Learning Objective 1: After completing assigned readings and watching required videos the student will be able to explain one basic neurobiological aspect of the brain chosen from an approved list of topics with 100% accuracy based on a detailed rubric. (Comprehension)
Introduction:
The module associated with this learning objective is entitled "The Ghost in the Machine" and focuses on understanding the basic biology that underlies the special properties of the brain. To address the aforementioned learning objective, students will choose a topic from a list of potentials or generate a satisfactory topic to be approved. Students will watch videos and complete readings, which they will use as background for their own research into the topic. Students will then utilize the Web2.0 tool, Screencast-o-matic to generate video presentations that address the topic and these videos will be utilized later in the module or in subsequent modules as classroom resources.
Screencast-o-matic (SOM) is a screen capture tool that records activity on your computer making it available for playback purposes. In addition to recording on-screen activity, the SOM can also record audio as well as video allowing the instructor or student to record audio and video instructions to supplement the onscreen activity. SOM videos can be saved in a variety of formats including, MP4, AVI, FLV, animated GIF or published to the SOM website and YouTube. SOM videos can be utilized for a number of different applications including by students to create presentations or by the instructor to generate tutorials. The recording area can be altered to include the desired content and a simple click of the record button starts the process. With easy playback and intuitive graphics the SOM is a viable instructional tool.
Beneficial Features as an Assessment Tool:
SOM is widely
available with downloads for Windows, Mac, and Linux operating systems.
When recording, the cursor is highlighted as it moves, making the point
of interest readily observable. It is an extremely easy program and
during testing I went from downloading the program onto my computer to
making my first screencast in under 10 minutes. It is not necessary to
install the program for functionality, although I did and am hopeful
that I will be using it readily for my future course design. Finally,
the SOM has the flexibility to select which region of the screen you are
interested in recording, this gives maximum resolution and clarity to
your videos.
Challenges as an Assessment Tool:
SOM
is a free site, however it does limit recording time to 15 minutes and
includes a proprietary watermark. A professional paid upgrade
is available that will remove the watermark and recording time
limitations, as well as enhancing the available options. An additional
challenge of SOM is that students would need a microphone to create
audio voice over recordings. However, it seems like the majority of
newer computers have built in microphones so this should not be a
problem. Finally, creating a supplementary webcam video is possible but
in the free version it is only done simultaneously with the screen
activity recording, creating a need for excellent multitasking and
peripheral vision skills. Again, the free version does not have
editing options, so a well planned out script and a few practice runs
will significantly cut down on the time needed for making professional
screencasts.
Educational Application:
SOM
is an excellent tool for designing Web 2.0 tutorials. If students for
example are new to using wikis then the teacher is able to use the SOM
to set up a wiki and students are able to follow the process. I have
created a quick tutorial video to demonstrate tutorial making (TutorialVideo).
For assessment purposes, the SOM could be used by students to design
tutorials for their classmates or to exhibit their knowledge through a
quick presentation format. I have created a quick video demonstrating the feasibility of such an assessment (Synapse Video).
Plagiarism and Universal Design:
SOM videos are personalized and unique and present a substantial challenge to those interested in plagiarizing the work. However, utilizing a search engine to check for similar videos would be a great way to deter the threat of plagiarism. Requiring students to submit a transcript of the video and to use captions when possible would benefit students with alternative learning styles.
Student Centered Learning:
In a sense, having students generate SOM videos is mimicking a flipped classroom, where students would review lectures outside of class and complete problems in the classroom. Here students are reviewing background materials and creating their own lectures to be shared with classmates for future problem solving work.
Conclusions:
SOM is a freely available tool that can be readily used by both instructors and students. It has the promise of being an integral assessment component in the classroom and with little to no prior training students can readily create educational videos to showcase their learning and creative abilities.
Resources:
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