FINAL PROJECT REPORT
1
Kelly R. Coggins
EDTC 6020
Final Project Report
FINAL PROJECT REPORT
2
Overview
This instruction will help college employees learn the basics of Camtasia video
editing software. They will be able to apply this knowledge by creating and exporting a
short video of their own. In order to take the class, learners must have basic computer
knowledge, such as how to use a keyboard and mouse. They must also know how to
save and retrieve files from a computer. They will have at least graduated from high
school and be in the age range of 20-55. The instruction will take place in a computer
lab. Each learner will have a computer to practice with and there will be a smart board
available for the instructor. The instruction should take about an hour to complete. I
would say this could be part one in a two part Camtasia lesson. The second part would
be more advanced and would include adding audio, screen casting, and other features.
Needs Analysis/Learner Analysis
My supervisor is requesting this instruction to help our new hires to become familiar
with software within our computer lab that we sometimes use. Students use this software
to complete projects and staff members are sometimes asked to provide tutorials on the
software. The class will lay the groundwork for new hires to dig even deeper into what
Camtasia has to offer.
After talking with my supervisor I used Mager’s Performance Analysis Process
flowchart to confirm the approach I would need to take. After following that chart, I
determined that formal training was necessary.
FINAL PROJECT REPORT
3
Before designing the class, I gave the one person who agreed to participate a
survey with the questions listed below:
Questions:
1.
2.
3.
How much do you know about Camtasia?
Do you think learning about Camtasia would be of benefit to you?
Describe your background with video production?
Answers:
1. I know it is used to create videos, but I don’t know much else about it.
2. Yes, I think it would be of benefit because it is used in my computer lab to create short
videos.
3. I know how to use Windows Movie Maker.
Reflection:
The textbook, The Essentials of Instructional Design says, “A needs analysis is
carried out for the purpose to bring about a particular change. Typically it’s the change
needed to improve performance of some kind.” For my situation I am trying to change
skills. I want my learners to be able to answer questions and help others with the
Camtasia software. Currently, according to my learner analysis, they are unfamiliar with
the software. I decided to use the Morrison, Ross, and Kemp approach to the needs
analysis to help me gather more details about the direction I need to take for instruction.
That approach lists four functions. I have detailed my response to that list below (Brown
and Green, 2006).
1. Identifying the needs relevant to a particular job or task ---what problems
are affecting performance.
After conducting a learner analysis, I discovered that some new hires are
unfamiliar with Camtasia software, even though they say it is used often in a computer lab
FINAL PROJECT REPORT
4
they work in. I would like my learner to be able to answer basic questions about the
software and be familiar with it to a point where they can make a short video on their own.
2. It defines critical needs.
It is critical that my learners know the basics. My questionnaire for the learner
analysis shows that my student has never used this software, but has used windows
movie maker. I can design a class that points out similarities and differences with windows
movie maker to help my learner grasp key concepts and build on prior knowledge.
4. It sets priorities for selecting an intervention.
My priorities are to get my learners to learn basic terminology and skills. Thus, I will
select an intervention that will meet these priorities.
SME Narrative
I chose to be the subject matter expert for the instruction on Camtasia. I think I am
an appropriate expert as I have more than a decade of experience in broadcasting. I have
used Camtasia many times and have even delivered instruction on the software for college
students. I have a bachelor’s degree in Mass Communications and I have editing
experience using other software as well, including adobe’s Premiere Pro and Window’s
Movie Maker.
FINAL PROJECT REPORT
Task Analysis Flowchart
5
FINAL PROJECT REPORT
6
Instructional goals/Performance objectives
Goal 1: Students will gain a basic understanding of the different parts of the Camtasia
software.
Objective 1: After watching a video on Camtasia and taking notes, students will label a
screenshot of the Camtasia workspace and look for similarities and differences for the
various parts (compare and contrast with Window’s Movie Maker).
A. Students.
B. Will label a screenshot of the Camtasia work space and look for similarities and
differences with Window’s Movie Maker.
C. After watching a video on Camtasia and taking notes.
D. Successfully.
Goal 2: Students will be to apply their Camtasia knowledge
Objective 2: After watching a demonstration and getting hands on experience, students
will create a short video with transitions using three video clips provided to them.
A. Students.
B. Will create a short video with transitions using three video clips provided.
C. After watching a demonstration and getting hands on experience.
D. Successfully.
Goal 3: Students will be able to recall information learned in the class to help them on the
job.
