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Use of ICT in Education for Online

and Blended Learning

AICTE approved Faculty Development

IIT Bombay
May 2016

Creating Video for your own Classroom

What you did so far ..

In the previous session(s), you learnt:
What (features) of flipped classroom?
Why (benefits) flipped classroom?
How (to construct) of a flipped classroom
Out-of-class videos
Inclass activities

Goals of this lab

In this lab, you will:
Explore technology tools to create videos (screencasts) for
your own classroom
Write the learning objectives expected from the student after
watching the video (Note: These learning objectives are usually at
lower cognitive levels)

Create a video (Screencast) for your course using the tool.

What should a video (Screencast) contain?

Below are two examples of screencasts and the focus of instructional
strategies predominant in them (Click on them to watch the video).

Teaching Recursion (Present Domain based concept)

Watch this to get an idea of what the screencasts should contain. Note that
each screencast has the following elements:
a)Audio Narration explaining the topic
b)Video of ppt slides/application and writing on slides/ focusing on
application features (Either through writing, highlighting or mouse

Points to take care while creating your own video

Keep the length of video to 5~10 minutes. This is because it has been
found that shorter videos are more engaging[1].

If the topic is too big for a single 10 min video, split the topic into
multiple videos and name it sequentially Video1, Video 2 etc.

While presenting animations in the video, it is better to use audio

narration along with it rather than text [2]. This will make assimilation
of content easier.

[1] Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of
mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM.
[2] Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia
instruction. American Psychologist, 63(8), 760-769.

Tools for creating classroom videos

There are several technology tools that can help you easily create Videos
(Screencasts) and edit them.
The tools that you can use vary based on the operating system of your
Some of these tools are: Camstudio, Camstatia Studio, Jing, Screen-omatic, RecordMyDesktop,
These tools have different features in terms of operation, usage,look & feel
In this lab you will explore and use Screencast-o-matic or
RecordMyDesktop (Linux).

For Windows users - Explore

Screencast-o-matic tool
The Screencast-O-matic tool is available at:
A video tutorial on how to use Screencast-o-matic is available
Your browsers Adobe Flash Player Plugin should be enabled
to watch this video
Play with various features in the tool create some sample
videos, show it to your neighbours and so on.

For Linux Users Explore

Recordmydekstop tool
The Recordmydesktop tool is available at:

A video tutorial on how to use RecordmyDesktop is available at:

Play with various features in the tool create some sample

videos, show it to your neighbours and so on.
After recording the desktop, convert *.ogv to *.flv file using ffmpeg
(Command: ffmpeg -i input_file.ogv s 800x600 output.flv)

Creating Video (Screencast) for your

course - Steps
1. Identify and list the topic for the screencast (video) here. Make sure you
choose the topic such that it can be explained in 5~10 minutes.
Write the subject (course) and topic here.
Have anyone of you ever done a screencast for your class? Yes/No (Delete
whichever is not applicable)
If yes, Mention the topic for which you did the screencast and the softwares
that you used.

Creating Video for your course - Steps

2. Write 1~3 learning objectives for this video and indicate the Cognitive
Level of the learning objectives. Note: These learning objectives are usually
at lower cognitive levels Recall & Understand, since the higher levels will
be address in the in-class activities.
Learning Objectives : Write the objectives here.
Cognitive Level : Write the Blooms cognitive level next to each learning

Creating Video for your course - Steps

3. Planning - List down the main points within the topic that you will cover. If
you want you can draw a concept map of the topic on a paper to help you
plan the video. (You dont need to submit the concept map)
List the points, here.

NOTE: The main points are written so that you can plan your video well. To achieve
best results, it is recommended to prepare a detailed script mentioning what you are
going to say and when you will say it (Visual Cues).

Creating Supporting materials

4. To explain your topic, you may need supporting materials such as a
powerpoint slide or an existing visualization or a demo of an application. You
now need to identify and locate or create these materials.
If you decide to use a ppt file, use the main points in the previous slide to
create this material.
If you decide to use an application or visualziation, locate it and keep it ready.

Creating Video for your course - Steps

Do Steps 5-8 using the tool.
5. Open the Powerpoint slide/Application which you want to use while
explain the concept.
6. Open the screencast tool (Screencast-o-matic/RecordmyDesktop) and
select the screen area accordingly
7. Start recording. Explain the topic orally and using the ppt/application.
8. Once you finish explaining, stop the recording and save the video in your

Saving and uploading the video tutorial

9. Upload the saved video in youtube. Then paste its link below.
Write your videos youtube link
If your video size can be compressed to a size less than 5 MB, upload the
same in moodle with title Day3_PM3_FCVideo_Name1_Name2
Once you have finished, submit this worksheet in the assignment
Creating Video for your own classroom

Possible Future Actions to improve your

Use Video Editing softwares like Windows Movie Maker (Windows) or
Openshot (Linux)
Tutorials on how to edit videos using:
Windows Movie Maker
Open shot

Next Steps : Creating Activities

based on video
Create in-class activities that will help students to work on the topic
at higher cognitive levels.
Ensure that students get feedback on their work, either from peers
or you.
You will be given online assignments in the next six weeks, to do
these activities.