Screencasts: Providing new learning opportunities in distance education

Dr Janette KrugerSCTE

Overview of presentation

• What is a screencast?• Pedagogical uses• Pedagogical benefits• Pedagogical risks• Background of the study• Rationale• Research design• Results• Conclusion

What is a screencast?

A screencast is a“digital movie inwhich the setting ispartly or wholly acomputer screen,and in which audionarration describesthe on-screen action(Udell, 2005).

A screencast is a movie thatcaptures the display from acomputer screen along withsomeone talking about what’sbeing shown. This might takethe form of a formal narratedPowerPoint presentation, asoftware demo, or an informalwalkthrough of a particularconcept (Kanter, 2007).

The term “screencast” was coined and made popular by Udell (2004).

A screencast

Pedagogical benefits

• PlaceFlexibility to learn in a location of own choosing

• PaceLearn at own desired speed and do not have to keep up with lecturer

• PeaceChoose a suitable time

• ProcessChoose the learning process most suitable

Pedagogical risks

• PubMay choose an inappropriate place

• PlodAbsence of encouragement- pace may slow down

• ProcrastinateFreedom to choose the time – may encourage procrastination

• PlayNot concentrating on the learning process

Background of the study

Lecturer

FacilitatorStudents

Facilitator

Facilitator

Students

Students

Students

Students

Students

Students

Lecturer

Facilitator

Students

Facilitator

Facilitator

Students

Students

Students

Students

Students

Students

Rationale

Individualism

Social coherence

Pragmatism Idealism13

24

Individual responsibility, diversityFreedom of choice, problem-solvingSelf-determination, individual growth

Education for employment

Self-realisation, peaceInternal motivation, freedom, lovePersonal growth, generosity

Collective responsibility, socially orientedProblem-solving, citizenship

Education for the development of societyLifelong flexibility

Shared values and identity, integrationState control, common goalsInclusion, shared beliefs and ideology

Adopted from: WILLIAMS, P. 2005. Lessons from the future: ICT scenarios and the education of teachers Journal of Education for Teaching 31(4) pp. 319-339

Rationale

Individualism

Social coherence

Pragmatism Idealism13

24

Individual responsibility, diversityFreedom of choice, problem-solvingSelf-determination, individual growth

Education for employment

Adopted from: WILLIAMS, P. 2005. Lessons from the future: ICT scenarios and the education of teachers Journal of Education for Teaching 31(4) pp. 319-339

Project

Research design

• PurposePerception of facilitators regarding the usability of screencasts

• ParticipantsFacilitators facilitating NAVR 611

• Data collectionOpen-ended questionnaire

Results

• Use of screencasts guiding facilitators I think it is a good idea but facilitators must not entirely depend on it. They need to be knowledgeable so that they can do more than what the screen cast says. The screen cast will make the facilitator think about the way s/he delivers his/her lesson to students and also think about his/her teaching strategy. This is important because research is not cast on stone and some research topics will require different approaches. Anyone who teaches or does research must be on top of the game so that s/he can add to the knowledge base or inform policies.

Fasiliteerders salbeslis hierby baatvind deur studenteeffektiewer tebegelei.

It gives a good summary for the facilitator to use as key steps to proposal writing. However, the facilitator needs to know how to mediate this to the students as steps on their own are insufficient for the students

Results

• Benefits of screencasts

This is a big plus for students because words alone are dead and if a student does not recall what was said in the lecture then that student will battle to do the assignment correctly. Also students can work at their time and at their pace, but this needs disciplined students.

In theory it will work. However, the majority of my students have limited computer literacy and many of them claim not to have access to computers. The screencast should be made available at the media centres.

Dit is werklik ‘n waardevollehulpmiddel / tegnologie virafstandsonderrigstudente.

Results

• Preparing for examsStudente kan ‘n aanbiedingherhaaldelikbestudeer

It depends on numerous factors such as access to computers, research skills of the students and the detail of the content provided in the screencast.

This can make learners listen to a January lesson in December and that can enhance the chances of a student to pass examinations. But again students must study because lazy learners will want to entirely depend on the screen cast while it won’t address the whole module. Even if it addresses the whole module, there is nothing that beats reading and understanding for examinations. This also helps with spelling as one will read and write more often than not the same words.

Results

• Suggestions and recommendations

It must be stressed that screen cast cannot replace the human factor. They can only be used to augment what the teacher/lecturers are doing. This is so because if a student has a question, s/he needs a person to ask for clarity. The audio of screen cast must be clear and echo must be eliminated. The audio must run simultaneously with the picture or words. To be catchy colourful pictures can be used.

If it is intended for the facilitator it is sufficient.If intended for students, more details must be provided and examples given.

Dié tegnologie kanmet vrugaangewend word om waarde toe tevoeg tot afstandsonderrig

Conclusion

• Relatively new enterprise• Potential to provide constructive learning

experience • Combination of materials and resources• More research needed