2014

Using Camtasia in
Teaching
EDTECH 503: Instructional Design
Jennifer Frost
Boise State University
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Table of Contents
Synthesis Reflection Paper ....................................................................................................................... 3
Part 1: Topic ................................................................................................................................................ 4
Part 1a: Stated Learning Goal .............................................................................................................. 4
Part 1b: Description of the Audience ................................................................................................... 4
Part 1c: Rationale ................................................................................................................................... 4
Part 2: Analysis Report .............................................................................................................................. 5
Part 2a.1: Needs Analysis Survey ....................................................................................................... 5
Part 2a2: Needs Analysis Data Report ............................................................................................... 5
Part 2b1: Learning Context ................................................................................................................... 7
Part 2b2: Transfer Context Description .............................................................................................. 7
Part 2c: Description of Learners .......................................................................................................... 7
Part 2d: Task Analysis Flow Chart ...................................................................................................... 9
Part 3: Planning ........................................................................................................................................ 10
Part 3a: List of Learning Objectives .................................................................................................. 10
Part 3b: Matrix of Objectives, Blooms Taxonomy and Assessments. ......................................... 10
Part 3: Planning ........................................................................................................................................ 11
Part 3c: ARCS Table ........................................................................................................................... 11
Part 4: Instructor Guide ........................................................................................................................... 13
Part 5: Learner Content ........................................................................................................................... 20
Part 5a: Learning Materials ................................................................................................................. 20
Part 5b: Formative and/or Summative Assessment Materials ...................................................... 20
Part 5c: Technology Tool J ustification .............................................................................................. 20
Part 6: Formative Evaluation Plan ......................................................................................................... 21
Part 6a: Expert Review ........................................................................................................................ 21
Part 6b: One-to-one Evaluation ......................................................................................................... 21
Part 6c: Small Group Evaluation ........................................................................................................ 22
Part 6d: Field Trial ................................................................................................................................ 22
Part 7: Formative Evaluation Report ..................................................................................................... 22
Part 7a: Evaluation Survey or Rubric ................................................................................................ 22
Part 7b: Report of the Results of the Expert Review ...................................................................... 23
Part 7c: Comments on Change .......................................................................................................... 24
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Part 8: AECT Standards Grid ................................................................................................................. 25
References ................................................................................................................................................ 30
Appendix A ............................................................................................................................................ 31
Appendix B ............................................................................................................................................ 34
Appendix C ............................................................................................................................................ 36





















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Synthesis Reflection Paper

When I started this class I had no experience with instructional design. I currently work
at a local college in the Continuing Education department, within my department we
help to support instructors in their online classes. My job entails basic technical support
and quality reviews of the course content. When I started this class I was excited to
learn about what that instructional design entailed. This project and course has been an
exciting rollercoaster ride for me. Since I have had very limited experience teaching this
project took me outside of my comfort zone, but this was a good thing. I was excited to
come up with a project that I could use at my place of work and create something that
would help benefit our instructors. Instead of concentrating on teaching something for
post-secondary students I wanted to create a workshop to teach instructors and help
them build more effective online classes.
I was challenged this semester to start to think outside the box and to think more as a
designer and not as the actual instructor. The instructional design process to me was
very much like when you finish a basement in your home. My husband and I recently
finished the basement and all the planning and foresight that went into the project was
very surprising. For instance with the ADDIE model in Instructional Design you have the
following steps:
Analysis: You weigh all the pros and the cons of what you want in your
basement, your budget, etc.
Design: You develop blueprints of the basement you want based on the
information gathered during your analysis.
Develop: Using the blueprints you develop a plan of action of what should be
started when, what tools are needed, etc.
Implement: You start the project, the performance solution.
Evaluate: Before the project is complete you get specific items inspected or you
do a quick evaluation yourself to ensure that everything is on target.

