Instructional Design Project

Creating Tutorials in Screencast-O-Matic

Fiona Springer EDTECH 503 (Spring 2012) Submitted to: Dr. Jennifer Freed DATE: 4 May 2012

Contents
Reflective Synthesis Paper .................................................................................................................. 4 Part 1. Topic ........................................................................................................................................ 5 Part 1 a. Goal Statement ................................................................................................................ 5 Part 1 b. Description of the Audience ............................................................................................. 5 Part 1 c. Rationale .......................................................................................................................... 5 Part 2. Analysis Report ...................................................................................................................... 7 2a.1 Needs Assessment survey .................................................................................................. 7

Part 2a. 2 Needs assessment data .................................................................................................... 7 Part 2b. Description of the Learning Context .................................................................................. 9 Part 2b.1 Learning Context Description ........................................................................................... 9 Part 2b.2 Transfer Context Description ......................................................................................... 10 Part 2c. Description of the Learners ............................................................................................. 10 Part d: Task Analysis Flow Chart .................................................................................................. 12 Part 3 Planning ............................................................................................................................... 14 Part 3a. Learning Objectives........................................................................................................... 14 Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessment Plan ....................................... 15 Part 3c. ARCS Table ....................................................................................................................... 17 Part 4. Instructors Guide ................................................................................................................. 19 Part 5. Learner Content .................................................................................................................... 22 Part 5a. Learning Materials ............................................................................................................ 22 Part 5b. Formative and/or Summative Assessment Materials........................................................ 22 Part 5c. Technology Tool Justification............................................................................................ 23 Part 6. Formative Evaluation Plan .................................................................................................... 24 Part 6a. Expert Review .................................................................................................................. 24 Part 6b. One-to-One Evaluation .................................................................................................... 24 Part 6c. Small Group Evaluation .................................................................................................... 24 Part 6d. Field Trial ......................................................................................................................... 25 Part 7. Formative Evaluation Report ................................................................................................ 27 Part 7a. Evaluation Survey or Rubric .............................................................................................. 27

Part 7b. Report the results of expert review ................................................................................... 27 Part 7c Comments on Change ...................................................................................................... 27 Part 8. AECT Standards Grid ............................................................................................................. 28 APPENDIX A ................................................................................................................................. 33 APPENDIX B .................................................................................................................................. 34 APPENDIX C .................................................................................................................................. 35 How to Make an Origami Swan .......................................................................................................... 35 Main Procedural Steps ....................................................................................................................... 36 Main Learning Goal............................................................................................................................ 36 APPENDIX D Checklists ........................................................................................................... 37

Self Assessment Form for Tutorial Selection .......................................................................................... 37 Checklist for Screencast-O-matic recording............................................................................................ 38

Reflective Synthesis Paper

A product that is functional and attractive, strong yet elastic. The Instructional design process can be likened to creating a spiders web. The three radials that start most webs represent analysis, strategy and evaluation, the main activities of design and development. From this foundation, the other threads of activity are carefully added, to fit in a complex but coherent whole. Conducting analyses of learner context, characteristics, and tasks, determining objectives, deciding strategies, arousing motivation, and creating learner materials, assessment items are some of these threads carefully measured and aligned by the designer. They stretch across existing gaps, minimizing the chance that some important detail will not be missed in the same way the spiders meal will not slip through a well designed web. Just as the spider, the designer expends an enormous amount of energy in creating the design, but the effort is rewarded by the effectiveness, efficiency and appeal of the final product for its users. The process is iterative, so some web threads are changed during construction when the designer recognizes that those threads would best support the design if they had a different purpose. Further, the relative strength of a spiders silk matches the robustness required of good Instructional Design, yet having the elasticity to accommodate revisions and variety in instructional needs and strategies. Amazement at the level of detail was my constant emotion at each stage of the Instructional design process. Despite using scaffolding with a safety net to describe systematic design in an earlier assignment, the aptness of the image first came home in the needs analysis and task analysis in ID Project 1. As a teacher, I determine what materials and methods I will use quite soon in the process. As a designer, before that, I had to determine when, and how to assess the needs of my instruction, answer questions about learners, materials, instructors, equipment facilities and even assess the wider learning system Smith and Ragan (2005). In order to conduct the Task Analysis flow chart, I had to document each step in a process that originally seemed fairly simple (recording a screen cast), as well as account for alternative actions that individual learners might take. Failure to present the alternatives might frustrate learners or instructors who took different approaches or lacked skills and knowledge I assumed they had. In addition, the rigor of the formative evaluation plan from ID Project 2 impressed me because if well done, the final product would be as robust as described before. This challenged my approach since I might ask some colleagues for a general evaluation of my learning materials before using them in the classroom. No real structure would be applied to my asking or their review. However in the Project plan, if the questions for the Expert review, one-to-one and small group evaluations, and field trials are properly aligned to their purpose, valuable feedback and revisions happen. Moreover, since subsequent evaluations test the effectiveness of previous ones, the project design should be continually improving. Therefore as a designer, I can now be confident that my design is ready when it is time for full implementation. I will use a more systematic and analytic approach as an educational technologist, even if I work only as teacher and not as a full time Instructional Designer in the future. While my professional preference is to train others in the ID process, I can only improve my skill if I practice in my own teaching. Consciously including motivational strategies, creating assessment items at the same time as writing objectives, and conducting learning context analyses are some of the areas I will integrate more in my role as a teacher-cum-designer. Already, I look more critically at instructional materials, and I would want to conduct Professional Development modules for my colleagues so they can understand and reap benefits from improved designs created through the instructional design process. While acknowledging each teacher will not have the time or desire to engage in the full instructional design process, through collaboration, teacher teams may replicate the process, creating the robust yet flexible, functional and appealing instructional products educators and learners crave.

