Mathematics Screencasts 1

Mathematics Screencasts: Utilizing Screencasts as an Online Mathematics Assessment and Instructional Tool

Mark Murray

EDTEC 566 Dr. Fritz October 7, 2008

Mathematics Screencasts 2 Mathematics Screencasts: Utilizing Screencasts as an Online Mathematics Assessment and Instructional Tool Introduction My action plan involves the utilization of screencasting software as an online mathematics assessment and instructional tool. Students will create screencasts of mathematic problems to provide their online teacher with evidence they have mastered the mathematic skill or concept. Students will also become contributors to the instructional process as the teacher uses their screencasts as instructional objects in online lessons. Literature Review Screencasting is a relatively new term, first used in 2004 by blogger Jon Udell (Udell, 1994). However the concept and practice dates back to 1994 with ScreenCam, a Lotus software (Wikipedia). Anything that can be viewed on a computer screen can be captured and incorporated into a screencast. “A screencast is a recording of a video of screen activities, including mouse movements and clicks. An audio [or video] commentary can be added to the video to explain the process." (Peterson, 2007) Screencasts have many uses. Computer software companies use screencasts as tools “to market software products, and to train people in the use of those products.” (Udell, 2005) Screencasts have been incorporated into education institutions as tools for librarians to develop “tutorials, such as explaining an online database” (Peterson, 2007). Screencasts have the potential to “rise to the level of cinematic storytelling” (Udell, 2005 – lights). Why so much potential? Because screencasts engage the learner. The synchronized audio, screen video, and mouse-clicks “help hold students’ interest” and “allow [the 21st Century

Mathematics Screencasts 3 learner] to learn in a more self-directed fashion, one that suits their style and speed of learning.” (Peterson, 2007) ( Educase, 2006). Screencasting software allows online teachers to move beyond replicating traditional direct instruction with audio and video recordings or posting online lecture notes. Screencasting enables teachers to move towards “active learning” which "simply means that by increasing student interactivity with the information, you are increasing student mastery of the material” (Roberts, 2005). Udell’s opinion that "when you narrate a software demonstration, you're forced to go step by step, analyzing and describing everything that happens" supports my goal of having online math students illustrate how they arrived at solutions to problems with creation of screencasts – which can be classified as math demonstrations (Udell, 2005). Also supporting my goal are the teachers currently implementing screencasting into their math curriculum. Math247 is a mathematics screencast library wiki comprised of “mathcasts” contributed by teachers and students from elementary and secondary levels. Phenomena Modeled With the creation of screencasts in the mathematics online setting, students will model domain knowledge. An outcome of math screencasts created by online students as assessments is to help them “acquire (comprehend and retain) knowledge more effectively than most traditional learning methods.” (Jonassen, 2006). By demonstrating how they arrive at answers to Algebra, Geometry, Trigonometry, or Calculus problems in the form of a screencast, students are required to show their work. Showing one’s work or explaining how one arrives at a particular answer is the backbone of most mathematics assessments and curriculum. An online mathematics students’ screencast comprised of the

Mathematics Screencasts 4 student physically showing how an Algebra factoring problem is solved and providing an audio explanation of the solution requires a deep understanding of the mathematics rules and proper execution of the skill. This type of assessment will provide the teacher with affirmation that mastery of the mathematic concept was achieved. With this activity, students will also model thinking skills. Specific skills that will be modeled are project management skills and organization/representation skills. These online mathematics students will have to organize resources needed for the project. These include the screencasting software, the application they will write on, the microphone and any other graphics they intend to use. These online mathematics students will also have to make decisions on how to “sequence information to make it understandable” (Jonassen, 2006). In addition if the student-generated screencasts are evaluated and critiqued by other students, there is an opportunity for more modeling of higher thinking skills. Teachers can model critiquing and evaluating screencasts by recording the viewing and evaluation of a screencast by with the completion of an assessment rubric. Software and Hardware The best canvas for the mathematics screencast are note-taking applications that enable the user to write with a stylist on a tablet screen, showing the students’ pencil-strokes, erasures, and annotations. Some prominent note-taking applications are Windows Journal, Microsoft Word, or free applications like Zoho Notebook. Of the many screencasting software available, some programs that deserve consideration are Adobe Captivate and Camtasia by TechSmith. For those with budget concerns, high-quality free screencasting programs are Jing and Wink are available. Jing is a project offered by the creators of Camtasia and Wink is a closed-source freeware. All produce .swf or .avi video files, which are playable in all operating systems and many media

