Answer: How does screen capture function in the online classroom? How would the integration of screen capture modify teaching methods?
Screen capture and screencasting are an essential part of the asynchronous learning component of an online course. Through a screencast, instructors are able to create, curate, and deliver instructional segments to students enrolled in their courses. Whether it is a 2 minute "explainer video" on how to solve a math problem or a 10 minute video lecture on photosynthesis, screencasts are essential to online instructors delivering instruction. (They are also a way for you to become your own co-teacher! More on that later!)
Creation is easy - I've been doing this since my student teaching days in 2011! New technology tools have certainly made this process even more streamlined. Because many people carry a cell phone or a smartphone, virtually everyone has access to a camera. Using a phone, one could quickly record a view of their computer screen or even a paper-based assignment. While this method of producing the video may prove to be impromptu and unpolished, such videos are often effective. For those needing to implement other media (slides, animations, apps, etc) or those going for a more polished look, tools such as Screencastify, Screencast-o-matic, and many others allow for desktop, laptop, or Chromebook recording. The screencast may include a view of the presenters entire screen, an individual tab or window, or a selected area of the screen. Including some "facetime" with the instructor by recording the webcam along with the screen capture provides a more personal connection with the one delivering the instruction. Bozeman Science does this, and my kids seem to be more engaged.
These video segments are not only important to the instructors, they are invaluable to students. Students are able to pause, rewind, and rewatch part or all of a segment until they understand the topic. Or, if a student doesn't understand the topic teachers can quickly create an additional video that addresses the student's questions or problems. In other words, screencasting done right can be a great differentiation tool for students of all ability groups.
One way that screencasting may modify instruction in my blended classroom is allowing me to "be my own co-teacher," an idea I borrowed from two rockstar teachers in our math department. Almost every year that I've been teaching, I've taught some sort of science course that relies heavily on math (physical science, chemistry, physics). And almost every year I've had students with significant deficiencies in their understanding of math. One thing that I have implemented to a small degree is including reteaching videos on assessments that use require students to work math problems.
Using an online quiz program (I like Google Forms), I create problems that students will solve and then input or select their answer. I then set the quiz to move to the next section based on their answer.
If they select the correct answer, they move to the next problem. If they select the wrong answer, they are routed to a page that shows an reteaching video of a problem similar to the one they missed
This differentiation piece gives students instant, specific feedback and the additional support they need to master the concept. And although it's a video, it's still me providing the feedback to them. While it's taken some time up front, it has enabled me to give immediate and practical feedback in a way I've never been able to do so.
Finally, I see student screencasting as been an authentic way for students to demonstrate mastery of a process or concept, or even self or peer-assess. Particularly in areas such as math or modeling. Examples:
Creation is easy - I've been doing this since my student teaching days in 2011! New technology tools have certainly made this process even more streamlined. Because many people carry a cell phone or a smartphone, virtually everyone has access to a camera. Using a phone, one could quickly record a view of their computer screen or even a paper-based assignment. While this method of producing the video may prove to be impromptu and unpolished, such videos are often effective. For those needing to implement other media (slides, animations, apps, etc) or those going for a more polished look, tools such as Screencastify, Screencast-o-matic, and many others allow for desktop, laptop, or Chromebook recording. The screencast may include a view of the presenters entire screen, an individual tab or window, or a selected area of the screen. Including some "facetime" with the instructor by recording the webcam along with the screen capture provides a more personal connection with the one delivering the instruction. Bozeman Science does this, and my kids seem to be more engaged.
These video segments are not only important to the instructors, they are invaluable to students. Students are able to pause, rewind, and rewatch part or all of a segment until they understand the topic. Or, if a student doesn't understand the topic teachers can quickly create an additional video that addresses the student's questions or problems. In other words, screencasting done right can be a great differentiation tool for students of all ability groups.
One way that screencasting may modify instruction in my blended classroom is allowing me to "be my own co-teacher," an idea I borrowed from two rockstar teachers in our math department. Almost every year that I've been teaching, I've taught some sort of science course that relies heavily on math (physical science, chemistry, physics). And almost every year I've had students with significant deficiencies in their understanding of math. One thing that I have implemented to a small degree is including reteaching videos on assessments that use require students to work math problems.
Using an online quiz program (I like Google Forms), I create problems that students will solve and then input or select their answer. I then set the quiz to move to the next section based on their answer.
If they select the correct answer, they move to the next problem. If they select the wrong answer, they are routed to a page that shows an reteaching video of a problem similar to the one they missed
This differentiation piece gives students instant, specific feedback and the additional support they need to master the concept. And although it's a video, it's still me providing the feedback to them. While it's taken some time up front, it has enabled me to give immediate and practical feedback in a way I've never been able to do so.
Finally, I see student screencasting as been an authentic way for students to demonstrate mastery of a process or concept, or even self or peer-assess. Particularly in areas such as math or modeling. Examples:
- Explain how to solve for A in this equation.
- Model and explain the process of mitosis.*
- Open your classmate's lab report and point out two strengths and two areas for improvement.
*I've used a tool called Recap for this example. Kids loved it.
Here's a snippit from a 7-minute homework help video I used in physical science last year while teaching English to Standard unit conversions. This was recorded using Screencast-o-matic, a wireless headset with mic, and my SMART Board.
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