Part 1. Topic
Part 1 a. Goal Statement
After two 1.5 hours sessions, teachers at a secondary school will create a subject-specific tutorial lasting 2-5 minutes using Screencast-O-Matic. The tutorials will be made available to their students online and as MP4 files.

Part 1 b. Description of the Audience

The learners in this project are teachers at secondary school level, whose students are mainly 14-18 but may be as young as 11. Some teachers are not very tech savvy, but display enthusiasm about learning new tools.

Part 1 c. Rationale
Students in the English speaking Caribbean are required to complete School Based Assessment (SBA) projects in most subjects as a critical part of their certification. A great deal of time is spent by teachers in class and with individual students explaining concepts and processes that make up the projects. Students complete much of the work away from school. Grades and a range of project samples are forwarded to the examining body. Failure to submit this component results in Ungraded indicating a non-award as the outcome of two years of study. All stakeholders therefore place great emphasis on its successful completion. A more efficient use of time and resources might be achieved through student accessing just-intime tutorials. This support would be available anytime when away from direct contact with instructors. Furthermore, tutorials can be paused and replayed for maximum understanding of the concept. Although the primary focus is for students in the final years of schooling, any teacher can apply their tutorial where ever they see fit. Generally speaking the strategy used will be supplantive, since the target group will be learning procedures. To create a screen casting tutorial, teaching the procedures is a more efficient means than having learners discover the steps for themselves. Further, all learners will need to have the required competence within the timeframe available to create a usable tutorial of a sufficiently high standard. Some of the learners are not as comfortable in technology use and are somewhat anxious about their abilities to understand and keep up. Given these learner and context characteristics mentioned, Smith & Ragan (2005) support the use of supplantive strategies, which will account for about 90% of the instructional activity. Since faculty will design tutorials based on their own areas of expertise in content and teaching approaches, this project will also use generative strategies in that remaining 10 % of the lesson. The major instructional strategy is procedural learning. This will be done through demonstration and presentation of the steps to using the screen casting tool effectively with time allowed for practice. The comfort level and competence to replicate the steps independently are major outcomes for these learners. Although the procedures are relatively simple and linear, there are 5 decisions to be made. Each branch of the decision points will be taught before moving on to another. Procedural goals are characterized by learners acquiring skills and knowledge until they are able to perform them with surety and automatically. This is achieved by repeated performance so that less and less thinking about the action is required before it can be done. Moreover, the physical skills learnt

from manipulating the devices also require practice until the movements become automatic in the same way. By this means, the learner goes beyond simply listing the steps, to applying the procedure in situations that vary from the original learning conditions (Smith & Ragan 2005). So for example, by the second session, the learners should be more confident in completing login, selecting settings, editing, and even some troubleshooting with minimal assistance from the instructor. Observed behaviors during the course, feedback comments, and completed tutorials will help gauge how well this happens.

Part 2. Analysis Report

2a.1 Needs Assessment survey
A survey of 16 questions was developed using Google Docs. A copy can be seen at the link http://bit.ly/HEFkSZ . The questions elicited information from faculty on the need for tutorials in their subject area (questions 14); if they had used or prepared tutorials themselves and if so, what tools were used (Questions 5-7); familiarity with tools, applications and processes used in the project (Questions 8,9,14-16); and their attitude to teaching with technology and to this project (Questions10-13). The survey was conducted online by emailing the URL to 19 teachers across a range of subject areas inclusive of Mathematics, English, Foreign Languages, Sciences, Business Studies, Physical Education, Home Economics, and Humanities. Five were males and 14 were females, a ratio representative of the staff complement. Responses came from 12 persons: 3 males and 9 females. Also, since their students will also be the end users of the tutorials, responses were obtained from 6 students ranging in age from 12-18. Fifteen randomly selected students were emailed a short questionnaire which can be seen at http://bit.ly/HFdAio. Their questions assessed how useful were tutorials to them personally and to subjects they take.

Part 2a. 2 Needs assessment data

Results from the survey support the benefits of creating tutorials for students in this secondary school. Firstly, all respondents identified concepts and processes that could be usefully taught in that way and importantly in a video tutorial format. In figure 1, the word cloud created using Tagxedo shows examples of concepts/processes identified from the answers given. Fig. 1 Tag Cloud of tutorial concepts

The majority (7) of faculty have never used tutorials before in teaching, while 4 indicated they had. Figure 2 reveals that in the opinion of the faculty, being able to pause and review (9), catering to children at different stages of understanding (8), and providing help just when most needed (7) were considered

as the most important reasons for using tutorials. Critically, some staff thought it impossible to distinguish the level of importance of some of the reasons given and rated several responses simultaneously as most important. One respondent thought all were equally important while 5 out of the 12 thought help just when most needed and pause and review most important. Students prefer to learn with technology was the only reason that received more ratings in position 3 and 4 than any other response. This compares with student responses (Appendix B) where pause and review was chosen by all 6 respondents as most important. Of note, students rated learning with technology in the 3 most important positions. All the reasons therefore were deemed to be sound for utilizing tutorials in teaching. Fig. 2

Ratings of tutorials in teaching: Most to least important

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12 Responses 10 8 6 4 2 0 1st 3rd 2nd