Throughout this entire project I was stretched to new limits and did additional research
to ensure that not only my plan was sound, but that I was going about it the right way. I
am very lucky that in my work place I have a wealth of knowledge with seasoned
instructors that are always more than welcome to help and advice as needed. I have
learned so much about the ID process and have already incorporated ideas of review
and design elements within my current job.
It was a very humbling experience for me to get an expert evaluation, I chose a co-
worker that I knew would not hold anything back and I very much admire his work ethic.
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Although I thought I had an excellent plan and that nothing had been missed, I was very
wrong. When I received the feedback I could not argue with any of the findings, they
were all excellent suggestions and I could see where certain areas were not clear and
could be improved upon. But the difficult part for me was that I thought I had something
more solid. But in life everything is a learning experience and not everything is easy. So
I will take this information and help build a better workshop for this assignment plus it
will give me feedback to take back with me on future projects at BSU and in life.
Ferriman, J ustin. (2013, August 1). ADDIE model explained. Learndash.com. Retrieved April 30, 2014, from
http://www.learndash.com/addie-model-explained-infographic/.
Part 1: Topic
Part 1a: Stated Learning Goal
Upon completion of this 10-hour course, learners will be able to create, record and
share their own online instructional presentation using Camtasia and post it in their
courses.
Part 1b: Description of the Audience
The target audience primarily consists of in-class and online instructors that teach within
Stackhouse College who are looking to improve their online presentation and recording
skills. The main focus will be to the learner that is interested in new and emerging
educational technology to aid in the students learning experience.
Part 1c: Rationale
Recently my role at work transformed into me assisting faculty with more instructional
support as well as my duties in assisting and helping our students. I had noticed that
students were getting frustrated in the online classes with the visual presence of the
instructors and felt it could improve. I also found from my observations that most online
instructors felt there was not need to add video or anything fancy to their online
classroom. Through some low level research it does appear that many instructors are
willing to have more a visual presence in their online classes but they have no idea
where to start or how to get the software.
This course is offered to help bridge the gap between the instructors that want to make
their classes more interactive and those instructors that are already doing so but might
want some tips to make a better presentation. This training will enable any instructor to
be able to create and present an online lecture within their classroom. This training will
focus on using Camtasia in the classroom to create online lectures. If the training goes
well, we can expand the course offering to include other helpful practices to help aid the
instructor in creating an engaging online classroom.
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The course outcomes will encompass all areas of online lectures and recording videos.
The overall strategy of the training will be generative. The learning will be a hands-on
approach that will allow the learners to build upon knowledge that they have already
acquired in previous learning. This will help the learner understand what the training can
do for them and why it is important. This will help aid with a higher learning motivation
and add excitement to get started in helping their students become more successful.
The major instructional strategy will be procedural. Students will be required to follow a
set of tasks to complete the desired outcome. Students will need to be able to
remember and recall the information they have been taught for future projects.
Part 2: Anal ysis Report
Part 2a.1: Needs Anal ysis Survey
In order to analyze the needs of the faculty, a survey was sent through Google Forms.
The survey was sent to existing faculty friends that would have critical feedback and
would ultimately be the target audience.
The survey contained 15 questions relating to their knowledge of educational
technology and the use of recording software to record online lectures. We wanted to
get a feel for the level of students that would be interested in taking this course.
The survey was sent to 16 people and 13 responded back. To view the survey please
click this link: http://goo.gl/BV61SF
Part 2a2: Needs Anal ysis Data Report
The survey included the following questions:
How long have you been teaching (in-class and/or online)?
Have you ever taught a fully online course?
What is your experience level with developing online courses?
How would you rate your overall experience level using educational technology
within your classroom?
If you use EdTech in your classroom, what programs do you use on a regular
basis? I.e. EdTech websites, Google Drive, Chat, etc.
Do you feel it is important for an online instructor to have a visual presence in the
classroom?
Have you used video as a teaching tool in your classroom?
o If so, did you record the video yourself?
o What program did you use to record the video?
What is your experience level with screen recording and/or video editing?
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Would you be interested in learning more about adding personalized video
lectures to your online classes?
If training was offered on Camtasia, what instructional format would you most
interested in?
Bonus Question: If you have taken and/or taught an online course, what do you
feel was something that can be improved in the online classroom?
The responses to the questions were very eye-opening. Of the 13 responses, over 50%
of the instructors had taught for over 11 years. There were very few that were new into
the field and all but 1 had taught a completely online course. Most felt they had
intermediate or an advanced knowledge level in developing online courses and
experience using EdTech in the classroom.
The part of the survey that was most eye opening was in regards to the proposed
Camtasia training. The question posed was do you feel that it is important for online
instructors to have a visual presence in the online classroom. 38% of the instructors
surveyed said no. The following graph demonstrates this data:

The reasons were the following: It is helpful, but not important. Many students take
online courses because they are not required to see the instructor. The subject should
speak for itself. Not all students are looking for a classroom connection.
The following question was also posed: Would you be interested in learning more
about adding personalized video lectures to your online classes? The following graph
demonstrates this data:
No
38%
Yes
62%
Visual Presence?
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I decided based on the survey this type of training is very much needed in our faculty
and the instructors will have some flexibility to decide how visually present they want to
be in each individual course. Before the training takes place a set of guidelines would
need to be created in order to effectively manage the expectations of the instructor and
their visual presence.
Part 2b1: Learning Context
The training will be set up in an instructor led, student-centered format. The training will
take place within a computer lab on campus. The class size will be a maximum of 20
participants to ensure creativity and assistance among all members during the class.
The students will need to have experience using our internal LMS system and should
have a webcam (or other recording device i.e., phone, camera) on their laptop or for
their use at home, to complete assignments.
Part 2b2: Transfer Context Description
The learners will be learning about basic movie making in addition to learning to use
Camtasia. This training will assist them in other projects they might encounter down the
road. They could apply it for personal use or even by starting a podcast or adding video
to their blog and upcoming assignments or instructional material that might be beneficial
to their students.
Part 2c: Description of Learners
The learners that will be taking this training are college professors, but it will be offered
to any college staff that might be interested in learning more for their role at the college.
This workshop is completely optional training and all the attendees are volunteering
their time to learn about the tools. One question that was asked on the instructor survey
was: What is your experience level with screen recording and/or video editing? The
following graph demonstrates this data:
Yes
69%
No
23%
Other
8%
Training?
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Based on the experience level of the attendees we would want to ensure that we
understand the previous knowledge for all attendees. We might want to have a few
different training sessions for the level of knowledge they have and what they would like
to go away with knowing. The training will be geared as a refresher for some and new
knowledge for others, having both types of learners in the classroom will only help to
add in the learning process and to help bounce ideas off of one another.
0
5
10
Very Comfortable Somewhat
Comfortable
Not Comfortable
Comfort Level with Screen
Recording
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Part 2d: Task Anal ysis Flow Chart