FINAL PROJECT REPORT
7
Objective 3: After completing their video, students will create a step by step manual on
the process.
A. Students
B. Will create a step by step manual
C. After completing their video
D. Successfully
Instructional Strategy/Plan
I prescribe to do one hour of face-to face instruction in a computer lab with several
resources including a video, worksheet, and I plan to have access to the software itself for
some hands-on practice. I will focus on having a knowledge centered environment, as I
hope to focus on information and activities that will help my learner develop an
understanding of disciplines. They must use specific terminology accurately, they are
encouraged to practice as if they were professionals, and they will be asked to put the
process in their own words.
My instructional strategy was developed following on my learner, needs, and task
analysis. My first goal was for my learner to gain a basic understanding of the software.
When doing my learner and needs analysis, I discovered that my student never used
Camtasia software. However, he had used Window’s Movie Maker. After learning this
information, I determined that the best approach in the beginning was to teach him the
basics. Next, I would have him use critical thinking skills to determine similarities and
differences based on software he was familiar with (he said he has used Windows Movie
Maker). According to our textbook, The Essentials of Instructional Design, identifying
FINAL PROJECT REPORT
8
similarities and differences is an activity based on proven effective practices. Another
proven activity is the ability to summarize and take notes. I determined that labeling a
worksheet with the main parts would help with note taking and drawing similarities and
differences. I attached an example of this worksheet on the next page under the heading
instruction.
For the next part of instruction, I decided to have students actually create a video
after some hands on practice. As part of my needs analysis, I determined that I wanted the
student to be able to make a video and I believe after practice he should be able to do
that. The textbook lists homework and practice as one of the proven effective practices
(Brown and Green, 2006).
Lastly, I think it’s important for my learners to remember the steps they took to
create the video and that is why I have them create a manual. It’s another way to have
them summarize and take notes.
If I had more students participating in my lesson, I could incorporate more
cooperative learning techniques. I think for a larger group it would be beneficial to have
them make a group video and teach each other. Reciprocal teaching was a method also
discussed in our textbook that I hope to use more often when designing instruction.
FINAL PROJECT REPORT
9
Instruction
Here is the worksheet I would hand out after the video and notes are taken:
Answers:
1. Canvas, 2. Timeline, 3. Contains video audio and image clips used in the project,
where your media goes when you import, 4. Comes loaded with royalty free assets
for use, 5. Where you find text and ready-made shapes and files, 6. Visual effects
found here, 7. Another way to delete a clip, 8. A way to divide two clips in half.
Here is a YouTube link to the video I showed: https://youtu.be/Zb1xy7Q0vYc
FINAL PROJECT REPORT
10
Assessment and Evaluation
I used two types of evaluations determine the success of the lesson, a formative
learner evaluation which involved an observation and a summative evaluation that
included some questions. I looked at the goals and objectives I had outlined previously to
do this. In doing that, I realized that I was hoping for a change in skill. I also planned to
measure success based on competence. I did not judge learners against each other,
mainly because I had just one learner.
In the first type of evaluation, I observed my learner as he was being trained. I saw
that he understood how to import video and how to drag it to the timeline. I saw that he
was able to trim the video and add transitions easily. I also saw that he struggled a bit with
exporting the project.
In addition to the observations I solicited feedback by conducting an interview after
the training took place. I asked several open ended questions, such as do you feel
confident enough to answer basic questions about Camtasia. I also asked if he thought he
could create another video at a later time without assistance.
After analyzing my observation notes and the responses from my questions, I
determined that I should tweak the training a bit. I observed that there was a bit of
confusion with the exporting process. I determined that next time I should go over this
process with a little more detail. I think that by analyzing my lesson and determining this bit
of information, I can now make my training even more effective. I look forward to doing
more formative and summative evaluations in the future. I definitely don’t want to fall into
the trap of only evaluating myself after a lesson is complete. As the textbook, The
FINAL PROJECT REPORT
11
Essentials of Instructional Design says, evaluating the learner is only one of several types
of evaluations.
Overall, I found this project very enlightening. I now see how all the steps in the
instructional design process are essential for creating instruction that is most effective. I
also how all the steps work together to help shape instruction from start to finish and then
again as you work to revamp it all after the final assessments.
FINAL PROJECT REPORT
12
Works Cited
Brown, A., & Green, T. (2006). The essentials of instructional design: Connecting fundamental principles
with process and practice. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.