2nd

4th 3rd

5th 4th 3rd 2nd

5th 3rd 2nd

1st

2nd

1st 1st Teacher efficiency Differentiation

1st
Just in time help Pause/review Students prefer tech

Reasons to use tutorials

Most faculty (8 persons) have never created tutorials, but two have used PowerPoint to create their own, while one used Screencast-O-Matic before. By far, 10 as compared to 2 persons have never used screen casting or screen capture tools. Given the benefits the respondents ascribed to tutorials and that they have not used the tools before, this project will improve the skill set of some of my colleagues. There is some degree of familiarity with prerequisite skills and knowledge to successfully complete this lesson. Learners are either confident or somewhat confident in using microphones, touchpad/mouse and webcam. They can recognize the video icons, such as playback, record and pause used for editing the tutorials. Ten of 12 have previously downloaded and installed applications on their computers. Only 3 persons have YouTube accounts, but 11 of the 12 have never uploaded video to YouTube. Consequently during this course, these are skills and knowledge that can either be taught or reviewed to bring faculty to a state of mastery to be applied beyond the creation of tutorials. The preferred method of learning about technology is evenly divided among the learners with 5 preferring to explore features on their own and 5 following step by step instructions. Two persons did not indicate their preference. As expected, those who were less confident in technology use generally prefer the latter mode of instruction.

Fig. 3

Attitude & effectiveness of teaching with technology

Respondents
4 3 2 1 0 Just as effective More effective Without No response

Effectiveness and Attitude

In Figure 3, enthusiasm about teaching with technology is shared by 6 persons, while 5 are neutral and 1 person fearful. No one is disapproving of technology use, and neutral responses may well be linked to lack of confidence as well. That 6 persons think they are just as effective a teacher with or without technology suggests confidence in their teaching strategies and may also be related to their experience as teachers of years standing. Overload after a teaching day is a concern for effectiveness of the sessions and as expected, learners think 1 to 1.5 hours would be adequate time for a session.

Part 2b. Description of the Learning Context

Part 2b.1 Learning Context Description

The schools main IT lab and adjoining rooms will be used for this lesson which will be conducted after school hours. Since this is located in the administrative block, the area will be relatively free of external noise. The adjoining rooms are part of the school library, again suitably quiet, and relatively spacious. In all the rooms wireless and wired internet connectivity is available. Participants can sit around an island running the length of the IT lab as well as along the sides of the room. The additional rooms will be used for recording the final tutorial to eliminate noise from other recordings. Each faculty member will use either their personal laptop or tablet, or a school provided laptop which will have a webcam, at minimum a built in microphone and speakers. Five dedicated microphones will be sourced from the national Media Resource Department of the Ministry of Education and Human Resource Development to allow for a better quality of the final recording. A multimedia projector and Smart Board or screen will be set up in the short side of the rectangular IT lab, so participants can more easily view demonstration steps. The seating arrangement allows for cooperative learning. The instructor is a trained teacher, whose voice carries well, and is proficient in using technology hardware and applications. Although it is not part of his required duties, other faculty often call upon him for assistance with technology hardware

and it is readily given. Furthermore, the instructor has successfully used Screencast-O-Matic to create video and tutorials before, so he is comfortable with teaching colleagues in this setting. Between 10 to a maximum of 15 faculty members will constitute the class for this ID project. They will be drawn primarily from among those persons who completed the survey. Since some respondents may have prior commitments on the days selected for training, additional staff may enroll in the course. These will however take the survey to determine their requisite skills before starting. Using educational technology is encouraged at this school, although there is no clearly articulated policy or structure regarding its use. Attempts have been made in the past to provide structured use and define a technology policy, but these have fallen into abeyance as hardware failure, lack of technical support and lack of knowledge/motivation to actively pursue technology integration arose. It is therefore solely at the initiative of individuals that infusion occurs. However, enthusiasm is displayed and persons admire the efforts of those who persist.

Part 2b.2 Transfer Context Description

Learners in the module can very easily apply the new knowledge and skills in their own classrooms by creating their own tutorials. By having them identify two to three concepts suited to tutorial design at the start of this project, learners should have the impetus and desire to continue independently. For those who love to explore features on their own, and even those who do not, both sets of learners should be confident enough to investigate other features available in Screencast-O-Matic that were not demonstrated, such as adding notes and captions. If desired they can upgrade to the paid version to have access to greater functionality. With the competence developed from the lesson, faculty can teach the tool to their students. It could be used as an assessment activity by having students demonstrate their own learning of classroom concepts by creating tutorials for peers or junior students. Additionally, screen casting tools can be applied outside of the classroom in a number of ways. For example creating a video to market a product or service is a great way to transfer the skills. Instead of trying to explain the bug or issue seen when troubleshooting on the computer, anyone and especially the less tech savvy have a way to ensure technical support know exactly what was happening or how the screen looked when the problem presented. When there are webinars, online meetings, or other types of online collaboration, screen casting is an easy way to record for the benefit of those unable to be a part of the proceedings. This has additional implications for organizers who may want to distribute the recording after either for free or for commercial gain.

Part 2c. Description of the Learners

As seen in Figure 4, the learners for this course are mainly between the ages of 30 to 50 years with a 1:3 ratio of males to females as occurs in the wider school staff. All are teachers with at least 7 years teaching experience and have undergone in-service teacher training or pre-service training. Apart from one teacher with an Associate degree, all others have at minimum an undergraduate degree in their specialty subject. This means staff is both experienced and have subject matter expertise in their respective disciplines. There was no feedback from the 20-30 age cohort, but any that indicate interest in the tutorial will be accommodated.