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Part 3: Planning
Part 3a: List of Learning Objectives
Upon completion of this course, learners will be able to:
1. Identify and download Camtasia.
2. Choose a project theme for a 15-minute online lecture created with Camtasia.
3. Develop scripting and storyboarding to help plan any online lecture.
4. Discover the best settings and learn to record narration.
5. Modify the presentation to zoom and pan out to help viewers see closer detail.
6. Identify areas to edit to ensure a quality presentation.
7. Add voice to PowerPoint presentations.
8. Improve presentations by adding callouts, animations and transitions.
9. Share video by embedding in HTML code.
10. Gain knowledge about new software that could enhance the student online
experience.
Part 3b: Matrix of Objectives, Blooms Taxonomy and Assessments.
Learning Objectives
(a)
Blooms
Taxonomy
Classification (b)
Format of
Assessment
(c)
Description
of test form
(d) Sample items (e)
1. Identify and
download Camtasia.
Application Performance
Observation -
Checklist
Students will locate the
download link on their computer
and download Camtasia.
2. Choose a project
theme for a 15-minute
online lecture created
with Camtasia.
Comprehension Performance
Project -
Checklist
Students will choose a theme
that they would like to
incorporate during the
workshop. Students will be
required to complete a 15
minute presentation recorded in
Camtasia on a subject of their
choice.
3. Develop scripting
and storyboarding to
help plan any online
lecture.
Analysis Performance
Observation -
Checklist
Students will take their project
idea and create a storyboard
based on the teachings and
handouts given in the class to
complete the task.
4. Discover the best
settings and learn
how to record
narration.
Application Performance
Observation -
Checklist
Through reading and video
demos, students will
understand and be able to
apply best settings and areas to
record video.
5. Modify
presentation to zoom
and pan out to help
viewers see closer
detail.
Synthesis Performance
Observation -
Checklist
Within Camtasia students will
learn how to view their recorded
presentation and zoom and
highlight specific portions that
are important for the viewer.
6. Identify areas to
edit to ensure a
quality presentation.
Evaluation Performance
Observation -
Checklist
Within Camtasia students will
learn how to spot the areas that
might need to be re-recorded or
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areas that require additional
editing.
7. Add voice to
PowerPoint
presentations.
Application Performance
Observation -
Checklist
Within Camtasia and
PowerPoint, students will learn
how to add voice using their
chosen microphone.
8. Improve
presentations by
adding callouts,
animations and
transitions.
Evaluation Performance
Observation -
Checklist
Within Camtasia students will
learn if their presentation
requires any special editing to
add callouts, etc.
9. Share video by
embedding in HTML
code.

Application Performance Project
Within D2L Students will embed
their videos within a sample
lesson created by the instructor.
10. Gain knowledge
about new software
that could enhance
the student online
experience.
Comprehension Performance
Observation -
Checklist
Students will learn about
technologies they might want to
consider to adding to their
online courses in the future.

Part 3: Planning
Part 3c: ARCS Table
Stated Learning Goal: Upon completion of this 10-hour course, learners will be able to
create, record and share their own online instructional presentation using Camtasia and
post it in their courses.
ATTENTION
A.1 Perceptual Arousal
Instructor will show a video overview on what Camtasia can do in education.
Show the following videos:
http://www.techsmith.com/camtasia.html >click overview video (1:27)
http://www.techsmith.com/education.html >click educations in action (2:37)
Point out that although the preceding video is K-12 based, the same concepts
apply in college.
http://www.techsmith.com/education-professors.html >click video about Flip
Your Classroom (2:35)
A.2 Inquiry Arousal
Instructor will create excitement about using Camtasia in education by discussing
effective ways to use Camtasia in teaching. Instructor will show an example of a fun
and imaginative presentation. Use problem solving questions to help get the learners
excited about the content.
Use the following video: http://vimeo.com/75888546 (4:57)
Some questions to be answered.
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Can this video be used in an online class?
Will the learners enjoy it?
What is the level of difficulty?
What did you like and what would you change?
A.3 Variability
Instructor will maintain the learners interest by explaining the project that will be
completed in the class and answering any questions about what is required. The
instructor will start teaching how to use Camtasia to the class, by using a step-by-step
presentation style with an overhead projector.
RELEVANCE
R.1 Goal Orientation
Learning Objectives will be provided to all learners. The instructor will provide a student
guide that will include links to all the videos within the class so the student is prepared
to revisit information as they try to replicate it on their own at home.
R.2 Moti ve Matching
Learners will create a video presentation on their topic of choice. The instructor will
ensure that learners are clear on a suitable project to help meet their personal needs of
what they hope to gain from the training.
R.3 Familiarity
Instructor will ensure that he/she is explaining how easy the process really is if the
learners feel lost or uncomfortable. Making the process more familiar and less
frightening will aid in the excitement to start the project. The instructor will provide
examples as needed to ensure clarity.
CONFIDENCE
C.1 Learning Requirements
Learners will be provided learning outcomes to help measure their knowledge base.
C.2 Success Opportunities
Learners will be monitored by the instructor throughout the entire course. The instructor
will help learners by providing examples and showcasing other learners work to the
class, as needed, as a learning opportunity. Instructor will ensure that the learners feel
confident in their learning.
C.3 Personal Control
Once the learner has completed their presentation there will be a peer review process
and personal feedback from the instructor. The instructor will tie back to the knowledge
gained to the learning outcomes.
SATISFACTION
S.1 Natural Consequences
This type of training help the learners create videos for the courses they teach at
Stackhouse College but it will help translate those instructors sharing their knowledge
and/or by adding a professional touch to their personal video experiences. The course
should also assist instructors get a taste for educational technology.
S.2 Positive Consequences
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Verbal feedback from the instructor and the project itself will be a reward. Providing
positive reinforcement along the way will ensure the class context is being understood
and that it can be used beyond the classroom.
S.3 Equity
The learner will be evaluated and provided with a grade from the instructor and shown
a job well done for their efforts.

