screencasting

Q2 Plan and Record

17. Screencasting

Introduction

In Quest 1 you learned how to plan and create a screencast. In this Quest you will be planning and creating a training video (or a demo or report for a class). This is a great way to share your knowledge virtually (not physically present). We're going to model this first, and then you will use the special template (or even index cards) and make your plan. Check with your teacher and see if you have access to a microphone for the recording.


Key Vocabulary:

Wordy: using too many words to say something, or repetitive

Graphic organizer: A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as concept maps, story maps, advance organizers, storyboards, or concept diagrams.


Steps:


1. Make a list of 2 or 3 ideas about something you could demonstrate or show  on your computer that would be a "how to..." tutorial or demonstration. Show your list to your teacher for help in selecting one.

Appropriate topics might include:

  • How to use a tool or app
  • Safety tips
  • Tips and tricks (such as Internet Safety, troubleshooting...)
  • Navigation of a favorite web site
    Report for a class (social studies, math, science)

2. Create a detailed plan using one of the Planning Guides provided (Planning_guide.doc, Planning_guide google doc, Storyboard_template.doc).

Note: You might find using a graphic organizer to create an outline first will help (bubbl.us , Gliffy , Popplet, or alternative app). Check with your teacher about the preferred resource to use.

3. With a partner, use this Screencast rubric to review each of your plans making any edits necessary before your practice session in Step 4.

4. Practice your planned screencast with a partner watching and listening. Discuss whether your topic was explained successfully. 

Some Tips:

  • Keep it simple. Cancel the "fluff" and blank space. You may want to use the Online Stopwatch as a resource.

  • Practice, practice, practice.  

  • By writing your script and rehearsing several times, a high quality screencast will result.

  • Stop wiggling your mouse onscreen! Your screencast records everything.  Move it away if you are not pointing to a specific talking point.

  • Try to be as natural as possible, enthusiastic, and to the point (not excess wording).  

5. Complete and save your final screencast training tutorial to turn in.


Completing this Quest

When you are done, share your screencast with your teacher and save it in your File Space or as directed. 


  Check off this Quest on your 21t4s Roadmap


I have completed the Quests as assigned by my teacher.  awardicon
Go to the graduation page for this Thing.

 

ISTE and Common Core Standards

ISTE Standards•S

1. Empowered Learner
d. Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, are able to transfer their knowledge to explore emerging technologies

6. Creative Communicator
b. Create original works or responsibly repurpose or remix digital resources into new creations

Common Core Standards

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.