Kathryn Mayo
Using Camtasia to Bridge the Gap in Digital Photographic Education
Spring Semester 2011
Date of Submission: October 26, 2011
Abstract
An informal poll taken in my Photo 320 class revealed that over two thirds of the students watch online tutorials through media outlets such as YouTube and Lynda.com tosupplement their photographic education. After taking this poll, I was intrigued as to how I could also reach my students this way. I thought that by creating a bank of online tutorials specifically featuring concepts taught in class, I will be filling in an educational gap that students are already trying to fill themselves. Our classes are also beginning to combine more online content as some classes have a hybrid component and this project would enhance each class’ online presence and, in turn, has a high possibility of attracting students who might otherwise not take a hybrid class. Camtasia seemed to be the most direct solution to this problem as it is a software that allows for live screen capture on a computer monitor.
My objective with this project is to enhance student learning and improve the quality of my instruction. The supplemental content I will create is intended to fulfill my objectives by promoting retention of difficult concepts: students can revisit difficult topics on their own time, as many times as needed. Student access (via Desire 2 Learn) to the online tutorials will improve the quality of my instruction by allowing me to reach students in more than the traditional means of instruction.
My Type B sabbatical allowed me to master the software Camtasia for Mac, giving me the opportunity to capture content as I created it on my computer screen. I specifically recorded tutorial videos of Photoshop CS 5 content and concepts. Students had access to the tutorials online via Desire 2 Learn. Through the creation of the video tutorials, digital content was made more accessible for students, in both on ground and hybrid classes.
I feel that this project did benefit the photography department as a whole. Students in all digital photography classes will be able to access the content and enhance their educational experience. My project essentially enhances CRC’s goals and objectives as outlined in the vision statement by promoting innovation in instruction and empowering students to realize their potential.
Using Camtasia to Bridge the Gap in Digital Photographic Education
I spent most of the sabbatical learning and mastering the Camtasia program and a significant portion of the sabbatical recording, creating and uploading Photoshop CS 5 tutorials to Desire 2 Learn. Camtasia offers free online tutorials demonstrating how to use their software which I took advantage of. After creating my own bank of tutorials I uploaded the videos to Desire 2 Learn. The 65 tutorials captured through Camtasia covered beginning through advanced Photoshop techniques.
Camtasiais a fairly simple program to learn, but one that takes much practice to master and use correctly. I began by accessing Camtasia’s online tutorial bank which is user friendly and gives the user a good foundation to build upon. I also thoroughly researched the correct headset equipment I needed and ended up purchasing another headset that was better suited for my recording needs.
Camtasia allows the user to record videos in a variety of screen sizes and I initially recorded about twelve videos before realizing that I was recording in the wrong aspect ratio—a novice mistake that I quickly corrected. Once the videos were uploaded I had found that they were too small for the viewer to see properly. Some research into the matter allowed me to be able to change the aspect ratio and record in the correct manner. Although I was disheartened at having to start over with my recordings, the second round of tutorial videos were more concise and focused in content, ultimately making them much easier for the viewer to follow.
There are also many tutorials available online from providers such as Lynda.com and YouTube.com. I watched many tutorials to study how effective each video was. I found that videos that are between two and five minutes in length are the easiest for the viewer to follow. After researching this, I re-recorded some videos and edited others for appropriate length. I feel that this made them more understandable and easier for the viewer to follow.
I spoke at length with other users both in person and online who were using the Camtasia software. Their knowledge and support was invaluable to me as I was beginning the process of learning the software. Many mistakes were avoided because of this. For example, I was able to enhance the sound on my video tutorials by talking with a Camtasia chat board user. This concept was not covered in the Camtasia tutorials or in the user manual for the headset.
I also researched methods of distributing the videos to my students. There were a few options and I tried each one. Vimeo.com and YouTube.com are both hosting websites that I used briefly to host videos. Both sites are extremely time consuming in upload speed and efficiency. After my initial frustration at how long it took to upload the videos I created, I began to research other methods for distributing the videos. Cosumnes River College has two options available locally—hosting through EduStream.org and on the school’s server. Both options have their drawbacks and both options have benefits. I eventually settled on distributing the bank of videos I created through EduStream.org. Greg Beyrer in the Distance Education department was instrumental in helping me navigate the EduStream.org site and the process of uploading the videos.
After uploading the videos, I limited access to each video in accordance with the material and content that was covered in each class. I felt that this would reduce confusion regarding specific concepts and would allow for better reinforcement of current concepts covered in class. For example, if one particular class was covering the concept of using Alpha channels to create a mask, that particular video lacked access by the user until the concept was covered.