Keller, J . M. (1987). The systematic process of motivational design.Performance & Instruction, 26 (9/10), 1-8.
Part 4: Instructor Guide
Introduction
(Training Day 1)
The training will take place in a classroom setting, within a computer lab. Learners are
encouraged to bring their own laptops and headsets with microphones to help practice
the skills learned. If the learner does bring their own laptop, Camtasia must be installed
before they attend the class. The computer lab computers are fully equipped and no
additional software is required. Instructors will be provided a computer with projector to
teach the lessons.
Gain Attention
Instructor will start by introducing him/herself for the class and explain his/her
knowledge with online teaching and Camtasia. Instructor will show 3 short videos on
how Camtasia can benefit them as an educator.

Show the following videos:
http://www.techsmith.com/camtasia.html >click overview video (1:27)
http://www.techsmith.com/education.html >click educations in action (2:37) Point
out that although the preceding video is K-12 based, the same concepts apply in
college.
http://www.techsmith.com/education-professors.html >click video about Flip Your
Classroom (2:35)

Instructor will ask some key questions about learning and what benefits this type of
instruction will have on their students.
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Establish Purpose
After viewing the video the Instructor will go over the learning objectives for the course
and any applicable matrix that will be used to grade assignments during the course.

Upon completion of this 10-hour course, learners will be able to create, record and
share their own online instructional presentation using Camtasia and post it in their
courses.

Upon completion of this course, learners will be able to:
1. Identify and download Camtasia.
2. Choose a project theme for a 15-minute online lecture created with Camtasia.
3. Develop scripting and storyboarding to help plan any online lecture.
4. Discover the best settings and learn to record narration.
5. Modify the presentation to zoom and pan out to help viewers see closer detail.
6. Identify areas to edit to ensure a quality presentation.
7. Add voice to PowerPoint presentations.
8. Improve presentations by adding callouts, animations and transitions.
9. Share video by embedding in HTML code.
10. Gain knowledge about new software that could enhance the student online
experience.

Instructor will go over how the class is laid out and what the learner can expect to
complete during the course.
Stimulate Learners Attention/Motivation
Instructor will go ask the class their motivations for enrolling in the course and what they
hope to accomplish. The instructor will take the information gathered and ensure that all
learners have the best experience. If information that the learners are seeking is not
going to be covered within the prepared course, the instructor will take that information
to follow up with the learner later, or possibly build it into the course as time allows.
Provide Overview
Instructor will go over in detail what is expected of the learner and what their project
plan will be in order to successfully complete the course.
Body
The body will be broken down over two sessions.
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Training Session 1
Recall relevant prior knowledge
Talk about any previous experience learners have had with Camtasia or other
screencast software. Talk about the positive and negatives to this type of learning. Ask
key questions about how the student will benefit from this type of training.
Present information and examples
Discuss the following PDF document: Creating Engaging Screencasts
http://assets.techsmith.com/Docs/pdf-
camtasiaStudio/Camtasia_Studio_8.1_Create_Engaging_Screencasts.pdf
Pay special attention to the following themes and elaborate on them to ensure all
learners understand what they need to do before they are ready to record.
Setting clear goals for the video
Speaking slowly
Storyboarding
Creating a script for the narrative
Using a good microphone for better audio quality
(TechSmith Corporation, 2013)

Learners will be taking this document home in a hardcopy form and/or PDF to review for
the next session.
Gain & Direct Attention
Ask the learners this question; why should I start using Camtasia?

Ensure that you touch on the following reasons:
1. Personalized instruction: You can give verbal feedback to your students. You can
help students with a demonstration of a certain concept if they are struggling in
an area.
2. Students will never miss a lecture: You are able to record lectures so that
students can view them anytime, this will help students be able to watch them
over and over as they work their way through the class.
3. Structure: Since you are not talking live, you are able to record and re-record
until you have a masterpiece; you are able to send out professional videos to
help your students in their learning process.

Ask learners what other ideas they have.
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Prompt Use of Learning Strategies
Getting Started

We are now going to start learning how to use Camtasia and start making our own
project. Instructor will be going over three main areas for these sessions. The actual
editing will take place in Session 2.
Learners will create a folder that will be required to save their documents.
Dropbox is recommended.
Learners will Launch Camtasia. Click on the icon on your computer, or by Start
>All Programs >Camtasia. (Windows) If you are using a Mac go to the
Launchpad or your Doc until you find Camtasia.
Learners will view a video on Record a Powerpoint or KeyNote Presentation.
(see below)
Provide for and Guide Practice
Have all learners open the following webpage on recording
Record a PowerPoint or Keynote Presentation:
http://www.techsmith.com/tutorial-camtasia-mac-presentation.html

Explain to the learners that the best way to learn is to just start.

