Documentation:Annotated Presentations/DIY Media
- 1 What are Annotated Presentations?
- 2 How do they support learning?
- 3 Examples
- 4 What do I need?
- 5 How do I do it?
- 5.1 Step 1: Plan (edit)
- 5.2 Step 2: Script (edit)
- 5.3 Step 3: Record (edit)
- 5.4 Step 4: Edit (edit)
- 5.5 Step 5: Publish (edit)
- 6 Instructional design support
- 7 Feedback
What are Annotated Presentations?
Annotated presentations are slideshows augmented by captions, animations, and voice-overs. The annotations are designed to emphasize, augment, or better explain the information being presented. At a minimum, an annotated presentation consists of a set of slides and a voice-over, but more advanced users can add animations, drawings, quizzes, and more. Annotated presentations are usually provided in the form of a video, although it is also possible to annotate slideshows the viewer can advance at their own pace, with annotations appearing in a predetermined order.
While it's possible to create annotated presentations in a variety of ways, the focus of this toolkit will be on taking a slideshow created in a stand-alone application (such as PowerPoint or Keynote) and using Camtasia as screen-capture and editing software. If you're a student, faculty, or staff member at UBC, you're eligible for a full, free license of the Windows and Mac versions of Camtasia, a program which integrates screen-capture and video-editing software. To find out more about getting a license, click here.
How do they support learning?
Annotated presentations are just one way of many to create video which supports learning. Some uses for annotated presentations in learning include:
Creating tutorials. Creating tutorials for students to study from.
Highlight the concepts Highlighting or drawing attention to concepts or components that are important for students to pay attention to.
Storytelling Telling a story using images and annotations as a guide.
Human element Providing an instructor presence in an online environment by including a human element in instructional material.
Here are some more links to research related to multimedia in learning.
For the purposes of the page, an annotated presentation was developed, following the directions laid out in the 'How Do I Do It?' section. The slides were created in Microsoft PowerPoint 2013, the presentation was recorded and edited in Camtasia Studio 8, and a Logitech headset microphone was used to record the audio.
Here are download links to the resources used in the presentation. All worksheets have been filled out. The blank versions are available in the pre-production resources section.
A mixture of PowerPoint and Camtasia animations were used. While a the presentation is good example of an annotated presentation, there's definite room for improvement.
- The presentation is five minutes and thirty seconds long, which is pushing it. Moving more complex material (like the question about layer thickness) to later videos would be a solution.
- While the headset is a relatively nice microphone, a standalone microphone with a pop filter would help eliminate the occasional audible popping and smacking noises. The worst parts were manually edited out, which took some time.
Start-to-finish, the presentation took slightly under four hours to produce. An hour was spent planning and storyboarding, another hour spent designing the slides, half an hour writing and editing the script, slightly under half an hour to record the presentation, and an hour to edit, upload, and review. Because a lot of time was invested in planning, recording could be done relatively swiftly. In any sort of video production, the lion's share of the time should be spent in pre- and post-production work: plan accordingly!
Being able to re-use lecture slides would save time, and practice and familiarity with editing software will speed the process along, too.
What do I need?
In order to create an annotated presentation, you'll need a computer, a set of slides, a microphone, and software to record your screen and edit your presentation. If you own a laptop and an external microphone, you can download all the software you need for free, and get started.
For an overview of how UBC professor Rosie Redfield creates her videos, take a look at this.
While computers won't be discussed (most computers should be powerful enough to record and edit a screencast) your choice of microphone will greatly affect the quality of your DIY media project.
Here are a few useful links if you're looking at microphones.
- The DIY Media website has a page on microphone suggestions, going over the various types of microphones available.
- Choosing Microphones is a 4-minute video from lynda.com which has some helpful tips for deciding what kind of microphone will best suit your needs.
- Wistia's Learning Centre demonstrates the quality of sound achieved with different mics in this 4.5 minute video.
In addition to editing software, you'll need to put together a set of slides to use in your presentation
|Slides||Recording & editing software|
There are a variety of tools you can use to create slide sets on your laptop, iPad, or Android device.
Once you've created your slides, get comfortable with presenting them on your computer: make them full screen, and do a couple of practice runs of your presentation. If you aren't, become familiar with how the presentation words. Does a click go to the next slide, trigger the next animation, or make your mouse show up? Can you move backwards and forwards? Can you hide your mouse? The more familiar you are with your presentation, the less you'll have to think about when you're recording it.
While Camtasia is recommended, due to the features and free license for UBC students, staff, and faculty, basic presentations can be recorded entirely within PowerPoint or Keynote, and there are a wide variety of other editing programs you can explore. Recording an annotated presentation is very similar to recording a screencast: the [screencasting toolkit] has a wealth of information.
How do I do it?
Step 1: Plan
Curate or Create? Does a similar resource to what you're envisioning already exist? You can check Creative Commons licensed sources and resources in the Public Domain to start with. If there are images, slide sets, or other works you want to use, which are appropriately licensed, ask yourself if you can build some context around them specific to your goals. Do you need to create something new, or can you curate content by building activities or context around resources that already exist? Here's an example of curated content, which took the form of adding discussion question, a self-assessment segment, and more, to a YouTube video describing MOOCs.
