Presentation on theme: "Using Screencasting Technology to Learn Application Software Yong Su Ting."— Presentation transcript:
Using Screencasting Technology to Learn Application Software Yong Su Ting
Outline of Presentation Introduction Background Purpose of research What is screencasting? Screencast Development Classroom Experiment Students’ feedback Discussion Conclusion
Introduction PowerPoint Excel Access PowerPoint Excel Access The first IT module for Foundation students: Learn Microsoft application software Education background Computer proficiency Learning experience Novice, intermediate or expert users? Education background Computer proficiency Learning experience Novice, intermediate or expert users? Diversity of Foundation students
Background Conventional classroom teaching: Software Demonstration + Notes Challenges & Problems Slow learners learning difficulties & cannot complete exercise. Fast learners bored. Students have diverse learning pace. An alternative teaching approach is needed.
When student learning styles are matched with instructional strategies, student achievement is maximized (Ballone & Czerniak, 2001; Davidson, Savenye & Orr, 1992; Dunn, Denig & Lovelace, 2001; Gregorc, 1979).
The purpose of this research is to identify students’ preferred learning style: Conventional vs. New Approach Conventional Approach New Approach Software demonstration Notes Screencasts Software demonstration Notes Screencasting is rapidly becoming a popular method of presenting content for instruction (Brown, Luterbach& Sugar, 2009)
What is screencasting? Screenast is “a digital movie in which the setting is partly or wholly a computer screen, and in which audio narration describes the on-screen action” (Udell, 2005). Screencast is a digital recording of the activity on a computer screen and it may contain sound tracks (Winterbottom, 2007; Lee, Pradhan & Dalgarno, 2008). The term “screencast” was coined and popularized by Jon Udell (father of screencast) in November 2004 (Pival, 2006; Lee, Pradhan & Dalgarno, 2008).
Use of Screencasting in Education Live capture presentations (PPT lecture) University of Wales, UK (Thomas, 2006). University of Stirling, UK (Winterbottom, 2007). Saint Xavier University, US (Arman, Wilson & Shirvani, 2007). George Fox University, US (Arman, Wilson & Shirvani, 2007). Ohio University-Zaneville, US (Arman, Wilson & Shirvani, 2007). Appalachian State University, US (Kurtz, Fenwick & Ellsworth, 2007). University of Ulster, Northern Ireland (Wilson, Uhomoibhi & McCartan, 2008). Edith Cowan University, Australia (Garner, 2008). Montana State University, US (Peterson, 2007) – Distance Education. Software/ Programming Indiana University, US – Multimedia Software: Microsoft PPT, FrontPage, audio software & Windows Movie Maker (Ross & Ross, 2005). University of Ulster, Northern Ireland – AutoCAD (Wilson, Uhomoibhi & McCartan, 2008). University of Texas-Pan American, US – Engineering Softaware: MathSoft‘s Mathcad & MSC‘s Working Model 2D (Freeman, 2004). University of Ballarat, Australia - BlueJ & Java (Lee, Pradhan, & Dalgarno, 2008). Step by step problem solution University of Saskatchewan, Canada – Physics (Robinson, 2008). University of Nottingham, UK- Mathematics.
Screencasts can accommodate different learning styles (Educause, 2006) and it is an effective learning object because it can incorporate visual (screen capture), auditory (narration) and kinaesthetic (demonstration).
Research Process Screencast Development Classroom Experiment Students’ feedback
Sample Exercise: Microsoft Excel Screencast Development Screencasts: Microsoft Excel & Access-demonstration of exercises Limitation: No narration
Experiment: Semester July 2009 (Semester 1 Foundation Programme) Classroom teaching: Week 4&5: Conventional approach Week 6, 7&8: New approach Week 9&10: New approach Demonstration + Notes: Microsoft PowerPoint Demonstration + Notes + Screencasts: Microsoft Access Demonstration + Notes + Screencasts: Microsoft Excel
MaleFemale 921 Students’ feedback Week 11 - Semester 1 Foundation in Bioscience – 30 students 1 st Section: Conventional Approach - Open ended 2 nd Section: New approach - Likert Scale - Open Ended
If I miss one step, I will miss everything. If I miss the class, I will miss the whole lesson. I can’t follow the demonstration. I am lost if the function is too complicated. I don’t like reading the notes. I don’t understand by reading the notes. Sometimes, I don’t understand because it is too fast. I can’t remember all the steps & functions. Conventional Approach
Learning Experience Mean AllMaleFemale Complete Exercise4.9 Understand better4.4 Better learning220.127.116.11 Learn at own pace18.104.22.168 Enjoy learning4.1 4.0 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree New Approach
Video demonstrations can help me to learn and understand better than reading the notes. Video demonstrations enable the slower students to learn at their own pace and replay the required steps. Video demonstrations can help the students who miss the class. Video demonstrations are useful and helpful for the class and revision purpose. Video demonstrations are interesting and fun. Video demonstrations are helpful but the lecturer’s explanation is also important to make us understand better. New Approach
Feedbacks from students are very positive! 100% - Agreed that lecturer’s demonstration supported by screencast is a better teaching approach.
Discussion Screencasting Students preferred learning style: Demonstration + Notes + Screencasts Screencasts can be used to supplement teaching materials (Peterson, 2007). Students can replay the screencasts. & reinforce their learning (Ross & Ross, 2005). Students can learn at their own pace & accommodate different learning styles and speeds (Educause, 2006). Students can use screencasts for revision because they are flexibility (Winterbottom, 2007). Students can learn and understand better because can help students to understand course concepts better (Freeman, 2004).
Conclusion Screencasting technology has a great potential to provide constructive learning experience in learning application software at tertiary level. Suggestions for improvement: Brief explanation. Narration & audio. Screencasts can be applicable across all disciplines (Peterson, 2007).
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