From the GU Technology Enhanced Learning Symposium, 06/03/13

1. Introduction to
Screencasting
Alicia Owen

2. What is a screencast?
• Use screen capture software (e.g. BB Flashback) to record
what you can see/ are doing on the screen
• It can also include audio narration
• Sound and presentation are recorded simultaneously
• GU has a site licence for BB Flashback:
• has no time limit
• you can include a webcam recording
• you can edit: delete sections, zoom in, add captions, show the
mouse, highlight parts
• You need: the software, microphone and speakers (webcam?)

3. Uses – tutorials and demos
• Show staff or students how to use an application or a piece of
software (e.g. Moodle support videos)
• Show students how to do something (e.g. Maths screencasts
from the Academic Study Support team)
• Because everything is on the screen ‘there's no need to
constantly jump from notes to screen’ (Stannard, 2007)
• Provide material for distance learners e.g. in lieu of lab
sessions (JISC Digital Media, c)
• Introduce staff or students to your course site and how to use
it (e.g. Moodle Essentials introduction)

4. Uses – recording lectures
• Could record live lectures or pre-record material
• Provides key elements of the lecture (voice and presentation) without
needing to set up live video feed (JISC Digital Media, a)
• Students can review content to improve quality of notes, make up for
missed lectures and revise for exams (Gorissen et al, 2012)
• Class time can be devoted to more innovative activities (Lonn & Teasley,
2009:92)  ‘Flipping the classroom’ (Clive Buckley’s session 9th April)
• Things to consider:
 Consent of ‘performers’ (staff and students) if recording a live lecture (see
JISC Legal Information, 2010)
 Copyright (see JISC Legal Information, 2010) – best to demonstrate good
practice (Aberystwyth University E-learning Support)
 File sizes - need a reliable and fast internet connection for uploading and
downloading (Jordan, 2012:22)
 Will students still attend live lectures? - does not seem to impact on
attendance other factors more important (Davis et al, 2009)

5. Uses - Assessment
• Learners could be asked to record their own work, e.g. a
presentation, and submit this rather than a traditional
essay submission (e.g. via a Moodle assignment
submission point or shared with others on a forum)
• Tutors can use screencasting to provide feedback on a
learner’s work (Kirstie will talk about this)
• the screencast can be emailed to the student or
uploaded as a ‘response file’ on a Moodle assignment

6. Demonstration
• Go to:
• Start > All programs > Blueberry Software > BB Flashback Pro 4 >
BB Flashback Pro 4 Recorder
• Or:
• Programs > Common Apps > Blueberry Software > BB Flashback
Pro 4 > BB Flashback Pro 4 Recorder
• Once you have recorded, save the recording. It will open in
the BB Flashback Player, and you can edit it.
** Training session on using BB Flashback – Wednesday, 13th
March, 1pm, L201.**

7. Saving and exporting (formats)
• You can upload to YouTube –
best option for accessibility
(but not suitable for feedback),
and can embed in Moodle
• Alternatively, you can export
as a Flash file - small file but
problems on Apple devices
• QuickTime or Windows Media
Video – good quality but large
file sizes
• MPEG4 - small file, quality not
great, but would play on Apple
devices

8. Benefits
• For students:
• For all students, provides variety in method of delivery (visual and
audio, not just text)
• They can pause, replay and jump to specific sections of the
recording
• Can help those with special needs or non-native speakers of English
• Personalises the learning, particularly for distance learners –
affective aspects (Jordan, 2012:24)
• For staff:
• Better use of contact time with students?
• Opportunities for professional development – can review own
performance (Davis et al, 2009)

9. References (1)
• Aberystwyth University E-learning Support, AberCast Lecture Capture.
Available online at:
http://nexus.aber.ac.uk/xwiki/bin/download/Main/abercast/abercastha
ndoutapril11.pdf [accessed 04/03/13]
• Davis, S., Connolly, A. & Linfield, E. (2009) ‘Lecture capture: Making the
most of face-to-face learning’ , Engineering Education, Vol. 2, Issue 2, 4-
13. Available online at:
http://www.heacademy.ac.uk/assets/documents/subjects/engineering/
4-2-davies.pdf [accessed 04/03/13]
• Gorissen, P., van Bruggen, J. & Jochems, W. (2012), ‘Students and
recorded lectures: survey on current use and demands for higher
education’, Research in Learning Technology, Vol. 20, 297-311
• JISC Digital Media (a), Audio/Video Production: Recording Lectures,
Seminars and Events. Available online at:
http://www.jiscdigitalmedia.ac.uk/guide/audio-video-production-
recording-lectures-seminars-and-events accessed 05/03/13]
• JISC Digital Media (b), Introducing Screen Capture Software. Available
online at: http://www.jiscdigitalmedia.ac.uk/guide/introducing-screen-
capture-software [accessed 05/03/13]

10. References (2)
• JISC Digital Media (c), Screencasting: Broadcasting On-Screen Activity.
Available online at:
http://www.jiscdigitalmedia.ac.uk/guide/screencasting/ [accessed
05/03/13]
• JISC Legal Information (2010), Recording lectures: Legal Considerations.
Available online at:
http://www.jisclegal.ac.uk/Portals/12/Documents/PDFs/Recording%20L
ectures%2010.09.pdf [accessed 04/03/13]
• Jordan, L. (2012) ‘Video for peer feedback and reflection: embedding
mainstream engagement into learning and teaching practice’, Research
in Learning Technology: Supplement: ALT-C 2012 Conference
Proceedings. pp 16-25
• Lonn, S. &Teasley, S. (2009) ‘Podcasting in higher education: What are
the implications for teaching and learning?’ Internet and Higher
Education 12 (2009) 88–92
• Stannard, Russell (2007) ‘Goodbye to Lecture Notes’, The
Guardian, Tuesday 18th September 2007. Available online at:
http://www.guardian.co.uk/education/2007/sep/18/link.link24
[accessed 04/03/13]