Screencasting, Podcasting, Videocasting, oh my!

Dru has asked us to comment on screencasting and what experience or thoughts we may have on the topic. I have to admit to being a screencaster for several years now – and that is one of the reasons I have been spending so much time with Premier Pro (see earlier blog postings) – so I can increase my skills in screencasting and videocasting. I tend to use the word Podcasting to cover this whole area of audio and video on demand and available either on your computer or your iPod. I know that the technical term is Podcasting for audio and Vodcasting for video, but that takes too long to say or type so I will be using Podcasting to cover all of these types of communications. I was first exposed to podcasting about four years ago at a workshop sponsored by the CTL and conducted by Kim Emery – so I guess I can say it's all her fault that I have spent so much time (and money) on this hobby.

While working for the CTL I helped build a site for faculty with many resources that they could use to learn about, produce, and post podcasts. The site is at http://www.montgomerycollege.edu/ctl/podcasting/ and focuses on the pedagogy, process, and legal policies involved with podcasting here at MC. The pedagogy is still evolving, but the site draws from research papers and articles written up until the spring of '08 (when the site was built). The process has also evolved but includes links to both open source and commercially available software and hardware for producing podcasts. The legal policies were never very well defined other than to link to some sites that offer general information about what is (and what is not) considered good practice for respecting and preserving copyrighted materials. One of the interesting aspects of this site are the interviews with College experts on various aspects of podcasting. The interviews were done in the MCTV studios and eventually aired on the MCTV channel, although their primary purpose was to be posted to this site so faculty can see how other faculty and staff are using, creating, or managing the growing library of MC podcasts.

I have used the podcasting technology in numerous ways over the last several years – the most enjoyable (for me at least) was to have students create podcasts recapping one of the chapters discussed in class. This assignment requires the students to work together in a team, be creative in deciding how to recap the topic (I stress the need to NOT BE BORING), and apply some of their computer skills to using the podcasting software and hardware. When students do a particularly good job I will ask them to sign a release form so that I can re-use their podcasts in later semesters as demonstrations. I have linked to one of the earliest student projects so you can take a look at it. Being an academic, once I spent a year doing this project I felt compelled to write an analysis of the project (which is also linked) that includes the handout I give the students when I assign the project, the grading sheet I use, my reflections, and what I think is most interesting – student reflections on the assignment (after it is over).

In addition to students creating podcasts, I have created a few of my own along the way. One use I have is to provide additional material not covered in the text. I have a podcast on how to avoid the evils of PowerPoint that I provide to my students each semester so they can learn some alternatives to the dreaded "Death by PowerPoint" syndrome that so many of us are prone to invoking on others. Since the text focuses on how to create with PowerPoint, and not how to communicate with PowerPoint, I provide this podcast as a link from my web site. This is provided on my public site so that the students can access it anytime they want (this semester or next or even the one after that). I also provide podcasts on how to solve the homework assignments that are part of the course. Since these assignments are graded I don't want students to have access to them until AFTER the due date, so I use WebCT to control when access to the videos is made available. I have these videos become accessible one hour after the homework is due (since by that time it is considered late, and late homework is only worth half value).

The software that I use for these podcasts is Camtasia, version 5 is available in the student labs for their use (and on my office computer) and version 6 is what I have at home. I like the interface since I think it is easy enough for students to pick-up relatively quickly, and it does everything I need for screencasting. If you have read my other blog entries you know I am learning Premier Pro so I can improve my production skills with live video. I am planning on setting up a video camera to record myself doing a weekly introduction to the topic and perhaps popping in some examples of the work I am talking about as I introduce it. It seems like Premier should make this relatively easy to do (now that I have finished the tutorials). I will keep you posted on my progress.

I did appreciate all of Dru's screencasts on Google and other open source applications. I have a pretty good toolkit already assembled, so I will likely stay with that for now. Using the tools I already know I think I can build a blended learning site that will meet my needs and the needs of my students. I like all of the new applications being introduced, but frankly don't have time to learn every new thing that comes down the block. I will stay with the tools I've got and I think I will be okay.

John