10

Fig. 4

Respondents by age and sex

5 No. of respondents 4

3
2 1 0 20-30 31-40 41-50 51+ Age ranges Female

Male

Some staff frequently use technology in teaching with tools such as Smartboards, multimedia projectors, camcorders, and traditional applications software. Laptops may be requested for student use in classrooms from time to time. Other staffers hardly use electronic technology, preferring traditional methods such as paper based aids to complement lessons. This division has some relation to how they responded about their level of confidence in using devices such as webcam and computer microphones (Table 1 below) as well as their assessment of their attitude and effectiveness in teaching with technology (Fig. 3). Therefore, creating video tutorials in this way can be an excellent intermediary step for teachers who want to use more technology in teaching, but either lack the confidence to use it in the classroom or are not yet ready to give up their role as the primary source of instruction. Table 1. Confident Somewhat confident Not confident Level of confidence in using selected technology features Webcam Microphone External microphone Mouse/Touchpad 5 4 4 12 2 4 6 5 4 2

On a positive note, relations among the learners are friendly and encouraging, which will help ease anxieties of those who are not as confident. Although not confident and tech savvy, they indicated eagerness to learn about the screen casting tool. The more adept learners will be able to help peers and this can be built into the lesson design. Faculty often lament the time to experiment and develop educational technology. They have expressed appreciation that they can leave this course with a ready to use technology tool.

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Part d: Task Analysis Flow Chart

The Task Analysis flowchart sets out the main steps of the learning activity as well as a breakdown of what is required to successfully complete the lesson.

Fig. 5 Task Analysis Screenshot.

Link to the Task Analysis Flowchart.

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Fig 6.

Pre-requisite Analysis for Stop, Playback and Restart Recording step.

Link to Pre-requisite Analysis .

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Part 3 Planning
Part 3a. Learning Objectives

1.

Within the time scheduled for the module, faculty will decide and prepare tutorial content. The faculty will: 1.1 Select 3 subject related concepts relevant to their student learning outcomes; 1.2 From the 3 subject related concepts, select the one they consider easiest to present in a tutorial. 1.3 Write 3-5 main steps that will form the content for the tutorial; 1.4 1.5 Select 1-2 materials (e.g. posters, ingredients, realia) if required, that would augment the tutorial. Write the script if deemed appropriate for their specific tutorial design.

2. Given 3 hours of instruction and practice using Screencast-O-Matic, faculty will record a tutorial using selected settings. The faculty will: 2.1 Create a Screencast-O-Matic account. 2.2 Drag and resize the recording screen to fit the content area. 2.3 Adjust microphone settings for optimal audio using Screencast-O-Matic settings. 2.4 Pause, playback, delete, and add to a recording in progress. 2.5 Record a tutorial where any or all of the following devices are used: microphone, webcam, keyboard, mouse/touchpad input. 3. Given 3 hours of instruction and practice using Screencast-O-Matic, faculty will produce a tutorial appropriate to the needs of their students. The faculty will: 3.1 Produce a subject-specific tutorial lasting between 2-5 minutes; 3.2 Publish the tutorials online via Screencast-O-Matic webhosting. 3.3 Publish the tutorials to a YouTube account. 3.4 Save copies of the tutorials as MP4 files on their personal laptop, flash drive or other suitable storage device. 3.5. Email tutorial URLs to their students or make copies of the MP4 video file.

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Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessment Plan

Table 2

Learning Objectives 1.1

Blooms Taxonomy Classification Analysis/application

Format of Assessment Performance

Description of test form Self assessment rubric

Sample items Select 3 concepts that: are relevant to your student learning outcomes; students find difficult to execute/comprehend; can be presented under 5 minutes. Select the concept that is the easiest to present in a tutorial. Write the required steps of the tutorial content in logical sequence. There should be between 3 to 5 main steps. Select 1 to 2 examples of materials/props that could enhance understanding of tutorial content. Write the script or notes to be read in the tutorial. Create a working account at SOM. Accurately input account name and password at each login to SOM on a shared computer. Independently control input device to fit capture screen accurately over only the content area. Prior to recording, click icon for microphone settings and select auto-adjust for optimal audio. Execute a sample recording to test the settings. During recording: select playback icon to review the tutorial; select pause icon when an error is recognized; select record icon to continue recording.

1.2

Analysis

Performance

1.3

Application

Performance

Self assessment rubric Self assessment checklist Self assessment checklist Script Observation with checklist

1.4

Application

Performance

1.5 2.1

Application Comprehension

Performance Performance

2.2

Precision

Performance

Observation with checklist

2.3

Comprehension

Performance

Observation with checklist

2.4

Application

Performance

Observation with checklist

15

2.5

Comprehension/ Manipulation

Performance

Observation with checklist.

Completed tutorial

3.1

Synthesis

Performance

Observation with checklist.

3.2

Application

Performance

Completed tutorial Observation with checklist Observation with checklist. Observation with checklist.

3.3 3.4

Application Application

Performance Performance

3.5

Application

Performance

Observation with checklist.

This recording uses: microphone; webcam; keyboard input; mouse input; touchpad input. Or Recreate from memory or instruction a tutorial using any or all of microphone, webcam, keyboard, mouse/touchpad input. Create a tutorial related to a specific concept. The tutorial will last between 2 to 5 minutes. Create a tutorial with less than 3 errors in recording. Produce a tutorial available online via Screencast-O-Matic webhosting. Produce a tutorial available online via YouTube. Produce a tutorial available in MP4 format. Save a copy of an MP4 file to a storage device. Send a BCC email to your students with the YouTube or Screencast-O-Matic URLs.

