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Continuous Professional Education


                                                                                                           Tips for creating screencasts>
                                                                                  Create a Screencast with Screencast-o-matic>

What is Screencasting?

Screencasting

                         
 

 

 

 

 

 

A screencast is a video recording of your computer screen, while onscreen activities are being carried out, and usually includes audio.  Screencasting is also referred to as video screen capture, and is a great way to teach or share ideas. While screencasts are used mostly to explain or demonstrate activities like using a piece of software or changing settings on an application etc., screencasting software can also be used effectively by students to facilitate peer assessment and feedback.

Some of the main benefits of screencasting is that the viewer can watch the screencast at a time convenient for them, and at their own pace (by pausing and rewatching portions).

 

WHY SHOULD I USE SCREENCASTING?


  • Easy
 It’s (relatively) easy to record a screencast
  • Flexible
 It can be quite flexible in its application – e.g.: Show a process from beginning to end, record a presentation, give feedback
  • Quick

Often, more information can be conveyed in a shorter amount of time than with written content

  • Accessible
Screencasts can be made available online, publicly or privately, making them easily accessible to students

     

SOME EDUCATIONAL USES

  • Recording teaching material
  • Fieldwork support
  • Recapping and reinforcing material already covered
  • Just in time learning
  • Software demonstrations
  • Learners demonstrating their work
  • Simulations
  • Teacher feedback

MORE SCREENCASTING SOFTWARE

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                                                                                                           Tips for creating screencasts>
                                                                                  Create a Screencast with Screencast-o-matic>

 

Designing with blended learning in mind requires the same understanding and skills that are applied to all course design. A key difference is that consideration must also be given to how the activities, delivery methods, technologies, learning spaces and assessments are integrated. These all have a direct impact on how the activities are designed. This session, designed with university lecturers in mind, seeks to establish and share best practice in blended learning, bridging the gap between strategy and delivery by empowering higher education teachers to translate principles of blended learning into effective teaching and learning practice. Offered each semester or on demand, this session can be catered for individual departments undergoing curriculum design changes.

Blended Learning

The TELU has worked with the Human Resources Division to consolidate and offer a Sulis hosted solution for a range of online training tools specifically designed for the Higher Education sector. Amongst this, you can access a full course developed by Oxford University Press/Epigeum in Blended Learning. Blended Learning brings together a group of leading experts and universities to establish and share best practice in blended learning, with participation of some of our own UL colleagues.

The materials are available in Sulis by joining www.ul.ie/pdo. Login to Sulis with your UL username and password. When prompted to join the site, click Yes. Please then see the Online Professional Development tab.

                                         Online Teaching

As part of the National Forum for the Enhancement of Teaching & Learning's open access digital badge initiative, Hibernia College, Cork IT and UL have teamed up to create the online course Getting Started with Online Teaching. This course is intended for anyone supporting teaching or other support staff to take the first steps into online teaching. We expect that as a result from participating, teaching staff can:

  • Develop an understanding of the student perspective of what it is like to study online
  • Apply principles of online module design including a range of assessment options
  • Develop online activities and open education resources and approaches to media creation
  • Experience online facilitation and interaction including some strategies for engaging students in the online space (towards building a learning community)

Participants are expected to invest about 25 hours of learner effort in total during 6 weeks (approx. 3 hours/week). The course is divided into four sections and will include activities that should be completed collaboratively through the discussion forum on the virtual learning environment (VLE). Every participant who completes the course and associated evidence criteria will be eligible to claim the Forum's digital badge for Getting Started with Online Teaching.

Good educational practice points to the need to provide timely, confidential, manageable and empowering feedback (Race, 2013). Yet, with increasing demands on academics and large cohorts, this becomes very difficult to manage. This session explores ways in which the available institutional tools (Sulis, Turnitin, clickers, etc) can enhance the assessment and feedback experience for students and bring efficiencies for teaching staff.

Turnitin is a plagiarism-prevention service and feedback tool which can be extremely useful in formative assessment to help students learn how to avoid plagiarism and improve their writing. This hands-on session will explore its features and the integration with the Assignment tool in Sulis from a pedagogically and research-informed perspective.

As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.

As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.

As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.