The document discusses using the screen recording software Camtasia Relay to create recorded lectures and screencasts for online and blended courses. It describes how faculty at Seattle Pacific University are using screen recording to supplement face-to-face lectures, enhance blended learning courses, and engage online students. The workflow for recording, editing, and publishing presentations with Camtasia Relay is outlined. Student feedback indicates that screencast lectures help make online courses feel more interactive and help visual learners understand concepts.

1. Invigorate
Face-­‐to-­‐Face,
Blended,
and
Online
Instruc6on
Using
Camtasia
Relay
David
Wicks,
Sea@le
Pacific
University
Baine
CraC,
Sea@le
Pacific
University
Geri
Mason,
Sea@le
Pacific
University

2. Abstract
Demand
for
both
effec6veness
and
flexibility
in
the
delivery
of
course
material
becomes
increasingly
complex
as
the
student
popula6on
changes
and
as
courses
incorporate
more
online
components.
Instructors
can
use
Camtasia
Relay
to
easily
record
lecture
material
and
make
screencasts
available
to
students
any6me,
in
mul6ple
formats.
Instructors
can
increase
teaching
presence
through
recorded
lectures,
along
with
opportuni6es
to
interact
on
in-­‐class
assignments
and
provide
feedback
to
students.
We'll
describe
how
faculty
at
SPU
are
using
screen
recording
to
supplement
face-­‐to-­‐face
lectures,
how
this
technology
can
enhance
blended
learning
courses,
and
how
screencasts
can
be
used
to
engage
students
in
the
online
classroom.

3. Why
Relay?
Every
Prof
All
can
Ease
of
use
can
create
par6cipate
• Setup
• “Free”
capture
• Delivers
content:
• Record
soCware
with
• In
common
• Publish
service
formats
• Repeat
• Only
need
• In
familiar
computer
&
loca6ons
microphone
• Accessible
• High
speed
content
connec6on
to
upload

4. Baking
Metaphor
Camtasia
Relay

5. How
do
I
get
started?
1.
A@end
a
Lecture
2.
Log
into
3.
Email
Capture
workshop
or
h@p://camtasia.spu.edu
onlinelearning@spu.edu
1-­‐to-­‐1
training
using
SPU
creden6als
ask
for
profile
6.
Record
&
Publish
5.
Download
and
4.
We’ll
add/create
presenta6on
install
the
recorder
profile
for
you
If
publishing
to
SPU’s
iTunes
U
or
YouTube
account:
Email
onlinelearning@spu.edu
Title
&
Descrip6on
info
5

6. Record
and
Publish
Presenta6on
Workflow
1.
Open
5.
Post
in
applica6on
Blackboard
to
record
2.
Open
4.
Trim
&
Relay,
publish
choose
screencast
profile,
test
audio
3.
Record
screencast

7. 1.
Open
applica6on/document
to
record

8. 2.
Log
in
to
Camtasia
Relay

9. 2.
Relay
Interface

10. 2.
Choose
Profile

11. 2.
Add
Title
and
Descrip6on
3.
Click
Record
bu@on

12. 3.
Stopping
the
recording

13. 4.
Check
before
submieng

14. 4.
Trim
Clip

15. 4.
Presenta6on
Complete

16. 5.
Presenta6on
Published
Email

17. 5.
Build
Content
>
URL

18. 5.
Enter
Title,
Paste
URL

19. 5.
Open
in
New
Window
Submit

20. 5.
Click
link
to
test

21. 5.
Presenta6on
plays
in
new
window

22. Record
and
Publish
Presenta6on
Workflow
1.
Open
5.
Post
in
applica6on
Blackboard
to
record
2.
Open
4.
Trim
&
Relay,
publish
choose
screencast
profile,
test
audio
3.
Record
screencast

24. Camtasia
Studio
by
TechSmith
Screen
Capture
Technology
in
the
Tradi6onal
and
Online
Classroom
Baine
Cra5,
Ph.D.
Assistant
Professor
of
Psychology
and
Biology
Sea@le
Pacific
University

25. The
Online
Classroom
• Goals
– To
provide
online
courses
that
are
s6ll
rela6onal
– To
create
lectures
that
are
interac6ve
– To
provide
examples
and
problems
that
are
engaging
and
memorable!

26. The
Online
Classroom
• Online
Courses
– Introduc6on
to
Sta6s6cs
for
the
Social
and
Behavioral
Sciences
– General
Psychology
– Teaching
Tools:
• Screen
Captured
Lectures
• Screen
Captured
Examples

27. The
Online
Classroom
• Example:
– Lecture
on
Intro
Stats
– Beware
of
the
southern
accent!!
– h@p://www.screencast.com/t/IuIMqiH9u4AJ

29. The
Online
Classroom
• Student
Responses
– Intro
to
Sta6s6cs
• “Because
I’m
a
visual
learner
and
like
to
see
the
steps
necessary
to
complete
math
problems,
the
screen
capture
was
very
helpful
for
me
in
this
class.”
• “I
have
a
lot
of
trouble
when
I
don’t
have
one
on
one
learning.
The
screen
capture
definitely
helped
though.
It
just
took
some
geeng
use
to
since
it
was
so
new
to
me.”
• “I
thought
it
was
extremely
beneficial.
It
allowed
the
professor
to
interact
with
us
online
beyond
just
talking.
I’m
a
visual
Learner
so
presenta6ons
really
helped
me
when
he
would
write
or
draw
on
the
screen.”
• “No
idea
what
this
is.”