Upon viewing the video, learners will open up Camtasia and record a 30 sec video just
ensuring they understand how to get started. The instructions below are for Camtasia 2
on Mac. The Windows directions will vary slightly.

Open Camtasia


Click File >New Recording


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Click Record (Ensure you choose the Screen, Microphone and Camera setting you
want before you start)


Learners will be creating the actual project at home before the Training Session 2.
Provide Feedback
Instructor will go around the room ensuring that everyone was successful in creating the
short video and explain what is required before the next class.

Learner will record a 15-minute presentation on the topic of their choice. Keeping in
mind all the preparation that was explained in Session 1. Learners will not be editing
their presentation until Session 2.

Training Session 2
Recall relevant prior knowledge
Instructor will welcome everyone back and will ask the learners how it went when they
recorded their own presentation at home. Ask some key questions about the
assignment
Were they able to complete the presentation?
What worked, what did not?
What advice they have to share with the class?

If a learner was not able to create a presentation on his or her own, a sample
presentation will be provided so that the learner can edit a presentation in Session 2.
Present information and examples
Instructor will be using the following videos as examples to help in the editing process:
http://www.techsmith.com/tutorial-camtasia-mac-gs-3-editing-essentials-explore-
editor.html Editing Essentials: Explore the Editor (4:39)
http://www.techsmith.com/tutorial-camtasia-mac-gs-4-editing-essentials-need-to-
know.html Editing Essentials: What You Really Need to Know (3:27)
http://www.techsmith.com/tutorial-camtasia-mac-gs-5-editing-essentials-preview-
trim-cut.html Editing Essentials: Preview, Trim, Cut (3:36)
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Instructor will demonstrate live any key concepts that the learners are having difficulties
with.
Gain & Direct Attention
Instructor will ensure that the learners understand what options are available to them as
they edit the video.

Instructor will go over the following editing features in live demo style with a
presentation example; instructor is more than welcome to use the tutorials below or
create the same idea on their own:
Transitions: http://www.techsmith.com/tutorial-camtasia-mac-gs-9-stand-out-
transitions.html (4:01)
Cursors and Clicks: http://www.techsmith.com/tutorial-camtasia-mac-gs-8-
viewer-understanding-cursors-clicks.html (4:30)
Maintaining Consistency: http://www.techsmith.com/tutorial-camtasia-mac-gs-11-
stand-out-consistency.html (2:48)
Zoom-n-Pan: http://www.techsmith.com/tutorial-camtasia-mac-gs-6-viewer-
understanding-zoom-pan-bamm.html (7:30)
Audio Quality: http://www.techsmith.com/tutorial-camtasia-mac-gs-12-better-
audio-mics-recording-audiofx.html (3:48)
Annotations: http://www.techsmith.com/tutorial-camtasia-mac-gs-7-viewer-
understanding-annotations.html (4:09)
Prompt Use of Learning Strategies
Encourage the learners as they are learning to put all these concepts into practice, talk
about the best way to edit and any short cuts on non-necessary steps there are in the
process.
Provide for and Guide Practice
The learners will start editing their pre-recorded presentation using all the key concepts
that were taught.
Provide Feedback
Instructor will be going around the room helping the learners as needed. Instructor will
also draw the classs attention to anything that learners seem to have a difficult time
grasping.
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Conclusion
Provide summary and review
Instructor will review everything that was taught to the class during the course and what
they should have accomplished answering any questions or points of clarification along
the way.
Transfer learning
Instructor will give a demonstration on the best way to share the completed video
presentation with their students. YouTube and/or Vimeo as good options.

Instructor will also go over how to embed the video within the Desire2Learn System.
Provide Remediation and Closure
Any learners that are willing to share their presentation in front the class will go over
how and why they chose the presentation and what they learned along the way.

Instructor will allow as many people that want to share, as time will allow.
Assessment
Conduct Assessment
Learners will be completing a peer evaluation survey on the presentations that were
shared with the class.

Learners will also be completing a survey on the instructor and on the class itself. Any
useful feedback will be incorporated into future offerings of the course.
Provide Feedback and Remediation
This is the point in the training where the instructor will take all the information that was
covered in Session 1 and 2 and do a short overview and talk about everything that was
accomplished and learned. The instructor will provide feedback to the learners on
lessons learned.





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Part 5: Learner Content
Part 5a: Learning Materials
The learning materials will consist of the following:
Instructor:
Instructor Guide: This will be used throughout the training to ensure the instructor
is meeting all the objectives of the class and has clear guidelines.
Links to YouTube and TechSmith videos (are included in the instructor guide)

Learners:
Creating Engaging Screencasts PDF handout
Links to all videos referenced in the course. (See Appendix A)
Peer Evaluation Survey (See Appendix B)
Personal Learning Checklist (See Appendix C)