Objectives. Identifying broad goals can help you define what your students should learn and understand, while the objectives provide specific and measurable outcomes (Gagne, Wager, Golas & Keller, 2005 in Frey and Sutton, 2010).
Impact. Consider the potential impact your project will have on the learning environment. How will learners use the video/slides? Will you need to create guiding questions, things to watch for, and follow up activities, so learners can use what they've learned? You might want to think about what activities the presentation can replace (tutorial, lecture) and how you can use that time for other activities to support the learning from the presentation. Additionally, knowing the needs of your learners helps you target the content and approach to them, making it more likely that you'll be producing a useful learning resource.
Assessment. Consider the measures you'll be using to check that your presentation had the desired impact on learning: did test scores or performance in collaborative activities improve? A good instructional design principle is to check for alignment between learning objectives, assessment, and the activities associated with the presentation.
Test. Once you have gathered your equipment and software, experiment with it. Test everything: create a five-second presentation and audio track, and export them to your editing software to familiarize yourself with the process and reveal any issues with file format or audio quality you'll want to fix before production. Make sure your chosen tools can do what you need them to.
Timeline. Check with colleagues who have made annotated presentations to get a sense of how long your project should take. If this is your first time producing an annotated presentation, allow a lot more time than you think you need.
Step 2: Script
Every minute you spend planning your project is worth two or three minutes of designing, recording, and editing. Before you do anything else, download and fill out this worksheet. Here's the completed worksheet for the example presentation. Try to be as detailed as possible: it'll make life easier later on.
One of the most important features in the planning worksheet is the 'Generate Concepts' section. This will help you break your content down into easily digestible sections, a technique also known as chunking content. Chunking content involves breaking down large themes into manageable chunks or concepts: for example, if you intend to cover 4 concepts in a single video of 20 minutes, breaking the long video into four five-minute chunks will make it likelier that the material will be watched and effectively absorbed. Recent research indicates that the optimal length for student engagement is 6 minutes or less. (Guo, 2013).
UBC's Design Principles for Multimedia provides an overview and basic framework for considering evidence based principles when designing multimedia for learning.
For more depth, Carnegie-Mellon's principles for learning, Merrill's First Principles of Instruction, Gagne's 9 events of instruction and Mayer's principles for multimedia development are useful references for helping you think about how to approach your presentation as a learning resource.
After you've selected one chunk to start with, you can fill out this storyboarding worksheet. Here's the completed storyboard for the example project. You can fill this out however you want to: for more traditional video projects, storyboards usually include sketches of each scene with notes attached, but you can feel free to use text, draft your script, draw each slide, sketch diagrams you might use, or some combination of those and other techniques.
Create a script
Writing a script will save you time in the longs run. Include what you want to say, and when you want to say it, with respect to the slides you plan on using. Note transitions between slides, and animations. Once your script is complete, you'll get a sense of the flow of your project and can make decisions about editing more easily.
Even if you already have slides, you'll want to look over this section: there are differences between making slides for a lecture, and slides for a presentation.
Step 3: Record
Set up your recording environment
Managing a microphone, script, and computer at the same time is harder than it sounds. Talking, using the mouse, and reading from a script at the same time requires that you split your attention. You'll get the best presentation if you set everything up so it's easy to use.
The quality of your audio factors greatly into the perception of your video: a small increase in audio quality is worth a much larger increase in video quality.
For tutorials on how to use Camtasia, have a look at TechSmith's series of videos, linked at the bottom of the page. They'll have you up-and-running in no time.
Camtasia Studio 8 comes with a plugin for Microsoft PowerPoint 2013, which can simplify the recording process. However, PowerPoint 2013 is the only software which has plugin functionality with Camtasia. In the example presentation, a different technique was used to capture the full-screen presentation, which will work with any software which features a full-screen mode.
Tips and tricks
B-roll Content: you're probably familiar with shots of crowds, parks, or freeways in news articles or documentaries, which help transition from one scene to another. This content, which can frequently be found online under free-use licenses, is referred to as b-roll, and can help provide a background for a point you don't have a slide for, or help introduce or close a video.
Step 4: Edit
When editing, try to remove anything which isn't necessary: the shorter your video, the likelier it will be watched and effectively absorbed. Ask yourself if you can remove content and still communicate your point. If you can't cut anything, but feel like your video is too long, consider splitting it into multiple parts.
If you chunked your content, stuck to your script, and followed the advice in the recording section, the only problems you encounter while you're editing should be specific to the software you're using. Have a look at the Camtasia toolkit and post-production tools section of this toolkit for advice regarding specific pieces of editing software.
Including a title slide with a brief overview of the material you plan on covering can help set a learner's expectations. Branded title slides are available from UBC. Click here for more information.
Step 5: Publish
Instructional design support
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