This document discusses screencasting and provides guidance on creating effective online tutorials using screencasting. It outlines the basic requirements for a "just in time" screencast, as well as additional elements that would make for a "high quality, made to last" screencast. These include input from the intended audience, learning objectives, storyboarding, scripting, and video editing software. Instructional design concepts and evaluation methods are also referenced to help ensure screencasts meet learning goals and user needs. Contact information is provided for further assistance.

1. Screencasting: Creating Online Tutorials Alison Aldrich, Technology Outreach Coordinator, NN/LM PNR 19050138430Students will… - Understand what screencasting is and what it requires- Learn to employ useful instructional design techniques - Identify the instructional needs best addressed using screencasts- Practice the steps required to create effective screencasts For a Just in Time screencast, you need: A computer with optional microphone and webcam Free or inexpensive screencast software A plan for sharing your screencast via a webpage, email or social media For a high quality, Made to Last screencast, you should have: Input from your intended audience Learning objectives A storyboard and script A computer with optional microphone and webcam Software with appropriate video editing capabilities Plans for promoting and evaluating your screencast About one hour of staff time per minute of video Instructional Design Concepts The ADDIE method1: A way to track and manage instruction projects. Analysis, Design, Development, Implementation, and Evaluation 19050112395 Bloom’s Taxonomy2: A means of developing measurable learning outcomes. Image by dkutopatwa on flickr, Creative Commons license. http://bit.ly/271ktl Information Literacy Standards such as those from ACRL3 suggest specific performance indicators and desired outcomes. Kirpatrick’s Four Levels of Evaluation4: Reaction – Do they like it? Learning – Did they gain knowledge? Behavior – Did that knowledge impact behavior? Results – What is the big picture? Contact Alison:Phone: 206-221-3489aldrich3@uw.edu see Software Comparison Chart Good microphone options: Plantronics headset, $25Sennheiser PC 156 headset, $60 Blue Snowball, $81 Fill in the blanks: What makes a good screencast?What makes a not-so-good screencast? Works Cited 1 Harriman, G. (2004). Instructional design: ADDIE. Accessed 10/16/09 from http://www.grayharriman.com/ADDIE.htm 2 Anderson, LW. and Krathwohl, D,R., et al (Eds.) (2001) A taxonomy for learning, teaching, and assessing: a revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon. 3 American Library Association (2006). Information literacy competency standards for higher education.
Accessed 10/16/09 fromhttp://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm 4 Kirkpatrick, D.L. (1994). Evaluating Training Programs: The Four Levels. San Francisco, CA: Berrett-Koehler. Additional Resources Blummer, B.A and Kritskaya, O. (2009). Best practices for creating an online tutorial: a literature review. Journal of Web Librarianship 3: 199-216. Software reviews by Melissa Rethlefsen for Library Journal: Free screencating tools (1/15/09) - http://bit.ly/4hnhrO Screencast like a pro (4/15/09) - http://bit.ly/IZzIl Moodle page for this course (Log in as guest): http://nnlm.gov/moodle/course/view.php?id=53