Part 5b: Formative and/or Summative Assessment Materials
The instructor will be conducting formative assessment throughout the course by
observation and by using the questions that students ask to ensure the class is on track.
The instructor will be checking in with students throughout the class either in person or
through the LMS. A rubric will not be used to measure the learning. The student will be
self-assessing their work.
For this type of training a summative assessment is not required. The student will just
be evaluating their own work and how they personally felt they did in the course. The
student will be able to fill out the Personal Learning Checklist as they make their way
through the course ensuring they are meeting all the targets expected of them. The
instructor will be handing out a survey on the class itself and if the student feels that any
improvements need to be made for future offerings. Also the students will be asked if
concepts were not covered that they might be interested in for future classes. This will
help gauge the interest in classes further down the line.
Part 5c: Technology Tool Justification
This workshop will require the use of computers and a projector. Students have the
choice to bring a laptop to the class if they have Camtasia installed, but the training will
take place within a lab that has computer that will have the required software installed.
This will ensure that the students have the hands on experience they need to be able to
replicate the steps at home on their own.
The projector will be required to help with the presentation and provide step-by-step
instruction as the student follows along.
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Part 6: Formative Evaluation Plan
Part 6a: Expert Review
Felipe Villegas will be conducting the expert review. He is a highly qualified
designer/SME with over 10 years experience in the field. The plan was sent to Felipe
on April 25
th
, with a response due by May 1st. The main goals to the expert review will
be to find revisions that should be fixed immediately, help collect data that will assist in
future phases of the project and provide suggestions that will be used in the one-to-one
evaluation. He will be using the following questions as a guide to the review.
1. Is the instruction aligned to the course outcomes? If no, please explain.
2. Were the course outcomes and expectations clear and understood? If no, please
explain.
3. Is the instructor guide written well? Does it flow well?
4. What are some strengths and weaknesses of the course?
5. Are the videos used applicable to the course materials? If not, what type of
videos should be used?
6. Do you feel the learners will be engaged and excited to take the course?
7. If you were to teach the course, do you feel you have all the tools to succeed?
8. Is there enough information covered in the course, do you feel there are areas
that are not covered?
9. Are there any other areas that need to be improved?
Part 6b: One-to-one Evaluation
The designer will conduct the one-to-one evaluation. The designer will be working
directly with future learners to help with recommendations to revise the materials as
need. The designer will be looking for items such as, typographical errors, unclear or
poorly written sentences, or missing directions. The designer will be using the following
question as a guide to the review.
1. Is the instructor guide written well? Does it flow well?
2. Are the objectives attainable? If not, do you have any suggestions?
3. If you were to teach the class would you be able to, based on the information
given? If not, what advice do you have?
4. Are there any missing or unclear directions? If so, what is unclear?
5. Are the videos used applicable to the course materials? If not, do you have any
suggested videos?
6. Is the project useful to the students, are the directions clear? If not, do you have
any suggestion to help the student understand the directions more clearly?
7. Any other areas that need improvement?

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Part 6c: Small Group Evaluation
A small group evaluation will take place after all the revisions have been completed
after the one-to-one review. It is important to gain a few perspectives on any changes
made to ensure they are applicable and useful for the training. The review team will
consist of 8 learners that represent the audience the training is geared for. The following
questions will be posed to the evaluation team:
1. If you signed up for this class would you be excited about the content? If not,
what do you feel is missing?
2. Do you feel that the information is useful? Does it meet the outcomes and
objectives? If not, what outcomes are not targeted?
3. Did you understand the directions? If not, what is unclear?
4. Overall what is your view on the instructions and the assignments within the
course?
5. Any other advice on what you feel is lacking from the class and/or instruction?
Part 6d: Field Trial
I will plan on offering the course online to a select few faculty members. I will get
feedback on the course and instruction and make any applicable changes and/or
updates. They will assist in ensuring that all the changes that were made based upon
the previous reviews and evaluations are correct and are effective. The designer will be
present in the field trial and will make notes on the performance and effectiveness of the
training.
Part 7: Formative Evaluation Report
Part 7a: Evaluation Survey or Rubric
Request for the expert evaluation was sent on April 25
th
and was received back on April
28
th
. The following questions were sent to Felipe, he answered them on the form
presented in Part 7b.
1. Is the instruction aligned to the course outcomes? If no, please explain.
2. Were the course outcomes and expectations clear and understood? If no, please
explain.
3. Is the instructor guide written well? Does it flow well?
4. What are some strengths and weaknesses of the course?
5. Are the videos used applicable to the course materials? If not, what type of
videos should be used?
6. Do you feel the learners will be engaged and excited to take the course? If not,
do you have any recommendations?
7. If you were to teach the course, do you feel you have all the tools to succeed?
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8. Is there enough information covered in the course, do you feel there are areas
that are not covered?
9. Are there any other areas that need to be improved?

Part 7b: Report of the Results of the Expert Review
The following feedback was given from the Expert Reviewer Felipe.

Question Feedback
Is the instruction aligned to the course
outcomes? If no, please explain.
The link is not very clear when it comes to
some objectives. For example, it is not clear
how the instructor will determine that students
have successfully embedded content. So, I
think you selected the appropriate training
materials and level of interactivity, but the
assessment strategy is not clear.
Were the course outcomes and expectations
clear and understood? If no, please explain.
Feedback was given regarding the course
outcomes and some ideas on rewording
Is the instructor guide written well? Does it
flow well? Does it flow well?
It is clear. I offered some suggestions on
additional information to setup the context a
little better.
What are some strengths and weaknesses of
the course?
I think the evaluation plan is missing or
unclear. It is not clear how the trainer will
assess the trainees skills.
Are the videos used applicable to the course
materials? If not, what type of videos should
be used?
Sorry, did not check the videos, but I am sure
you found the right materials.

