6on  Complete  

5.  Presenta6on  Published  Email  

5.  Build  Content  >  URL  

5.  Enter  Title,  Paste  URL  

5.  Open  in  New  Window  Submit  

5.  Click  link  to  test  

5.  Presenta6on  plays  in  new  window  

Record  and  Publish  Presenta6on  Workflow  

1.  Open  applica6on  to  record  

2.  Open  Relay,  choose  

profile,  test  audio  

3.  Record  screencast  

4.  Trim  &  publish  

screencast  

5.  Post  in  Blackboard  

Camtasia  Studio  by  TechSmith    Screen  Capture  Technology  in  the  Tradi6onal  and  Online  Classroom  

 Baine  Cra5,  Ph.D.  

Assistant  Professor  of    Psychology  and  Biology  Sea@le  Pacific  University  

The  Online  Classroom  

•  Goals    – To  provide  online  courses  that  are  s6ll  rela6onal  – To  create  lectures  that  are  interac6ve  – To  provide  examples  and  problems  that  are  engaging  and  memorable!  

The  Online  Classroom  •  Online  Courses    

–  Introduc6on  to  Sta6s6cs  for  the  Social  and  Behavioral  Sciences  

– General  Psychology  – Teaching  Tools:  

•  Screen  Captured  Lectures  •  Screen  Captured  Examples  

The  Online  Classroom  

•  Example:  – Lecture  on  Intro  Stats  – Beware  of  the  southern  accent!!  – h@p://www.screencast.com/t/IuIMqiH9u4AJ    

The  Online  Classroom  •  Student  Responses  

–  Intro  to  Sta6s6cs  •  “Because  I’m  a  visual  learner  and  like  to  see  the  steps  necessary  to  complete  math  problems,  the  screen  capture  was  very  helpful  for  me  in  this  class.”  

 •  “I  have  a  lot  of  trouble  when  I  don’t  have  one  on  one  learning.  The  screen  capture  definitely  helped  though.  It  just  took  some  geeng  use  to  since  it  was  so  new  to  me.”  

 •  “I  thought  it  was  extremely  beneficial.  It  allowed  the  professor  to  interact  with  us  online  beyond  just  talking.  I’m  a  visual  Learner  so  presenta6ons  really  helped  me  when  he  would  write  or  draw  on  the  screen.”  

 •  “No  idea  what  this  is.”  

The  Online  Classroom  

•  Student  Responses:  – General  Psychology  

•  “I  thought  that  it  was  very  helpful  and  made  it  feel  like  the  professor  was  giving  a  live  lecture.”  

•  “It  was  beneficial  because  it  reminded  me  of  a  normal  lecture  (in  classrooms)  where  a  professor  might  have  a  powerpoint  set  up  .  .  .  If  you  are  a  visual  learner  (like  myself),  that  is  extraordinarily  helpful.”  

•  “I  did  not  no6ce,  due  to  the  fact  that  I  rarely  watched  the  lectures.”  

The  Tradi6onal  Classroom  

•  Goals  – To  provide  students  with  addi6onal  informa6on  or  examples  outside  of  class  

– To  use  my  6me  as  well  as  students  more  efficiently  

•  Tradi6onal  Course  – Advanced  Sta6s6cs  

•  Teaching  Tools  – Screen  Captured  Examples  

The  Tradi6onal  Classroom  

•  Example  – Demonstra6on  of  a  lab  assignment  – h@p://www.screencast.com/t/UAVgmwJEguoJ    

The  Tradi6onal  Classroom  

•  Student  Responses  –  “I  also  liked  the  screen  captures  that  went  over  how  to  run  test  in  the  various  programs.  I  actually  somewhat  liked  the  lab  assignments.  I  don't  know  why?”  

–  “Working  through  examples  in  both  SPSS  and  Excel,  and  having  screen  capture  videos  available  for  study  6me  on  my  own”  

–  “Being  able  to  watch  the  screencasts  outside  of  class  helped  a  lot  when  I  was  studying  and  using  both  Excel  and  SPSS  helped  me  learn  the  material  be@er.”  

Sugges6ons  and  Issues  

•  Edi6ng  Func6on  

•  Student  Access  

Camtasia  Studio  by  TechSmith    Screen  Capture  Technology  in  the  

Blended  Classroom    

Geri  Mason,  Ph.D.  Assistant  Professor  of    

Economics  Sea@le  Pacific  University  

The  Blended  Classroom  

•  What  is  it?  –  Replace  a  por6on  of  tradi6onal  face-­‐to-­‐face  class  6me  with  online  work  

•  Online  collabora6on  •  Online  learning  •  Online  assignments  

–  At  least  30%  online  

•  Why  use  it?  –  Increase  flexibility  for  students  with  full  schedules  

–  Engage  a  larger  variety  of  learning  styles  

–  Increase  efficiency  for  professor  

The  Blended  Classroom  

•  Goals  – Set  clear  standard  for  class  prepara6on  – Communicate  informa6on  in  a  medium  students  relate  to  

–  Increase  efficiency  of  6me  for  both  student  and  professor  

egodevelopment.com  tutorialchip.com  

The  Blended  Classroom  

•  Courses:  – Principles  of  Macro-­‐economics  

–  Intermediate  Macro-­‐economics  

E

S

P

AS AS

LR

Real GDP

Agg. price level

Y

P E Long-run macroeconomic equilibrium

Potential output

L

AD

R R

The  Blended  Classroom  

•  Teaching  Tools  – Lecture  – Lecture  Supplement  – Prac6ce  Problems  – Quiz  Review  –  Instruc6ons  – Assignment  Descrip6on  – Pre  Course  Tutorial  

Ini6al  Intended  Uses  

Student  Efficiency  

Instructor  Efficiency  

The  Blended  Classroom  

•  Student  Efficiency  – Prac6ce  Problems  

– Quiz  Review      

The  Blended  Classroom  

•  Professor  Efficiency  – Example:  Instruc6ons  – h@p://www.screencast.com/t/7F09gu9mkL    

The  Blended  Classroom  

•  Office  Hours  (two  students  and  a  professor)  Student  1:  “I  need  help.  I  don’t  get  it.”  Prof.  Mason:  “Sure.  Where  are  you  having  trouble?”  S1:  “I  just  don’t  get  it.  Any  of  it.”  S2:  “Did  you  watch  the  video?!?”  S1:  “not  really…umm…”  S2:  “Here—let  me  show  you  [how  to  do  the                            problem].”  

The  Blended  Classroom  

•  Student  Responses  –  “I  love  having  the  solu6on  videos!  I  watched  it  like  12  6mes  and  now  I  get  it!”  

–  “It’s  great  when  studying  for  the  test.  I  can  go  back  over  a  lecture  as  many  6mes  as  I  want,  and  pause  it  to  work  on  the  problems  along  the  way.”  

–  “I  didn’t  really  use  them.  I  prefer  to  read  the  book  and  study  on  my  own…but  I  felt  like  I  had  to  watch  them.”  

Tips  and  Tricks  

•  Funny  pauses  •  Imperfec6on  •  Efficiency  •  Length  •  Anonymity  

Limita6ons  

•  Edi6ng  op6ons  •  Power  Point  func6onality  

Ques6ons???  

 Baine  CraC  -­‐  craCb@spu.edu    Geri  Mason  geri@spu.edu  

David  Wicks  dwicks@spu.edu      

Rob  Mowid  R.Mowid@TechSmith.com