Screen-Capture Instructional Technology

for the Blended K-12 Classroom

Jeffrey G. Smith

Saint Mary's College of California

EDAD-616 & EDAD-608

OverviewI. Multimedia Instructional

Technologies

II. Brain Research

III. K-12 Research Study Results

IV. Disruptive Innovation

V. Discussion

The traditional face-to-face pedagogy

uses one-time-only instructional content.

Traditional Face-to-Face Instruction

Online Learning“On average, students in online learning

conditions performed better than those receiving face-to-face instruction” (U.S. Department of Education, 2009).

“It is estimated that by the year 2019 about one-half of all high school courses will be online” (Picciano and Seaman, 2009, p. 20).

“About 80 percent of courses taken in 2024 will be taken online in a student-centric way” (Christensen, 2008, p.102).

I. Multimedia Instructional Technologies

Online LearningWith diminished funding, many school

administrators have begun to experiment with online instruction as a way to reduce the number of classroom teachers.

With severe budgetary issues and the legal requirement to maintain the state’s class-reduction amendment, Florida’s public schools recently chose to utilize courseware from Florida Virtual School.

“All there were were computers in the class,” said Naomi. . . . “We found out that over the summer they signed us up for these courses.” Naomi is one of over 7,000 students in Miami-Dade County Public Schools enrolled in a program in which core subjects are taken using computers in a classroom with no teacher. (Herrera, 2011, January 11)

Blended Learning

A student learning from an online curriculum does not necessarily require the physical departure of students from the classroom or the elimination of all traditional pedagogies.

Blended Learning or Hybrid Learning is a course that blends online and face-to-face delivery, and where a substantial proportion of the content is delivered online (Picciano & Seaman, 2009).

As stated by the U.S. Department of Education, “Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction” (Means et al., 2009).

Blended Learning

Blended Learning

Classroom students can learn in an asynchronous manner, unlike traditional instruction.

Classroom students have control over pacing of their core instruction.

Classroom students have flexibility to go back and relearn content anytime and anywhere.

Blended Learning

Rather than teach “canned” online curriculum geared for a broader educational market, the use of a teacher’s locally relevant instruction can be maintained within a hybrid instruction.

“The relevance of knowledge to the community, to the individual person is different, therefore should be approached differently . . . Education should be very relevant locally, individually and personally” (Brown & Cooper, 2009).

Multimedia Production ToolsMultimedia Production Tools

Screen-capture instructional technology enables teachers to easily produce their own in-house multimedia lessons for online or blended instruction.

Screen-capture software provides an easy-to-use process for developing movie segments from any movements that appear on a digital screen with the capability of adding audio messages for verbal explanation.

Electronic Whiteboards

Multimedia Production Multimedia Production ToolsTools

Computer Software Applications

Multimedia Production Multimedia Production ToolsTools

Video or Digital Camera Projectors

Multimedia Production Multimedia Production ToolsTools

II. Brain ResearchII. Brain Research

Cognitive Theory of Multimedia Learning

Dual-coding theory stipulates that humans possess separate information processing channels for visual represented material and auditory represented material (Mayer, 2009).

Under cognitive load theory, the goal of multimedia instruction is to reduce extraneous overload while increasing germane [relevant] cognitive load. Miller’s (1956) Magic Number Seven, Plus or Minus Two.

An on-screen pedagogical agent, such as the audio or video of an instructor, can navigate or signal learners seamlessly toward relevant information within a multimedia lesson.

Screen-Capture Instruction vs. Textbook Instruction

III. Institutional Review Board Pilot Study Results

Results - Results - SPSS SPSS Table 1CAD Pretest and Posttest

.77

.493.952.44

7.779.78

2625

PosttestControl

Treatment

.58

.543.012.71

3.273.56

2625

Pretest

Control Treatment

Std. Error Mean

SDMnTreatment or Control

Note. Treatment = Screen-Capture Instructional Technology

An ANCOVA test was applied to each individual CAD skill taking into account the covariates of the pretest score of each skill. The null hypothesis rejected the significance level of p < .05.

ANCOVA ResultsANCOVA ResultsTable 1Means for Subtest and Total Scores

Mean Scores

Treatment(Screen-Capture)

Control(Traditional Textbook) F

Total 9.71 7.83 4.79*

Rotate 2.90 2.41 6.03*

Stretch 2.38 2.09 .40

Fillet 3.23 1.84 7.33*

Dimension 1.28 1.42 .19

Note. * p < .05; the covariate of pretest scores were significant, while the overall F for the group was not significant.

Disruptive Innovation LensDisruptive innovation threatens the current

trajectory of an established industry; i.e. mainframe computer industry / K-12 education.

As a result, the industry does not want and can’t use the innovation [instructional technology].

Disruptive innovation will at first fill a void [where traditional instruction fails].

Once it is established, it will change the established industry and ways of practice.

IV. Disruptive IV. Disruptive InnovationInnovation

K-12 Disruptive InnovationVoid 1 - Enable students to access a

teacher’s audiovisual lesson from home.

Void 2 - Enable students to make-up or recover a teacher’s face-to-face lesson at school.

Void 3 - Enables for a student-centric & self-paced learning environment.

K-12 School Innovation Plan

Step 1 Screen-capture all classroom face-to-face instruction into audiovisual multimedia lessons.

Step 2 Upload all multimedia lessons to the teacher’s webpage / server (available for home & recovery).

Step 3 Incorporate multimedia lessonsfor a blended learning classroom

Step 4 Enable one-to-one computing in a computer lab or with portable devices

(asynchronous student learning).

Screen-Capture Traditional Whiteboard

Example: Math Example: Math

Screen-Capture PowerPoint Software

Example: Social Example: Social ScienceScience

Teacher’s Knowledge Requirement for the Effective Integration of

Technology

TPCK Framework (Koehler & Mishra, 2008)

Struggling students learn better from self-paced multimedia instruction versus high-achieving students.

Different K-12 ages and populations need to be studied, including minority and disadvantaged students.

Teachers are not being adequately trained or informed on how to use student-centric technology in the classroom.

V. DiscussionV. Discussion

K-12 School Innovation Plan

References Christensen, C. M., Horn, M.B., & Johnson, C. W.

(2008). Disrupting class: How innovation will change the way the world learns. New York: McGraw-Hill.

Herrera, L. (2011, January 17). In Florida, virtual classrooms with no teachers. The New York Times.

Mayer, R. E. (2009). Multimedia learning. Cambridge: Cambridge University Press.

Means, B., Toyama, Y., Murphy. R., Bakia, M., and Jones, K. (2009). Evaluation of Evidence-based Practices in Online Learning: A Meta-analysis and Review of Online-learning Studies. Washington, D.C.: U.S. Department of Education

Moreno, R. & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology. 92(4), 724-733.

Picciano, A. G., & Seaman. J. (2009). K–12 online learning: A survey of U.S. school district administrators. Boston: Sloan Consortium.