Using Camtasia Relay for Online, Blended, and F2F Learning
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The document discusses using the screen recording software Camtasia Relay to create recorded lectures and screencasts for online and blended courses. It describes how faculty at Seattle Pacific University are using screen recording to supplement face-to-face lectures, enhance blended learning courses, and engage online students. The workflow for recording, editing, and publishing presentations with Camtasia Relay is outlined. Student feedback indicates that screencast lectures help make online courses feel more interactive and help visual learners understand concepts.
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Using Camtasia Relay for Online, Blended, and F2F Learning
- 1. 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
- 2. 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.
- 3. Why Relay? Every Prof All can Ease of use can create par6cipate • Setup • “Free” capture • Delivers content: • Record soCware with • In common • Publish service formats • Repeat • Only need • In familiar computer & loca6ons microphone • Accessible • High speed content connec6on to upload
- 4. Baking Metaphor Camtasia Relay
- 5. How do I get started? 1. A@end a Lecture 2. Log into 3. Email Capture workshop or h@p://camtasia.spu.edu onlinelearning@spu.edu 1-‐to-‐1 training using SPU creden6als ask for profile 6. Record & Publish 5. Download and 4. We’ll add/create presenta6on install the recorder profile for you If publishing to SPU’s iTunes U or YouTube account: Email onlinelearning@spu.edu Title & Descrip6on info 5
- 6. Record and Publish Presenta6on Workflow 1. Open 5. Post in applica6on Blackboard to record 2. Open 4. Trim & Relay, publish choose screencast profile, test audio 3. Record screencast
- 7. 1. Open applica6on/document to record
- 8. 2. Log in to Camtasia Relay
- 10. 2. Choose Profile
- 11. 2. Add Title and Descrip6on 3. Click Record bu@on
- 12. 3. Stopping the recording
- 13. 4. Check before submieng
- 14. 4. Trim Clip
- 16. 5. Presenta6on Published Email
- 17. 5. Build Content > URL
- 18. 5. Enter Title, Paste URL
- 19. 5. Open in New Window Submit
- 20. 5. Click link to test
- 21. 5. Presenta6on plays in new window
- 22. Record and Publish Presenta6on Workflow 1. Open 5. Post in applica6on Blackboard to record 2. Open 4. Trim & Relay, publish choose screencast profile, test audio 3. Record screencast
- 24. 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
- 25. 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!
- 26. The Online Classroom • Online Courses – Introduc6on to Sta6s6cs for the Social and Behavioral Sciences – General Psychology – Teaching Tools: • Screen Captured Lectures • Screen Captured Examples
- 27. The Online Classroom • Example: – Lecture on Intro Stats – Beware of the southern accent!! – h@p://www.screencast.com/t/IuIMqiH9u4AJ
- 29. 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.”
- 30. 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.”
- 31. 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
- 32. The Tradi6onal Classroom • Example – Demonstra6on of a lab assignment – h@p://www.screencast.com/t/UAVgmwJEguoJ
- 34. 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.”
- 35. Sugges6ons and Issues • Edi6ng Func6on • Student Access
- 36. Camtasia Studio by TechSmith Screen Capture Technology in the Blended Classroom Geri Mason, Ph.D. Assistant Professor of Economics Sea@le Pacific University
- 37. The Blended Classroom • What is it? • Why use it? – Replace a por6on of – Increase flexibility for tradi6onal face-‐to-‐face students with full class 6me with online schedules work – Engage a larger variety • Online collabora6on of learning styles • Online learning – Increase efficiency for • Online assignments professor – At least 30% online
- 38. 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 tutorialchip.com egodevelopment.com
- 39. The Blended Classroom • Courses: Agg. price – Principles of level LRAS S AS R Macro-‐ economics – Intermediate PE ELR Long-run macroeconomic Macro-‐ equilibrium economics AD YP Real Potential GDP output
- 40. The Blended Classroom • Teaching Tools Ini6al Intended Uses – Lecture – Lecture Supplement – Prac6ce Problems Student Efficiency – Quiz Review – Instruc6ons – Assignment Descrip6on Instructor Efficiency – Pre Course Tutorial
- 41. The Blended Classroom • Student Efficiency – Prac6ce Problems – Quiz Review
- 42. The Blended Classroom • Professor Efficiency – Example: Instruc6ons – h@p://www.screencast.com/t/7F09gu9mkL
- 44. 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].”
- 45. 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.”
- 46. Tips and Tricks • Funny pauses • Imperfec6on • Efficiency • Length • Anonymity
- 47. Limita6ons • Edi6ng op6ons • Power Point func6onality
- 48. Ques6ons??? Baine CraC -‐ craCb@spu.edu Geri Mason geri@spu.edu David Wicks dwicks@spu.edu Rob Mowid R.Mowid@TechSmith.com