Screencasts are video recordings of activity on a computer screen which can include narrator audio. They can be watched on a computer or on a mobile device with video playback capabilities. The video component is what distinguishes screencasts from audio podcasts. For mathematics learning, when created using tablet technology, screencasts enable the real-time recording of handwritten step-by-step solutions of problems including specialist mathematical notation. One of the strengths of screencasts is that, like live lectures, they “allow communication through multiple channels: writing, visual aids and speech” [1]. For this reason, screencasting has been especially popular for recording mathematics lectures [2, 3]. Screencasts may be accessed whenever a student likes, from wherever they are, and can be downloaded for later use offline.
Students often have difficulty with the techniques that are assumed prerequisite knowledge of a particular module of study rather than the content of the module per se. This is particularly the case for part-time and distance students, for whom the prerequisite topics may have been studied some years previously.
The aim of this miniproject was to investigate and evaluate the value and effectiveness of short screencasts as educational support resources for such students.
More than twenty screencasts were produced by mathematicians using tablet PCs and the screen recording software Camtasia Studio [4]. A variety of presentation approaches were used by different individuals, but in all cases an attempt was made to minimise production time required.
There was overwhelmingly positive feedback on the screencasts, and a clear call for more screencasts to be recorded. The screencasts in combination with the quizzes also provided important feedback for the students on their understanding of prerequisite material, and of the material covered in the course. Students commented that the revision undermined their confidence initially, as they thought they knew more. This prompted them to study areas they may not have looked at to catch up on missing skills and understanding.
This project has shown that students like short, focused mathematical screencasts recorded by an expert and moreover screencasts can be a powerful tool to support student learning. Students feel that the screencasts help their understanding of mathematical techniques, and they would like more. Visitors watching the collection of screencasts on the project website were also extremely supportive of this approach to teaching. If they showed a preference, it was for handwritten rather than typeset explanations.
[1] Mullamphy, D.F., Higgins, P.J., Belward, S.R. and Ward, L.M. (2010) ‘To screencast or not to screencast’, ANZIAM Journal, 51 (EMAC2009): C446-C460.
[2] Loch, B. (2010) ‘What do on campus students do with mathematics lecture screencasts at a dual-mode Australian university?’, CETL-MSOR Conference, September 2009.
[3] Feinstein, J. (2010) ‘Using a tablet PC and screencasts when teaching mathematics to undergraduates’, Maths at University: reflections on experience, practice and provision.
[4] Camtasia Studio, Techsmith.