Embedded Files
GHM1 — GHM1 TASK 3: MULTIMEDIA
Kristi Torsak
Student ID: 010321383
Program Mentors: Jen Stankiewicz, MS & Anna Garcia, MS
December 20th, 2022
Multimedia Product:
Multimedia Link:
https://streamable.com/ufn66b (second location, same file)
Purpose
The purpose of this video is to share succinct instructions with my students on how to capture the correct type of screen clipping to show evidence of their work in certain assignments. The video is posted and accessible all semester after direct instruction is given in class. This ensures consistency and gives me a reference to guide students back to if they begin to turn in the wrong type of screen clipping any time throughout the course.
Target Audience
The target audience for this video is very specific to my 7th and 8th-grade Creative Coding students. Students enter the class at varying levels of competency in providing evidence for completed work, therefore, I provide a lesson on submitting evidence and the correct type of screen clippings for specific assignments. This video is provided as a supplement to that instruction.
Software
I created the multimedia using an application called “Camtasia” developed by TechSmith, Corp. This software is a mid-level video and audio editor that is less complicated and difficult to learn than something like Adobe Premier but possesses powerful editing, animation, and annotating capabilities suitable for instructional videos. It also has a strong screen capture feature with the ability to embed live webcam video from the capture stream. The export features are more robust than other software I have used and offer some connections to popular hosting options such as YouTube and Vimeo. Additionally, the software can quickly create GIFs and AVIs which are useful for the web or with LMS due to the compression and size (see figures 1-2).
In summary, Camtasia offers a lot of features I often use when creating multimedia for instruction and is my go-to application whenever I need to create, edit or publish a video.
My Process
So far (since I’m still a new teacher), I typically come up with an idea for a video after a need arises. I will notice a common problem, like students forgetting how to correctly turn in their evidence, or multiple students repeating similar mistakes within an assignment and then I will recognize the need for some clarification or supplemental instruction.
After I realize the need exists, I come up with a concept for a video. I will use the concept map technique for this assignment, however, in the past, I usually jot notes on a notepad or use my working memory to map out the concept mentally.
To create the video, I will open all the pages needed for the video in my browser, open my application, finalize my settings for the video (such as system audio, webcam, etc.) and begin recording. I seldom use scripts because most of my instructional videos are short. However, if I have a lengthy video, I will create an outline and notes for scripted material and pause the production after each step to help me stay on track.
I have also created videos while I have been live instructing a class because this seems to be helpful for how to pace and communicate in a way students can understand. It seems to be a little more intuitive to speak to the students when they are in class and I’m doing actual direct instruction. I find myself sometimes speeding too quickly through videos I create when I’m recording a video by myself.
After a video is recorded, I edit out superfluous material and “ums” and sometimes “soooo” to make things flow better. If needed, I will add annotations to make things easier to understand for students and highlight important points or concepts.
I publish videos using the “Export” feature and selecting “Local File,” after which I choose the quality for the video depending on its purposes and native file size. I generally select “MP4 up to 1080p” if the file size is reasonable for uploading to streaming services.
I then upload my videos to a service I pay for called “Streamable,” which enables me to embed the videos without ads or content filter issues directly into our LMS, Canvas (by Instructure). Students can then easily access the videos from their lab computers or school-issued devices without having to download or store content.
Procedural Steps: Creating a Video Using Camtasia (by TechSmith)
1. Begin Creating your Project
a. After opening Camtasia, select “New Project,” select “Save,” or “Save As” from the File menu, and give the project an appropriate title.
i. See image 3 in the carousel.
ii. See image 4 in the carousel.
b. Click “Ok.”
i. See image 5 in the carousel.
2. Add Media
a. To record media, select “Record” from the upper left corner.
i. See image 6 in the carousel.
ii. Select the area you wish to record and screen capture using the green handles in the four corners to adjust the framing. Choose which screens to capture, which video inputs to record and which audio to record as well. See image 7 in the carousel.
iii. Select “Record” and begin recording your screen capture video.
b. To import media, select the “Media” tab and then click on the “+” and “Import Media.”
i. See image 8 in the carousel.
ii. Drag the media into the timeline: See image 9 in the carousel.
3. Edit Media
a. Edit by moving the playhead and trimming or cutting out mistakes or unnecessary content. You can do this using the red and green handles and right-clicking to select “ripple delete” (which will connect the two uncut pieces of video together).
i. See figure 3.
b. Add annotations using the annotations tab.
i. See image 11 in the carousel.
4. Export Media
a. Click on “Export” and select “Local File.” Then choose the appropriate file type.
i. See image 12 in the carousel.
5. Publish Media
a. Publish media at a hosting site such as YouTube or Vimeo using an existing account (or creating a new one).
Conceptual Framework
For the purposes of this assignment, I created a conceptual framework and flowchart that will be appropriate for the multimedia I have selected. The flowchart assists me in maintaining a smooth flow for the instructional video as well as keeping my intention to the purpose of the video so I can avoid making unnecessary comments or points. This will help keep the video short and easy to follow.
Figure 3 depicts a simple flowchart with the items needed and the order they will appear, including notes for which concepts and points to highlight with annotations.
Figure 3. Conceptual Framework (Flowchart) (see image 13 in the image carousel)
Additional Video Examples:
https://streamable.com/th4s0u (live instruction)
https://streamable.com/rejfgx (supplemental video after teaching the workflow in class)
https://streamable.com/ifgzm2 (as a communication tool for individual students’ parents)
https://streamable.com/t31iol (video showing me performing a task on a student’s computer to demonstrate for parents and students how to do this at home)
Sources
Code.org. (n.d.). Retrieved December 20, 2022, from https://studio.code.org/s/csd3-2020/lessons/3/levels/10
Glossary of terms – techsmith support. (n.d.). Retrieved December 20, 2022, from https://support.techsmith.com/hc/en-us/articles/203732858-Glossary-of-Terms
Record, edit, share. The TechSmith Blog. (2022, December 20). Retrieved December 20, 2022, from https://www.techsmith.com/learn/tutorials/camtasia/record-edit-share/
Log in to access the Lucid Visual Collaboration Suite. Lucid visual collaboration suite: Log in. (n.d.). Retrieved December 20, 2022, from https://lucid.app/lucidchart/e73af478-e1dc-47e9-9b57-79c41ebab416/edit?beaconFlowId=F37BB9A67448107C&invitationId=inv_2b9596d3-be22-4bf1-8505-1f056e60ea7d&page=0_0#
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