--screen shot of uploaded video in progress
Each video is limited in length to promote better understanding of key concepts and begins with a brief description of the tutorial’s content and if needed, a brief review of the concepts needed to understand the current content. In the tutorials, I guide the viewer through particular Photoshop CS5 content, making sure to cover the content slowly and effectively. For example, when showing a student the advanced technique of burning and dodging using a layer mask and blend modes, I walk the student through each process in a very direct manner. I first begin with a brief discussion of how important the concept is to the overall visual impact and health of the image. I then show the student how to complete the process from beginning to end. I then show the “before and after” effect for the image. This workflow works well with complicated as well as basic instruction and allowed me to streamline my own workflow. I believe that this continuity in instruction also makes the concepts easier to understand for the end user.
Learning the Camtasia software proved to be more intensive than I originally had expected. I did have to change how I had planned to use my time, mostly in allowing more time for research and implementation of the videos. Uploading them for distribution to students proved to me much more time consuming that expected. I had to allow much more time for the process of rendering each video to a readable format (quicktime, flash, etc.) and even more time for uploading to hosting sites. Once loaded, the videos needed to be evaluated for correct aspect ratio. This proved to be the most time consuming part of the process.
Examples of the Camtasia tutorial videos can be found here:
This semester (fall 2011) I have been able to distribute the video tutorials to my Advanced Photo Imaging (Photo 410) students. The tutorials are available after the concepts have been covered in class and are available for the duration of the semester. Students can watch the videos repeatedly, allowing more reinforcement of the information.
I have used Desire 2 Learn as a host to each video link (D2L can link to the school flash server, EduStream.org, YouTube.com and Vimeo.com among others). By accessing the Reports section of D2L, I have access hard data regarding who has watched the videos and how many times each student has watched the videos. Those students who have watched the videos have consistently improved their ability to use concepts covered in class. Having the freedom to re-watch a concept on a student’s own time has also lowered the anxiety in class regarding difficult concepts. I have heard students tell each other and me that they “got it” a lot better after watching the tutorial at home. I feel confident that there will be less misinformation as a result of the bank of videos available to students.
These initial reports are extremely encouraging and have let me know that there is a need or at least a very strong want on the student’s part for this type of supplemental instruction.
Following is a sample report from Desire 2 Learn detailing usage of one chapter of videos from my Photo 410 class (Advanced Digital Imaging).
The title of the video is given with the first number indicating how many students have accessed that particular video and the last number indicating the average time spent with each video.
Comment cards given to students who watched the video tutorials allowed them to rate their satisfaction. Students indicated that they wanted more video tutorials created, even for the very basic concepts that are covered in the beginning courses. This is also very encouraging and enlightening information. They also indicated that they watched less “third party” videos from sources such as YouTube.com since their major needs were being met with the course content video tutorials.
This sabbatical leave was extremely important in my pedagogical experience as well. I feel that the process of learning how to create the videos helped me slow down as a digital instructor and be more effective at breaking down complicated concepts. This was an unexpected result of the sabbatical, but one that seems inevitable now. In my research of how to make effective short tutorials, I used the information I gleaned and applied it to my teaching strategies in both digital and analog classes. I now give complicated information in much shorter chunks—very similar to how the information is given in the video tutorials.
I now have a body of over 60 video tutorials that I can continuously build upon. I wish to eventually have all material covered in my classes existing as a video tutorial. This will allow me to release videos as needed to all students or particular individual students. My training in the Camtasia software has allowed me to begin accomplishing this goal effectively and efficiently. I feel that it will be beneficial the the photography department as a whole as students from all classes can access the videos and learn from the information.
My method of sharing my results this semester includes a workshop given to my colleagues detailing how I usedCamtasia to record computer screen capture. This workshop will cover headset usage, appropriate content and workflow, correct aspect ratio recording and distribution of completed videos as well as common mistakes in the process.
I feel that this sabbatical was an extremely enlightening experience and one that has enhanced my experience as a teacher and provider of information. I feel that it has connected me with my students in new and exciting ways. This sabbatical has also allowed me to align myself with the goals and objectives as outlined in CRC’s vision statement by promoting innovation in instruction and empowering students to realize their potential.
After fulfilling my proposed sabbatical leave requirements, I wish to deeply thank the Professional Standards committee for awarding the Type B Sabbatical leave to me, allowing me the opportunity to grow as a teacher and educator.