{ LIGHTS, CAMERA, ACTION! } ~ Technology and Learning

Using the software Camtasia, a video capture and editing software package, I create 'how-to' videos demonstrating techniques in how to use various software like Adobe Photoshop, Illustrator, or InDesign.

One of the expectations for a School of Media and Design Program is demonstrating how to use a tool.  In-class demonstrations in 'analog' time were the lifeblood of a program back when I was in College and it remains a great expectation among students.  Part of it is the old 'monkey see; monkey do' follow my lead.  There is also a 'magic' to watching art unfold in front of one's eyes that I have experienced as both creator and viewer and it leaves a vivid and lasting impression.  However there are some deficiencies in this mode of delivery I've noted:

1. Time: doing art takes TIME; from preparation, to sketch, to clean up, to finish.  with a finite number of hours in -class to impart information, this always seems like time that flies by.

2. Indulgence: If I'm doing all the drawing, then is that good teaching? I'm always concerned that a 'class' spent watching me draw is not the most effective use of time - the students are the ones that should be drawing and I should be observing and correcting them while they draw and compose to offer insights while we share class time together.  Yet students do seem to like this form of teaching.
if you have a healthy ego, the 'watch me' will certainly appeal.  The spotlight is on the instructor as they take a star turn.  Most instructors I talk to hate this part of teaching.  I know I do.

3. Entertainment v. Education: this has been more an on-going discussion among professors at the College and centers on the idea that students seem to want us to make classes more 'interesting' but are they in fact learning?  watching videos is something they do in their daily lives so this mode of delivery is natural however that might be the issue - education is different.  And the line between passive watching and learning something gets blurred.  This year I have had this nagging debate creep more and more to the forefront of my thinking.  There is a course we offer that is purely online and is a series of online 'events' where the instructor draws using the software showing them 'how to'.  The feedback has been overwhelming positive; the students love the course based on Program Council meets and informal feedback from students.  However, in subsequent courses, they admit they have trouble shading and express amazement when you demonstrate to them some software action that was definitely covered in that course.  Is this a case where they are 'watching tv' passively and not retaining the information?  What is interesting is the older method - the written step-by-step form of how to do something- was perhaps less efficient and effective than the video however that might have been a strength.  In another example perhaps of counter-intuitive logic, a student would perhaps make mistakes when following the written component but that forced them to struggle and concentrate even more and build up repetition and thus ensure retention.

4. Retention.  Having noted the Indulgence and Entertainment concerns behind this form of teaching there is the issue of retention.  Once the demonstration in real time is over, that's it.  Hopefully the student has a good memory.  Having noted the 'magic' behind the 'creation' moments, that thankfully happens.  However, wouldn't it be nice if you could recreate that moment over and over?  With video capture you can.

Combining the best of the Old with the New? 

Camtasia allows you to capture in 'analog' time your mastery of a computer software application in video and audio.  In the editing package that comes with the software you can add arrows, dialogue boxes and transitional frames that allow your students to 'read' specific commands and point to specific tools and menu options in the software.  These also act as convenient 'tabs' for students to race through the video and get to information they may have forgotten in the future.
Above two examples of how I use these video: one they can see me stroke for stroke recreate textural effects in Photoshop; the other with audio allowed me to offer a critique of a student's application of a watercolor application in Photoshop.

I supplement some of these video captures with pdf documents with step-by-step breakdowns on how to apply software effects.  For a visual subject, art and drawing, the video would seem to be the more effective choice.  But not necessarily so.  As I transitioned to the video capture from written pdf step-by-step instructions, I offered both to my Interior Design students at the time.

Interestingly, some students preferred the pdf document/written form.  Which again, goes towards different learners and their preferences.  What they liked about the written document is they could use a highlighter and 'cross out' their progression from one step to the other.  In the end, I offered both which you see below.

The Professor of the 21st Century competency 6. Using technology to enhance productivity and help students learn; subsections 6-1 Selects the technological tool most appropriate to the task; 6-3 Using technology to enhance the presentation of information; 6-4 Using technology to produce learning materials; 6-5 Using technology to access, select, collect, organize and display information; 6-6 Assisting learners to use technology as a tool to support their learning.  Leveling 7+ years' teaching: Use recognized instructional design principles to produce electronic learning environments and interactive learning materials for a variety of learners; use specialized programs to produce and evaluate stand-alone interactive learning objects/learning materials;