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Part 3c. ARCS Table

Learner motivation increases the level of engagement in the lesson and can impact learning outcomes. The ARCS table identifies approaches for this course. John Kellers MOTIVATIONAL CATEGORIES OF THE ARCS MODEL
ATTENTION A.1. Perceptual arousal A.2. Inquiry arousal RELEVANCE R.1. Goal orientation R.2. Motive matching R.3. Familiarity Ask for 2 volunteers to fold an origami swan. One volunteer will have written instructions only. The other volunteer will watch a video to fold swan. http://www.videojug.com/film/how-to-make-an-origami-swan Link to written instructions for origami swan. Ask learners why a video tutorial format was helpful? Brainstorm concepts learners students have difficulty with. Learner interest will be maintained by demonstration of steps and time for practice of each step. Learners will give feedback to peers on progress made. Learners will be told they will have material ready to use by the end of session. Discuss how the learners and their students could be helped by using a tutorial. Ask learners to select 3 possible subject related concepts or processes for their tutorial. Ask learners to decide if using webcam/ props/ mouse/ stylus are appropriate for use in their tutorial. Ask learners to give feedback to their peers on the clarity of the tutorial. Learners use the checklist to self-correct as they work through lesson Recall the difficulty of folding the swan without the tutorial video. Relate this to classroom experiences of students who might need additional support to understand concepts. Draw attention to the step by step process of video and this class to clarify what must be done

A.3. Variability

CONFIDENCE C.1. Learning requirements

Assure learners they will have ample time to practice after demonstration Feedback will be given as the instructor walks around the room. Successfully completing small steps during the lesson will provide support for learner confidence. Some examples include adjusting 17

C.2. Success opportunities

 C.3. Personal control

audio settings; recording sample sound test; installing Java; creating SOM account. Checklists will be ticked as learners successfully complete tasks. Learners will be encouraged that as subject matter experts, they are best suited to decide the best content and structure for communication of their tutorial. Discuss the importance of learners being able to complete the steps independently at the end of instruction. The instructors role will be to give guidance. The instructor will pledge not touch the learners workstation for any fundamental procedural step.

SATISFACTION S.1. Natural consequences

Learners decide on 3 subject related concepts/processes. The 2 not used in the lesson are available for immediate design after the lesson is over. Instructor-led discussion on other ways to use screen casting skills. Learners will select a peer tutorial with an unfamiliar concept to test. Peers will feedback on completed tutorials. The tutorials will be included on Teacher Professional Day activities for other staff to see and use in their own classes. Encourage learners to teach their students to use the tool (Keller, 1987, p. 2)

S.2. Positive consequences

S.3. Equity

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

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Part 4. Instructors Guide

The guide provides guidelines to the instructor on the lesson content and the way and sequence to present it. Requirements and Equipment 10-15 laptops with internal microphones, webcams, speakers. 5 external microphones 1 digital camcorder (Optional) Multimedia projector Smartboard or screen 15 square sheets of paper Internet connectivity Introduction Activate Attention

Start by asking for 2 volunteers to fold an origami swan according to instructions given. One volunteer will complete the task with written instructions only. The other volunteer will watch a video to fold swan. (Position the first volunteer away from sight of the video. Use headphones so sound cannot be heard.) http://www.videojug.com/film/how-to-make-an-origami-swan Link to written instructions for origami swan. Project the main learning goal of the ID project on the screen. The instructor will say in the first session the class will learn and practice the required steps and that the second session will be to create the final polished tutorial. Ask the volunteers how they felt about folding the swan using the instructions given. Engage in open discussion on why the video format was helpful. Ask them to relate this to difficulties their students might have in completing tasks in their subject. The instructor will ask learners for examples of concepts with which their students traditionally have problems. Project the main procedural steps on the screen and explain that these are the main tasks to be completed. Reiterate that todays session is to become familiar with screen casting procedure and that they will have ample opportunities to practice. Encourage learners to embrace any mistakes they make as a chance to work through how best to make them right. Encourage them to share mistakes with peers for the same reasons. The instructor will discuss the importance of learners being able to complete the steps independently at the end of instruction. The instructors role will be to give guidance. The instructor will pledge not touch the learners workstation for any fundamental procedural step. 19

Establish Purpose

Stimulate Learners Attention/Motivation

Preview the Learning Activity

Body Recall relevant prior knowledge Present information and examples Ask learners to what made the swan video a good tutorial? Brainstorm and write on Smartboard some characteristics of a good video tutorial: small easy to follow steps; sequenced steps; clear speaking; clear video; no extraneous screen background, no distracting video background or noises. Examples of SOM tutorials can be previewed. E.g. http://www.screencast-omatic.com/watch/cXlIVKvAC or examples from the SOM website Learners take note of the characteristics of a good video tutorial. Distribute Self Assessment Checklist to learners. Learners identify 3 potential subject related concepts/processes, choosing the easiest to practice in this lesson. Learners list 3-5 required steps in their chosen process; make decisions on whether it would need props to more effectively convey content; list any props needed; decide on suitability of additional video (imported into the tutorial or if learner will talk with a popup box) The Instructor asks learners to self-evaluate then conduct a peer review of a colleagues steps. One or two may be discussed for entire class.

Employ Learning Strategies Provide for Practice

Evaluate Feedback or Provide Feedback

Recall relevant prior knowledge Present information and examples

Instructor directs learners to their computers recalling browsing, navigating to URLs, facility using mouse/touchpad/stylus, locating built in webcam and microphone. Checklist for SOM recording and a blank simplified task flow chart are given to learners. Using the multimedia projector, the instructor follows the steps as set out by the Task Analysis flowchart . Exploratory learners may experiment once the group has reached the record tutorial stage; Step by step learners will continue to have a guided approach. Instructor points out notable features to learners during demonstration and practice, e.g. reading screen prompts (many people tend to ignore them and dont know what to do) such as allowing Java Applet to run, downloading waitnotices. Questions will be asked and reminders given to learners who are observed to be hesitant in the steps. Learners will be encouraged to use strategies to remember steps such as filling in a blank simplified task flow; write steps long hand, repeat steps out loud as they prefer. As each step is demonstrated, learners will practice the procedure. Time will be allowed for learners to be comfortable with the step. This will be determined mainly by asking learners and by observation. Learners may mark their checklists at this time or at the end of the session as they prefer. SESSION 2 20

Focus Attention

Prompt Use of Learning Strategies

Provide for Practice

Introduction Preview Learning Activity Body Recall relevant prior knowledge Present information and examples Focus Attention Prompt Use of Learning Strategies Practice or Provide for and Guide Practice

The instructor reminds learners this session is to create the finished tutorial based on the practice from the previous session.