Do you feel the learners will be engaged and
excited to take the course?
Hands-on is always good. Any training for
teachers is a tough sell ;)
If you were to teach the course, do you feel
you have all the tools to succeed?
Id like more clarity on how to run the course
from the LMS.
Is there enough information covered in the
course, do you feel there are areas that are
not covered? If not, do you have any
recommendations?
It would take me a while to deepen my
knowledge of the subject matter to give you
thoughtful feedback, but at a glance it looks
like you have selected the right materials for
the objectives.
Are there any other areas that need to be
improved?
I suggested making the training blended.
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After completion of the survey a follow-up, an interview was conducted with Felipe. He
shared the fact it was a great start and the guide could use some clarification around
the course outcomes and how they would be measured. He also had a few suggestions
on rewording a course outcome. Overall he did feel that it was a good start and
something that our college could use for our instructors.
Part 7c: Comments on Change
Based on the feedback and recommendations the following changes were made to the
course.
Updated learning outcome #9 to read: Share video by embedding in HTML code.
Added a peer evaluation survey. See Appendix B
Added a personal learning checklist for the student to measure their learning
outcomes. See Appendix C
Also some ideas for the instructor to tie back to the learning outcomes were
added to the instructor guide.















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Part 8: AECT Standards Grid
The following standards, developed by the Association for Educational Communications
and Technology (AECT), and used in the accreditation process established by the
National Council for Accreditation of Teacher Education (NCATE), are addressed to
some degree in this course. The numbers of the standards correspond to the numbers
next to the course tasks show on the list of assignments. Not all standards are
addressed explicitly through student work.
Assignments meeting standard in whole or part

Standard 1: DESIGN
1.1 Instructional Systems Design (ISD) X ID Project
1.1.1 Analyzing X ID Project
1.1.2 Designing X ID Project
1.1.3 Developing X ID Project
1.1.4 Implementing X ID Project
1.1.5 Evaluating X Selected Discussion Forums; ID Project
1.2 Message Design
1.3 Instructional Strategies X ID Project
1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X ID Project
2.1 Print Technologies X Reading Quiz; ID Projects
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies X (all assignments)
2.4 Integrated Technologies

Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations
3.3 Implementation and
Institutionalization X
ID Project
3.4 Policies and Regulations

Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management

Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 Criterion-Referenced Measurement X ID Project
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5.3 Formative and Summative
Evaluation X
ID Project
5.4 Long-Range Planning


COURSE GOALS & OBJECTIVES
The overall goal for the course is for each student to consider and use the systematic
process of instructional design to create an instructional product. To achieve this goal,
students will engage in activities that promote reflective practice, emphasize realistic
contexts, and employ a number of communications technologies. Following the course,
students will be able to:

1. Discuss the historical development of the practice of instructional design with
regard to factors that led to its development and the rationale for its use
2. Describe at least two reasons why instructional design models are useful
3. Identify at least six instructional design models and classify them according to
their use
4. Compare and contrast the major elements of three theories of learning as they
relate to instructional design
5. Define instructional design.
6. Define the word systematic as it relates to instructional design
7. Define learning and synthesize its definition with the practice of instructional
design
8. Relate the design of instruction to the term educational (or instructional)
technology
9. Describe the major components of the instructional design process and the
functions of models in the design process
10. Provide a succinct summary of various learning contexts (declarative
knowledge, conceptual, declarative, principle, problem-solving, cognitive,
attitudinal, and psychomotor)
11. Build an instructional design product that integrates major aspects of the
systematic process and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner,
context, goal, and task analyses
i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter
that are contextually relevant
b. Describe the rationale for and processes associated with creating design
documents (objectives, motivation, etc.)
i. Construct clear instructional goals and objectives
ii. Develop a motivational design for a specific instructional task
iii. Develop assessments that accurately measure performance
objectives
c. Select and implement instructional strategies for selected learning tasks
27 | P a g e

i. Select appropriate media tools that support instructional design
decisions
d. Describe the rationale and processes associated with the formative
evaluation of instructional products
i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructional
products
14. Meet selected professional standards developed by the Association for
Educational Communications and Technology
15. Use various technological tools for instructional and professional communication

AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for
learning.
1.1.b Identify a variety of instructional systems design models and apply at least
one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text
chapter, an interdisciplinary unit) to demonstrate application of the principles of
macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of
all learners, including appropriate accommodations for learners with special
needs.
1.1.2.d Incorporate contemporary instructional technology processes in the
development of interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media
(e.g., computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer
authoring application, video tool, or electronic communication application.
1.1.4 Implementing
28 | P a g e

1.1.4.a Use instructional plans and materials which they have produced in
contextualized instructional settings (e.g., practical, field experiences, training)
that address the needs of all learners, including appropriate accommodations for
learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of
learning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within
practice and contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies,
and assessment measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner
characteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate
contextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as
influenced by the learning situation, nature of the specific content, and type of
learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and
learning situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics
for their particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence
the selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence
the implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using
technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional
and professional products.
2.0.3 Apply instructional design principles to select appropriate technological
tools for the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of
appropriate technological tools and to the development of instructional and
professional products.
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2.0.5 Apply appropriate evaluation strategies and techniques for assessing
effectiveness of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update
instructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety
of productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and
supplementary materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of
integrated application programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based
technologies.

3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for
learning situations specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS)
resources in a variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning
contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various
learning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Anal ysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and
educational technology (SMET) contexts (e.g., conduct needs assessments,
identify and define problems, identify constraints, identify resources, define
learner characteristics, define goals and objectives in instructional systems
design, media development and utilization, program management, and
evaluation).
30 | P a g e

5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET
contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a
variety of SMET contexts.