30. The
Online
Classroom
• Student
Responses:
– General
Psychology
• “I
thought
that
it
was
very
helpful
and
made
it
feel
like
the
professor
was
giving
a
live
lecture.”
• “It
was
beneficial
because
it
reminded
me
of
a
normal
lecture
(in
classrooms)
where
a
professor
might
have
a
powerpoint
set
up
.
.
.
If
you
are
a
visual
learner
(like
myself),
that
is
extraordinarily
helpful.”
• “I
did
not
no6ce,
due
to
the
fact
that
I
rarely
watched
the
lectures.”

31. The
Tradi6onal
Classroom
• Goals
– To
provide
students
with
addi6onal
informa6on
or
examples
outside
of
class
– To
use
my
6me
as
well
as
students
more
efficiently
• Tradi6onal
Course
– Advanced
Sta6s6cs
• Teaching
Tools
– Screen
Captured
Examples

32. The
Tradi6onal
Classroom
• Example
– Demonstra6on
of
a
lab
assignment
– h@p://www.screencast.com/t/UAVgmwJEguoJ

34. The
Tradi6onal
Classroom
• Student
Responses
– “I
also
liked
the
screen
captures
that
went
over
how
to
run
test
in
the
various
programs.
I
actually
somewhat
liked
the
lab
assignments.
I
don't
know
why?”
– “Working
through
examples
in
both
SPSS
and
Excel,
and
having
screen
capture
videos
available
for
study
6me
on
my
own”
– “Being
able
to
watch
the
screencasts
outside
of
class
helped
a
lot
when
I
was
studying
and
using
both
Excel
and
SPSS
helped
me
learn
the
material
be@er.”

35. Sugges6ons
and
Issues
• Edi6ng
Func6on
• Student
Access

36. Camtasia
Studio
by
TechSmith
Screen
Capture
Technology
in
the
Blended
Classroom
Geri
Mason,
Ph.D.
Assistant
Professor
of
Economics
Sea@le
Pacific
University

37. The
Blended
Classroom
• What
is
it?
• Why
use
it?
– Replace
a
por6on
of
– Increase
flexibility
for
tradi6onal
face-­‐to-­‐face
students
with
full
class
6me
with
online
schedules
work
– Engage
a
larger
variety
• Online
collabora6on
of
learning
styles
• Online
learning
– Increase
efficiency
for
• Online
assignments
professor
– At
least
30%
online

38. The
Blended
Classroom
• Goals
– Set
clear
standard
for
class
prepara6on
– Communicate
informa6on
in
a
medium
students
relate
to
– Increase
efficiency
of
6me
for
both
student
and
professor
tutorialchip.com
egodevelopment.com

39. The
Blended
Classroom
• Courses:
Agg.
price
– Principles
of
level
LRAS
S AS
R
Macro-­‐
economics
– Intermediate
PE ELR Long-run
macroeconomic
Macro-­‐ equilibrium
economics
AD
YP Real
Potential GDP
output

40. The
Blended
Classroom
• Teaching
Tools
Ini6al
Intended
Uses
– Lecture
– Lecture
Supplement
– Prac6ce
Problems
Student
Efficiency
– Quiz
Review
– Instruc6ons
– Assignment
Descrip6on
Instructor
Efficiency
– Pre
Course
Tutorial

41. The
Blended
Classroom
• Student
Efficiency
– Prac6ce
Problems
– Quiz
Review

42. The
Blended
Classroom
• Professor
Efficiency
– Example:
Instruc6ons
– h@p://www.screencast.com/t/7F09gu9mkL

44. The
Blended
Classroom
• Office
Hours
(two
students
and
a
professor)
Student
1:
“I
need
help.
I
don’t
get
it.”
Prof.
Mason:
“Sure.
Where
are
you
having
trouble?”
S1:
“I
just
don’t
get
it.
Any
of
it.”
S2:
“Did
you
watch
the
video?!?”
S1:
“not
really…umm…”
S2:
“Here—let
me
show
you
[how
to
do
the
problem].”

45. The
Blended
Classroom
• Student
Responses
– “I
love
having
the
solu6on
videos!
I
watched
it
like
12
6mes
and
now
I
get
it!”
– “It’s
great
when
studying
for
the
test.
I
can
go
back
over
a
lecture
as
many
6mes
as
I
want,
and
pause
it
to
work
on
the
problems
along
the
way.”
– “I
didn’t
really
use
them.
I
prefer
to
read
the
book
and
study
on
my
own…but
I
felt
like
I
had
to
watch
them.”

46. Tips
and
Tricks
• Funny
pauses
• Imperfec6on
• Efficiency
• Length
• Anonymity

47. Limita6ons
• Edi6ng
op6ons
• Power
Point
func6onality

48. Ques6ons???
Baine
CraC
-­‐
craCb@spu.edu
Geri
Mason
geri@spu.edu
David
Wicks
dwicks@spu.edu
Rob
Mowid
R.Mowid@TechSmith.com