Instructor and learners collectively review steps of previous session. Using multimedia projector, review any steps with which learners have difficulty. Instruction is given in connecting external microphones as needed. Questions will be asked and reminders given to learners who are observed to be hesitant in the steps. The instructor encourages learners to use their task flow charts or any notes made to recall all the procedures required for successful completion. Once learners are comfortable in the procedures, 5 will be allowed to use adjoining rooms to make their recordings (this reduces background noise from other learners speaking). Turns may be taken outside of the main room to record until all are finished. Learners will need to be comfortable working independently, since the instructor cannot go to them while recording.

Conclusion Summarize and review

Transfer learning

Remotivate and Close Assess Learning or Conduct Assessment Evaluate

Feedback and Provide Remediation

The Instructor asks learners to check that they have completed all the steps by referring to their checklist. Individual learners may demonstrate mastery of selected stages using the multimedia projector for the other learners to observe. The instructor will lead a discussion on ways to use screen casting skills other than tutorials. Learners will be reminded that the 2 concepts they considered at the start on the course are available to them to create tutorials on their own after the lesson is over. It will be suggested that their tutorials should be included in Departmental Planning meetings and Teacher Professional Day activities for other staff to see, use, and create for themselves in their own classes. They will be asked to consider teaching their students to use the tool as an assessment strategy, i.e. students demonstrate their understanding by creating a recording of carrying out a procedure or explaining it. From discussions in Transfer learning, the instructor will compliment learners on their mastery of new skills beyond tutorial creation. The Instructor invites demonstrations of completed tutorials. Learners will select a peer tutorial with an unfamiliar concept to try out. Peers will feedback on completed tutorials. Learners will also be encouraged to have their students give them feedback on the benefit and merit of the tutorials after using them. Learner will be asked to complete a survey on the course for feedback on its effectiveness, their satisfaction and areas to be improved. Individual follow up can be done with learners still experiencing difficulty.

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Part 5. Learner Content

Part 5a. Learning Materials A number of learner materials supplement this course. They are expected to give support to faculty in creating a satisfactory tutorial, and one that would be useful to their own students. 1. Self assessment checklist for developing a tutorial concept. (Appendix D) Learners will use this during the first session to decide if their chosen concept will be well suited to a video tutorial in general and to the time constraints of this particular lesson. For these reasons, concepts must receive high ratings of 4-5 on a 5 point scale. 2. A video on how to fold an origami swan from Videojug.com and written instructions. http://www.videojug.com/film/how-to-make-an-origami-swan This video will be used as an introductory activity to capture learners attention. It will also be a reference for discussion comparing written and video instructions; the nature of tutorials for clarity and brevity; and to visualize how video tutorials can be set out. 3. Excel Chart Tutorial in Screencast-o-matic. http://www.screencast-o-matic.com/watch/cXlIVKvAC At the instructors discretion, 1 to 2 minutes of this tutorial that I created can be shown to clarify for learners how a Screencast-o-matic recording can be done. Other examples are available on the site itself that learners can view at their discretion. These can be viewed during the presentation of information and examples in the first session. 4. Blank simplified task flow. The task flow chart will be given to learners when the instructor directs them to their computers to begin the steps of learning about the screen casting tool. They may use the chart to document the order of steps. They may also make any notations that would help them remember the procedures. This is used at their discretion.

Part 5b. Formative and/or Summative Assessment Materials Some formative evaluation will be done as the instructor observes the learners, by hearing their responses to questions, and giving feedback on their activities. Further evaluation will come through a checklist to help the learners assess for themselves their progress in meeting the objectives. The instructor can also review the same lists near the end of the session to determine areas that still have not been fully mastered. Learners who are still experiencing difficulty can also receive one-on-one remediation. 1. Checklist for Screencast-O-matic recording. Learners can use this during the course of learning, to assess their level of achievement. Learners not at independent use can seek remediation or practice. They can use different colors to mark achievement levels after the first session and second session of the class. This can reveal improvement over time. 22

2. Course Evaluation Survey. At the end of the course, learners will be asked to complete the online survey to gauge its effectiveness, their satisfaction, their achievements, and areas to be improved. Revisions to the design based on the feedback should improve lesson execution in future. This survey is found at http://bit.ly/IoRvTf .

Part 5c. Technology Tool Justification

1. Laptops with internal microphones, webcams, speakers. These will be made available for learners who do not have their own systems or whose systems may lack any of the devices essential to recording the screen cast tutorial. 2. External headset with microphones. Using external microphones in the final recording will produce a higher quality audio than internal computer mikes. Using headsets will eliminate noise that might interfere with recordings of classmates. 3. Digital camcorder (Optional). Any tutorial needing more flexibility than afforded by a computer webcam may make use of the digital camcorder. 4. Multimedia projector, Smartboard or screen. Depending on availability, either the Smartboard or a screen will be used with the projector for learners to see demonstrations of the steps of the lesson. If the Smartboard is used, the instructor may capture elements of the lesson for review by learners and also by the designer.