Mathematics Screencasts 5 players. Effects on Learner The utilization of screencasting in online mathematics will have a significant impact on the online mathematics learner. By viewing, creating and critiquing math screencasts, students will be more engaged. Typically screencasts are brief, contain audio and video and are self-directed, all characteristics that are in line with the 21st learner. The practice of incorporating studentgenerated screencasts into the online math curriculum makes the student a more significant part of the learning process. The teacher student roles are changed and the student becomes the instructor. Assessing online math students with screencasts is relatively new in online learning communities since schools and districts may be deterred in purchasing screencasting software and tablet technology because of its price tag. Recent free screencasting software, such as Jing and Wink, has made this approach to online assessment more a feasible. Both are user-friendly and capable of creating polished screenshots. Jing has the distinct feature of allowing users to share their screencasts by uploading them to a shared server. Conclusion Online mathematics students that create screencasts as a method of assessment will model domain knowledge while displaying a high level of student engagement and developing a deeper appreciation for the entire learning process. I plan to encourage my online teaching colleagues to incorporate this practice into their online lessons. I feel it will greatly enhance the scope of their assessments, lead to deeper student engagement and be a relatively simple process to teach to students.

Mathematics Screencasts 6

References

Educase. "7 Things You Should Know About Screencasting" Educase Retrieved October 6, from http://www.educause.edu/ir/library/pdf/ELI7012.pdf Notess, G.. (2005). Casting the Net: Podcasting and Screencasting. Online, 29(6), 43-45. Retrieved on October 6, 2008 from http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie45PFIr 66wTLWk63nn5Kx95uXxjL6nrke0pbBIrq6eULiqtlKwqp5oy5zyit%2fk8Xnh6ueH7N%2fiVauo rkyurrRQta2zPurX7H%2b72%2bw%2b4ti7jOTepIzf3btZzJzfhruntlC3r7JRtpzkh%2fDj34y73PO E6urjkPIA&hid=7 Peterson, Elaine (2007). Incorporating Screencasts in Online Teaching, International Review of Research in Open and Distance Learning, Volume 8, Number 3. Retrieved October 5, 2008 from http://www.irrodl.org/index.php/irrodl/article/view/495. Jonassen, David H. Modeling With Technology: Mindtools for Conceptual Change, 3rd Ed. 2006. Roberts, G. (2005). Instructional Technology That's Hip High-Tech. Computers in Libraries, 25(10), 26-28. Retrieved on October 6, 2008 from http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie45PFIr 66wTLWk63nn5Kx95uXxjL6nrke0pbBIrq6eULiqtlKwqp5oy5zyit%2fk8Xnh6ueH7N%2fiVauo rkyurrRQta2zPurX7H%2b72%2bw%2b4ti7jOTepIzf3btZzJzfhruntk%2bura5Qtpzkh%2fDj34y7 3POE6urjkPIA&hid=7 Udell, John (2005). “What is Screencasting” –Retrieved from http://digitalmedia.oreilly.com/2005/11/16/what-is-screencasting.html Udell, Jon (2004-11-15). "Jon Udell: Name that genre". InfoWorld. Retrieved October 5, 2008 from http://en.wikipedia.org/wiki/Screencast Udell, J. (2005). Secrets of Screencasting. InfoWorld, 27(20), 34. Retrieved October 1, 2008 from http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=17063822&site=ehostlive