Recording your computer screen and recording anything with your tablet or phone
In today’s session we will explore the wonders and pitfalls of using screen recording, and also using your tablet (or phone) to record. Both of these methods are easy and accessible for any lecturer to use for demonstrating something practical, talking directly to your online students, or interviewing experts and colleagues.
Tablet and phone recording
This section is really a continuation of yesterday’s discussion of the “talking head” personal capture lecture, introduction, or presentation, and how we can use mobile devices to do much the same thing.
Many of us use our phone camera routinely to capture images and video footage of anything we see around us that we would like to share. It has become a normal part of every day communication. So why not extend it to our teaching as an every day tool?
Many course convenors at ANU now create their own videos of themselves, sometimes with colleagues, introducing themselves and the course to the students. Here is an example of a brief video produced by Professor Nick Glasgow, Dr. Anne Parkinson, and Dr. Wei Du, introducing themselves and their course to online students in one of the courses in the Masters of Population Health (shared with their permission).
Dr Wei Du, Professor Nicholas Glasgow, and Dr. Anne Parkinson introducing POPH8313 Analysis of Public Health Data
This video was produced at very short notice, using an iPad belonging to one of the staff, as well as a microphone and a tripod provided by ANU Online. It was something of an emergency as the usual staff member who provides support with multimedia was suddenly away sick. It was recorded quickly, with only one or two trial runs, then downloaded by ANU Online for a very minimal edit of the beginning and the end. It now sits in the Contacts Block on the side of the main course page as a personal welcome to the course from all three co-convenors.
We have also done this type of self-produced “introduce ourselves” video in a previous coffee course, in the Enhancing your Lectures course!
While not polished professional multimedia productions, clips like these are welcomed by students as they give a more personalised feeling to an online course, where many participants often feel isolated (Borup et al, 2012, Lyons et al, 2012, Hew, 2016). Research by Hew (2104) into the features of the most popular MOOCs (Massive Open Online Courses), found that in the often impersonal mass learner environment of a global MOOC:
“The use of videos, which presented the image and voice of the instructors, served as a useful tool to project an instructor’s social presence into the MOOC learning environment. Despite the large class size, the personal aspect (ie, the student feeling that the video was being directed directly at them) was obtained when the instructor appeared “to be only addressing me.” (Hew, 2014 p 335-336)
Here are some useful guidelines provided within ANU to help you with self-produced video footage, which can apply both to using Echo360 Personal Capture or other methods such as mobile devices. (We also shared this document yesterday.)
Why record your screen?
Screen recording is useful if you need to demonstrate a particular digital skill, show and provide guidance on some websites relevant to your material, or share a presentation such as PowerPoint. Many of you have probably already watched videos using screen sharing to learn how to use a range of digital and online applications and tools. You may also like to record yourself going through a presentation, by recording the screen and creating a video that can be edited and incorporated into a set of learning materials (to create a learning object) or added as content to another “talking head” video. There are some excellent apps out there such as interactive whiteboards or mobile screen recording apps, that enable you to talk to your students and demonstrate a particular practical piece of knowledge, such as a calculation, a diagram, or a visual representation of some kind.
See our segment in Part 2 of this Coffee Course in September on Production Tools and Tips for information on how you can use these apps to create your own demonstration videos.
There is considerable evidence that providing video footage demonstrating the performance of certain skills and processes contributes significantly to the effectiveness of student learning (O’Brien et al, 2015; Hibbert et al, 2013). Students are able to return repeatedly to the videos, can review them many times, replaying any segments they might find difficult or needing more concentration. Such resources are ideal for self-paced, self-directed and mastery learning.
Here is an example of an instructional video created by our colleague Rebecca Ng on using a digital tool, using a screen recording created in Camtasia, which our team uses regularly and is very easy to use:
Here is a an example of a maths lesson being taught using an interactive whiteboard on an iPad called Explain Everything.
Here is another tablet whiteboard recording on astrophysics, by Professor Paul Francis at ANU:
These types of software are very useful to produce short video tutorials on a topic which may need either a demonstration, or a pictorial representation of concepts: they help to show processes and developing ideas.
Summary of main points
- We looked at the methods of recording ourselves presenting, or recording our computer screen, to produce video footage which can be edited, enhanced, and combined with other materials and activities within a Learning Management System.
- There are many cheap or free apps for mobile devices that can be used for recording the screen or an interactive whiteboard, to produce tutorial-like videos.
- A self-recorded video using your phone or tablet can be used alone for a personal introduction to an online course.
- Video is known to increase engagement and a sense of connection and social presence in students (see references below).
Try out One Button Studio at ANU and join us for coffee!
Would you like to try out the new One Button Studio, Level 4, Chifley Library? On Friday (tomorrow) at 11am we will be there – we will show you the simple process to record yourself, and you can have a play and try it out. Bring a USB drive as you will need that for your recording. After everyone has tried it out, those who would like to join us for coffee and an informal chat are welcome to walk with us over to the Coffee Lab in the Pop-Up village. Please RSVP to firstname.lastname@example.org
Borup, J., West, R.E. & Graham, C.R., 2012, “Improving Online Presence Through Asynchronous Video” in The Internet and Higher Education Vol 15, Issue 3, 2012 https://doi.org/10.1016/j.iheduc.2011.11.001
Hew, Khe Foon, 2016, “Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCs?” In British Journal of Educational Technology, Vol 47, No. 2, 2016. http://onlinelibrary.wiley.com/doi/10.1111/bjet.12235/epdf
Hibbert, Emily J; Lambert, T., Carter, J.N., Learoyd, D., Twigg, S. & Clarke, S., 2013, “A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills” in BMC Medical Education 2013 13:135 https://doi.org/10.1186/1472-6920-13-135
Lyons, A, Reyson, S & Pierce, L, 2012, “Video lecture format, student technological efficacy, and social presence in online courses” in Computers in Human Behaviour, Vol. 28, Issue 1, 2012. https://doi.org/10.1016/j.chb.2011.08.025
O’Brien, D; Caldwell, J; Culav, E and Clark, H. “Perceived value of online video demonstrations as an adjunct to learning surface anatomy for physiotherapy students [online”] Focus on Health Professional Education: A Multi-disciplinary Journal, Vol. 16, No. 4, 2015: 83-85. Availability: <http://search.informit.com.au/documentSummary;dn=691548225692566;res=IELHEA>ISSN: 1442-1100. [cited 03 Aug 17]
Try a quick recording of yourself using a mobile device or screen or tablet recording and share it with us. Try to explain a concept from your teaching practice in 3 minutes or less. What did you find about the process of making it?
Share your experience of self-recording videos – have you tried this to create personalised introductions for online students? If so, what did you find easy and/or difficult?
Share any experiences you have of using screen recordings for demonstration or other purposes. How effective did you find this method as opposed to face to face demonstrations?
What do you think could be the disadvantages of self-produced video material?