SMET = School Media & Educational Technologies
References
Ferriman, J ustin. (2013). ADDIE model explained. Learndash.com. Retrieved April 30,
2014, from http://www.learndash.com/addie-model-explained-infographic/.

Keller, J . M. (1987). The systematic process of motivational design. Performance &
Instruction, 26 (9/10), 1-8.

Smith, P. L. & Ragan, T. J . (2004). Instructional design (3rd Ed.). Danvers, MA: J ohn
Wiley & Sons.

TechSmith Corporation (2013). Retrieved April 1, 2014, from http://www.techsmith.com/













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Appendix A
Student Handout
This handbook was created to help you as you try to replicate the information learned in
class, on your own. Included are the links to all the material shown in the class in
addition to some directions to get started. Welcome!

Using Camtasia in Teaching
Upon completion of this 10-hour course, learners will be able to create, record and
share their own online instructional presentation using Camtasia and post it in their
courses.

Upon completion of this course, learners will be able to:
1. Identify and download Camtasia.
2. Choose a project theme for a 15-minute online lecture created with Camtasia.
3. Develop scripting and storyboarding to help plan any online lecture.
4. Discover the best settings and learn to record narration.
5. Modify the presentation to zoom and pan out to help viewers see closer detail.
6. Identify areas to edit to ensure a quality presentation.
7. Add voice to PowerPoint presentations.
8. Improve presentations by adding callouts, animations and transitions.
9. Share video by embedding in HTML code.
10. Gain knowledge about new software that could enhance the student online
experience.

Getting Started
http://www.techsmith.com/camtasia.html >click overview video (1:27)
http://www.techsmith.com/education.html >click educations in action (2:37) Point out
that although the preceding video is K-12 based, the same concepts apply in college.
http://www.techsmith.com/education-professors.html >click video about Flip Your
Classroom (2:35)
Handouts
Creating Engaging Screencasts:
http://assets.techsmith.com/Docs/pdf-
camtasiaStudio/Camtasia_Studio_8.1_Create_Engaging_Screencasts.pdf
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Recording
Record a PowerPoint or Keynote Presentation: http://www.techsmith.com/tutorial-
camtasia-mac-presentation.html

Upon viewing the video, learners will open up Camtasia and record a 30 sec video just
ensuring they understand how to get started. The instructions below are for Camtasia 2
on Mac. The Windows directions will vary slightly.

Open Camtasia


Click File >New Recording


Click Record (Ensure you choose the Screen, Microphone and Camera setting you
want before you start)


Present Information and Examples
Examples to help in the editing process:
http://www.techsmith.com/tutorial-camtasia-mac-gs-3-editing-essentials-explore-
editor.html Editing Essentials: Explore the Editor (4:39)
http://www.techsmith.com/tutorial-camtasia-mac-gs-4-editing-essentials-need-to-
know.html Editing Essentials: What You Really Need to Know (3:27)
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http://www.techsmith.com/tutorial-camtasia-mac-gs-5-editing-essentials-preview-
trim-cut.html Editing Essentials: Preview, Trim, Cut (3:36)

Gain & Direct Attention
Editing Features
Transitions: http://www.techsmith.com/tutorial-camtasia-mac-gs-9-stand-out-
transitions.html (4:01)
Cursors and Clicks: http://www.techsmith.com/tutorial-camtasia-mac-gs-8-
viewer-understanding-cursors-clicks.html (4:30)
Maintaining Consistency: http://www.techsmith.com/tutorial-camtasia-mac-gs-11-
stand-out-consistency.html (2:48)
Zoom-n-Pan: http://www.techsmith.com/tutorial-camtasia-mac-gs-6-viewer-
understanding-zoom-pan-bamm.html (7:30)
Audio Quality: http://www.techsmith.com/tutorial-camtasia-mac-gs-12-better-
audio-mics-recording-audiofx.html (3:48)
Annotations: http://www.techsmith.com/tutorial-camtasia-mac-gs-7-viewer-
understanding-annotations.html (4:09)










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Appendix B
Peer evaluation survey
Please complete the following survey based on the video you just watched. Please add
any helpful tips you think would help in their future presentations. Thank you!
What was the title of the video you watched?


Was the presentation interesting? If not, what do you feel could have been improved?


Was the presentation easy to understand and were you able to follow the topic? If not,
what advice do you have?


Did the presenter speak clearly? If not, do you have any advice on how to improve in
the future?





35 | P a g e

Putting yourself in the students shoes would you find the information useful? If not, any
recommendations?


Did you like the way the video was formatted? If not, do you have any
recommendations?


Please add any additional comments you want to share with the presenter.


Thank you for your comments!










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Appendix C
Personal Learning Checklist
Please use the following checklist to help ensure that you have met all the outcomes
and feel comfortable creating presentations on your own. If you have any questions or
suggestions as you go, please feel free to let your instructor know.
Download Camtasia

Choose presentation theme

Develop a Script and Storyboard to be used for your presentation.

Record narration in Camtasia.

Zoom and or pan within your presentation.

Identify areas to improve in your presentation.

Add voice to your presentation.

Add callouts, animations and/or transitions to your presentation.

Share your video in YouTube and embed the code within Desire2Learn.

Feel that you learned a new skill that can help your students enhance their online
learning experience.