ALA 2010: The (Screen) Casting Couch

Intros

MARS – Emerging Technologies in Reference Section sponsored

Moderator: Van C. Houlson

Presenters: Nadaleen Tempelman-Kluit, Maribeth Slebodnik, Will Breitbach

Presenters first, then questions after.

MARS meeting tomorrow AM in Ren Hotel Room 12

Section I – Nadaleen

  • mac user
  • Screencasting – what is it? -can it meet instructional need at your lib?
  • defined: digital movie + computer screen + audio – Jon Udell coined term, 2005
  • libcasting = a new term Library screenterm
  • Slidecasting = recording your ppt slides
  • showing 4 examples; why/why aren’t these a screencast?
    • 1st ex in Adobe Captivate & is on google scholar
    • 2nd has sound & subcaptioning
    • 3rd is actually a slidecast – a ppt that was recorded prob with Camtasia or something like that
    • 4th is a youtube: boolean operators, done with common craft type thing. (using drawn manipulatives).  More concept orientated. Time consuming & hard to do well.
  • Does it meet an instructional need for your lib?
    • how much time does it take
    • is it worth the effort?
    • We shouldn’t start with the premise “Ooh, I want to do this”.
    • You should determine WHAT you’re trying to convey & choose best medium.  This might not be it.
    • ADDIE – analyse, design, develop, implement, evaluate = the steps before you start to create an instructional item
    • ADDIE will help you work out hey, these users aren’t computer literate; a screencast isn’t the best thing.  or Humm…can’t we improve the interface before making a tutorial on how to use the interface? etc.
    • We are starting with Develop when you’re figuring out what software to use, etc.
Section II – Maribeth
  • Instructional goals – class related? use once? use a lot?
    • active learning – now the gold standard.  Lecture only doesn’t cut it anymore. How to get that into screencast? Probs to solve.  Let users control screen.
    • engagement – related to active learning. Give people a map of screencast to keep them involved.  Make it as related to their content as possible
    • applicability – her term.  How to reuse bits to increase resuing
  • Developmental goals – what are your resources & best way to employ it.  Is this the best format to use
    • ease of development
    • east of use & revision
    • utility – make in such a way you can mod it & reuse later
    • (man I agree!  She says cut back on the stuff flying in like in old PPT days.  Interesting, but not overdone.)
  • Pedagogical advantages & disadvantages
    • Advantages
      • repetition
      • multiple media – will let you address all learning styles
        • also, script your narration [hummm…not sure I 100% agree]
      • feedback – self quizzes,
        • if the software is good enough, it can actually say “yes, you are right!” in a popup, or if wrong answer, you can give them the right answ & go back to section to review that bit.
      • organization – toc listing each module (if you did say 8 different pieces in 1 group / on 1 product.  Keep each thing short)
      • pacing – let ppl enter & exit tutorial whenever they want
    • Disadvantages
      • lack of personal contact
      • lack of personal feedback (both directions)
  • Best practices – these are basically from academic perspective.
    • most from article on resource list the lit review one
    • estab. objectives
    • use relevant standards – ACRL has many subject specific ones.  & there are others.  Again, teacher standards. Meh, not useful for public libraries.
    • choose best partners – other librarians, orgs, graphic designers, programmers, govt body, etc.
    • optimize student engagement – help ppl keep track of where they are (screen 10 – 15, for example)
    • use active learning strategies – they have to click to continue, tasks or problems to solve = tutorials can be helpful
    • eval – do a pilot one. Get feedback from small group, do useability testing, etc.
Section 3 – Will
  • Use this in Ref.
  • Trad ref encounter: you & person @ desk with patron & a PC screen
  • Virtual ref is not like that….it’s a bunch o text. [Wow, the pic on the screen is too much text from librarian; this is trying to replicate trad ref interaction, but this isn’t going to work on IM]
  • Expert Schema = this is what we bring to the table.  We may appear expert on everything, but we just understand org of info & troubleshoot problems b/c we have this schema of the info world [I like that!}
  • Use what others have created – youtube; a.n.t.s.; primo (ala acrl is); cooperative library instruction project = general, so anyone can use them.
  • Create your own – camtasia, articulate, adobe’s thing.
  • Problem: you make them & they’re buried on website & no one uses them.  He’s even stopped b.c no evidence that anyone is using them.  Can be useful for linking to in virtual ref.
  • He makes something very specific during virtual ref & reuses it later
  • Slavic vampire mythology question!
  • He really hates the too much IM text from the librarian
  • He uses Jing (isn’t that the spelling)?  He’ll launch it mid-IM, select area for capture…it gives countdown…you can talk & record what you’re doing…so they can SEE the nav, not get a word map of how to get there with YOUR V/O “sharing your expert schema”
  • Upload it & under a minute [ha!  not on my library’s bandwidth] you can share the link to it instead of the blahblahblah IM.  [This is totally awesome, but totally unworkable in probably every public library’s bandwidth. 🙁 Must find another workable tool…and it could be a preloaded video link or something like that]
  • You’ll definitely want to tell them…”Oh, let me just check”  Make the video while you’re checking.
  • Benefits
    • Audio & visual
    • Personalized
      • On the fly vid?  VERY personalized.  Make once ones are too general for them to figure out how to do their search.
    • Higher Retention
      • video instruction is more effective, according to research, than text-based.
    • Revisit content
    • Less frustration
    • Quicker
    • Schema – since talking is easier, you can add more value by sharing your schema more than in text.
    • (also…they think you’re some kind of tech genuis!!!)
Discussion
  • What are you sending them?  A link.  All you have to do is click paste b.c Jing puts link on the clipboard
  • Another tool: Textmyth? [The Camtasia people make whatever this is…will check the link later] – useful, tho, for this
  • How long?  How many minutes can someone tolerate these videos? – 15 minutes…NO!!!!  Gah.  Please.  3 – 4 minutes is about as long as you can go.  [We’re not making the Thriller video, folks! 🙂 ]
  • What’s the shelf-life for these things? – Depends on the content.  Is it for 1 person?  1 class?  It’s important, esp. with highly produced ones.  The on the fly ones, just useful for 1 time only.  Sometimes if the DB or catalog interface changes, you have to redo, obviously, but maybe you can just replace the videos.
  • ADA issues…closed captioning….Camtasia has some, but perhaps screen readers can’t pick those up. Jing?  He is the compliant text if there’s an issue, b.c he can load it in chat window.  If you upload it to youtube automatically does a machine transcription
  • “Premeditated” – funny!  “feels that way if you go over the 5 minute mark
I personally wrapped here…Lunch time.  Plus…I lost my Palm Pre case in the exhibit hall!!! Oh noes!  I will try lost & found & retrace most recent steps.  At worst, I can buy a new one on ebay or steal The Husband’s.

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