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Part 6. Formative Evaluation Plan

Part 6a. Expert Review Since the major portion of this lesson is on the screen casting tool, I chose David Waterman as my subject matter expert. David is media resource specialist in the Ministry of Education, qualified in Information Technology and IT Management. He has over 25 years experience in electronics generally and as a computer technician. His experience also covers audio, video, and print technologies, and specifically photography and videography. I have benefitted from his expertise previously in developing multimedia instructional materials. He will have the project on Wednesday April 25 and will return it by Monday 30 April 2012 for me to respond to the feedback.

Part 6b. One-to-One Evaluation Two teachers, one male and one female, will be chosen to evaluate the learning materials. Each will have a laptop and other learning materials. I will explain their role which is to critique the materials mainly and to some extent, the timing and procedures in the lesson design. As teachers themselves, I expect them to be used to evaluating materials, and that they would be open in their comments after I explain that I am trying to correct design flaws that could limit lesson effectiveness. Each teacher will go through this process with me at a different time so I can give full attention to their comments. I will encourage them to use a read-think-aloud approach to give me feedback as they go through the steps to creating a screen cast recording. This should let me gauge timing and the amount of practice required. The key questions to be asked are: How clear are the checklist and self assessment items? How can I change the materials to make them better? How adequate is the space for the task flow chart for notes you want to make? Are there any typographical errors or fonts too difficult to read? How helpful is the video as a tutorial at the start of the lesson? (Can you successfully follow the steps?) Are there any materials that you think should be included to help you complete this lesson successfully?

Part 6c. Small Group Evaluation Once I have made amended my lesson design based on feedback from one-to-one evaluation, I will select 6 staff members and my instructor-designate to engage in small group evaluation. Six should be adequate for this testing since the target group is a maximum of 15 faculty members. The group will have persons with varying levels of confidence using technology. This will be based on my observations of my colleagues and asking them to rate themselves. There is a higher ratio of females among most 24

secondary staff, therefore I will select 2 males and 4 females. An important outcome for me is to encourage enthusiasm for technology use among those who are not very tech savvy. It is critical then, that the target learners do not have a bad experience in the lesson, so small group evaluation should highlight potential problems that could frustrate their efforts. By using the instructor designate, I can test both the instructors guide and learner responses and I am free to observe the flow of the lesson. Afterwards, I will have a group debriefing rather than having the testers write their responses, which should allow fuller explanations of concerns. Some key questions for the learners are: How would you rate your ability to create a screen cast recording on your own? Was there adequate opportunity to practice the procedures? Were there any skills you think you needed to have before you could complete this lesson? How helpful was peer feedback in your learning experience?

For the instructor: Were there any problems following the instructors guide? Is there anything that would give additional support to the learners or you the instructor? Were the checklists and the task flow chart helpful in lessening the time you needed to spend giving one on one attention to learners? How helpful were they in developing learner proficiency/independence?

Part 6d. Field Trial Further amendments to the project design will be made after the small group evaluation. To better assess the effectiveness of the revised design, I will have a field trial done by inviting a total of 20 teachers from my school and from 2 nearby secondary schools to one location. The Information Technology Coordinator at my school will conduct this session. This will be his first time following the materials and should show if the revisions have improved the execution of the lesson. By having the trial in one location but using teachers from other schools, and using a new instructor, I can be present to make a number of observations. I will see if the lesson is actually administered the way I anticipated, if the instructor interprets the guide differently, or if he is forced to vary it based on the actual lesson context. Key Questions How possible was it to carry out the lesson in the way it was designed? What changes had to be made or would you recommend be made?

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Were learners able to meet the objectives? How effective were the checklists in deciding if they met the objectives? How do you (learners) feel about the lesson? Would you be eager to create a recording on your own? Did the lesson require entry-level skills that you did not have?

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Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric
The Expert reviewer used the Evaluation survey at this location http://bit.ly/Icc2Az

Part 7b. Report the results of expert review A brief summary of key points is presented in the table below.
The detailed steps read from the wrong direction (i.e. up from bottom to the main step). From a logical/programmers point of view, this is confusing. All steps are in logical order and are accurate. Can be helpful to learners especially those who like to document their steps. Is helpful for learners choosing a good concept. Making the concept get a 4-5 rating will make sure it can be done in the time available and is suitable for screen casting. Instead of having Tutorial has less than 4 errors, separate the types of errors so learners/instructors can see their area of weakness for future reference. The checklists are satisfactory otherwise. Video examples should capture learners attention.

Task Flow Analysis

Blank Simplified Task Flow Self Assessment Checklist Checklist for SOM recording Other Comments

David suggested that having the breakdown of each of the main steps read from the bottom up to the main step was confusing from a programming point of view, since the eye naturally flows from the main step to the one immediately next to it. He felt that it could be re-adjusted by using a big box to hold each step, listing the details in order, then having an arrow lead from the main step box to the next step box. Despite this, he thought the steps themselves were in a logical order and that no adjustments were needed to the order. The details were adequate to get the steps completed and novice users would get adequate support if the instructor followed the steps as presented for demonstration. In the Checklist for SOM recording, he approved the ratings scale from awareness to mastery, as well as allowing learners to use different colors to assess themselves over the 2 sessions. However, he suggested against looking at tutorial errors globally but to break them down into types of errors. Positive comments were made for the blank Task Flow Chart which he thought would help learners document the stages and how to complete the tasks. The videos were approved and he complimented the project in general.

Part 7c Comments on Change

I agreed with the comments about the task flow charts detailed steps, even though I followed the examples of prerequisite analyses presented in Smith and Ragan (2005). For improved readability, in future revisions of this project, I will follow the suggestion to use the larger box with details included inside. Although he approved the blank simplified task flow, based on questions David asked for clarity, I will consider a redesign with each step listed vertically and a space next to each step. This would allow learners more room if needed to describe the steps. Changes have already been made to the SOM recording checklist, separating the errors according to less than two verbal errors, quality of audio, quality of video, and tutorial length between 2 to 5 minutes. I believe this strengthens the checklist for the learner and the instructor since both have a clearer idea of potential areas needing more corrective measures or reinforcement during the course and in subsequent independent attempts.

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Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.3 Computer-Based Technologies

X X X X X X X X

Assignments meeting standard in whole or part ID Project ID Project ID Project ID Project ID Project ID Project ID Project ID Project

X X X

ID Project ID Projects (all assignments)

Standard 3: UTILIZATION 3.1 Media Utilization 3.3 Implementation and Institutionalization Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation

X X

(all assignments) ID Project

X X X

ID Project ID Project

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use

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4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. c. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics

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1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

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5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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APPENDIX A

References: Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc. Videojug. How to make an origami swan [Video file]. Retrieved from http://www.videojug.com/film/how-tomake-an-origami-swan

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APPENDIX B

Student ratings of tutorials for learning: Most to least important

7 6 5 4 3 2 1 0 Responses 3rd 2nd 1st Just in time help 1st 1st 1st 1st

3rd
2nd 2nd

4th

Pause/Review Learn with tech Teacher time Embarrassment Reasons

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APPENDIX C

How to Make an Origami Swan

Today we will explore the fascinating ancient art of Origami. We take you through some simple steps to get you started on your first piece, an origami swan. Fold in half along the diagonal Unfold and fold the edge so it lies along the centre crease. Fold the opposite edge to meet it Turn the model over and fold the edge to the centre crease again and fold the opposite edge to meet it keeping the point as sharp as possible Fold the model in half lengthways Fold the point back to create a beak. Fold the whole model in half Raise the head and extend the beak And there you have your swan

Instructions from video Copyright 2006-2012 Videojug Corporation Limited http://www.videojug.com/film/how-to-make-an-origami-swan

Back to ARCS model

Back to Instructors Guide

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Main Procedural Steps

1. 2. 3. 4. 5. 6. Decide a tutorial concept Create an account in Screencast-O-Matic Adjust settings to record your screen Record the tutorial content Make adjustments to your recording Publish your completed tutorial online or save it as an MP4 file.

Back to Instructors Guide

Main Learning Goal

After two 1.5 hours sessions, you will use Screencast-O-Matic to create a 2-5 minute tutorial in your subject. Your students will be able to access these tutorials either online and as MP4 files.

Back to Instructors Guide

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APPENDIX D

Checklists

Self Assessment Form for Tutorial Selection

1. Select a concept or process related to your subject to prepare your tutorial. Use this checklist to help you decide if your concept would be workable in this lesson. 1 2 3 4 5 I have a concept that: low high is relevant to my content my students usually have difficulty executing or comprehending can be presented under 5 minutes can be demonstrated on a computer screen can be explained in video format can be set out in steps N.B. If any of your ratings fall within 1-3 range, this concept should NOT be attempted in this course. Please select another concept or process. 2. I have a clear mental picture of what I would do on the computer to create the tutorial. YES NO 3. List 3-5 main steps of your selected concept in order. Make the steps short and clear. You will write details later. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

4. Would props or other materials make your tutorial clearer? E.g. maps, chemicals, equipment. If so, list the additional materials. Try to limit them to absolute necessities. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Back to Instructors Guide 37 Back to Learning Materials

Checklist for Screencast-O-matic recording

Use this checklist to determine how well you can complete the steps of the recording. Feel free to use different colors to indicate your level after the first session and then after the second session. Getting Started: your SOM Account
Awareness Guided Independence Mastery (can teach others)

Can create an account at Screencast-O-Matic Input user name and password accurately each time Uncheck remember me if using a shared computer Password securely recorded

Using Devices & Media

Awareness Guided Independence Mastery (can teach others)

Can use the mouse or touchpad to drag the SOM screen to content area. Can minimize browser. Or can navigate to the content area. Can resize the SOM screen to fit over the content area only (i.e. no extra screen background/icons etc) Can identify the microphone icon Can select Auto-adjust Volume Can Click Record and speak into computer mike Can playback test recording Can identify the webcam icon Can turn on webcam (webcam light and video seen) NO There is minimal background noise in test recording Test recording is audible Video lighting is good and image is clear No distractions in the background: signs, light, persons, movement YES

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Making a Recording
Awareness Guided Independence Mastery (can teach others)

Identify and use record icon appropriately Identify and use pause icon appropriately Identify and use playback icons appropriately Use Restart button appropriately Use Done button appropriately

Publishing your Tutorial SOM Upload Tutorial has a title and brief description Copy of URL saved URL emailed to at least 2 students or colleagues YouTube Upload Tutorial has a Title and description Tags, categories, and privacy settings are selected Tutorial uploaded to the Schools YouTube Account URL saved and emailed to at least 2 students or colleagues MP4 File Quicktime file type is selected File size is selected File saved on computer, flash drive or other storage device

NO

YES

Completed Tutorial This tutorial uses the following devices: Microphone Webcam Keyboard Mouse/touchpad Other input device. State:____________________ Tutorial length is 2-5 minutes The quality of the audio is clear The quality of the video is good There are less than 2 verbal errors Back to Instructors Guide 39
NO YES

Back to Assessment Materials

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