Jean Q. Javellana
Educational Technology
University of Hawai`i at Manoa
Honolulu, Hawai`i
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Literature Review
“A picture is worth a thousand words”
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“A picture is worth a thousand words”
For example, inflight safety
1. Insert the metal fittings one into the other,
and tighten by pulling on the loose end of the
2. To release your seat belt, lift the upper
portion of the buckle.
In the event of a decompression, an oxygen
mask will automatically appear in front of you.
1. To start the flow of oxygen, pull the mask
towards you.
2. Place it firmly over your nose and mouth,
secure the elastic band behind your head,
and breathe normally.
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What is screencasting?
Screen capture of the actions on a user’s
computer screen with accompanying audio
What is Jing?
Screencasting software
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Purpose of instructional design project:
To develop and evaluate a video based
instructional module created with Jing to
enhance the level of understanding of
faculty using the University of Hawai`i
eTravel website.
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Conventional Classroom Training:
eTravel Training + Paper Handouts
Challenges and Problems
• Lack knowledge of University’s eTravel
• Online travel forms too complicated
• Not complying with travel procedures
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Online Static Image Format
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Print Format
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Demonstrating how something works
and providing additional explanations
from a computer screen is helpful for
employees (Brown-Sica, Sobel, & Pan,
Images can alleviate visual barriers (Carr & Ly,
Screencasts used in educational settings to
visually illustrate difficult concepts (Carr & Ly,
Two characteristics common in visual learning:
1) Interaction with the media, and 2) multiple
sensory perceptions (Tempelman-Kluit, 2006)
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Site and Participants
• Site: University of Hawai`i – West O`ahu
• Target audience: Instructional faculty at
Module Design
• Various tools used to create instructional
• ADDIE Model (Gagne, Wager, Golas & Keller,
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Consent to
Pre test
Screencast (Video)
Post test
Post Attitudinal
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Screenshot of Module “Home” Page
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Step 1: Consent Form to Participate in Study
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Step 2: Pre-test Multiple Choice questions
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Step 3: Watch Three (3) Video Tutorials
Video 1: How to Log-in eTravel & Profiler
Video 2: How to Create a Travel Request
Video 3: How to Create a Travel Completion
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Step 4: Post test Multiple Choice Questions
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Step 5: Post Attitudinal Survey
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Pre-test scores lacked knowledge.
Results of questions 3 & 5 scored an average of 100%.
Q3 & 5 learners averaged a score of 100% for pre and post test,
indicating concept could have been an entry level (EL) object.
Learners scores improved on post test.
Average score for pre-test was 86%; post test was 93%.
7% increase between test.
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None of the learners rated any of the statements “strongly
disagree” or “disagree”.
Pedagogical strategies rated at least an average of 90%.
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Post Attitudinal Survey Feedbacks
“The video tutorials
were very
helpful…made using
eTravel a lot
“Nice to learn at
your own pace”.
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“Learned a lot of
through the
“If you didn’t
understand part
of the instruction
you could replay
the video”.
“A video
demonstration is
better than
reading my
travel notes”.
Video based learning was an effective method for
delivering step-by-step instruction and helpful in
illustrating complex technical tasks.
Learners can re-play the video and reinforce their
Low scores in qualitative analysis implies examining
content and design of module.
Further research will need to be conducted to include
support staff and administrators.
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Results confirm that video-based learning appealed to
the learning preference of faculty.
Video technology has a great potential to provide
learning experience in learning complex tasks and
delivering step-by-step instructions.
Process of planning and organizing instruction is
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Betty, P. (2008). Creation, Management, and Assessment of Library Screencasts: The Regis Libraries
Animated Tutorials Project. Journal of Library Administration, 48 (3/4), 295-315.
Brown-Sica, M., Sobel, K. & Pan, D. (2009). Learning for All: Teaching Students, Faculty, and Staff
with Screencasting. Public Services Quarterly. 5 (2), 81-97.
Carr, A., Ly, P. (2009). “More than words”: Screencasting as a reference tool. Reference Services
Review. 37 (4), 408-420.
Educause Learning Initiative (2006). “7 things you should know about screencasting”. Retrieved
March 26, 2011, from
Gagne, R.M., Wager, W.W., Golas, K.C., & Keller, J.M. (2005). Principles of instructional design
(5th ed.). Belmont, CA: Wadsworth.
Hodell, C. (2006). ISD from the ground up: A no-nonsense approach to instructional Design
(2nd ed.). Alexandria, VA: American Society of Training and Development Press.
Netteland, G., Wasson, B., & Morch, A. I. (2007). E-learning in a large organization: A study of the
critical role of information sharing. Journal of Workplace Learning, 19 (6), 392-411.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance –
Foundations of distance education (4th ed.). Boston, MA: Pearson/ Allyn and Bacon.
Small, J. (2010). Delivering library instruction with screencast software: a Jing is worth a Thousand
words!. Southern Cross University ePublication. Retrieved March 26, 2011 from
Svensson, L., Östlund, C. & Sorensen, C. (2003). User Preferences and Learning Effects of Videobased Learning. In A. Rossett (Ed.), Proceedings of World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education 2003 (pp. 743-746). Chesapeake, VA: AACE.
Tempelman-Kluit, N. (2006). Multimedia learning theories and online instruction. College &
Research Libraries, 67(4), 364-369.
Udell, J. (2005). Fast-forward learning. InfoWorld, 27(12), 10.
My gratitude to Dr. Mike Menchaca, Dr. Curtis Ho, Dr.
Peter Leong, Dr. Ellen Hoffman, & Ms. Ari
A special thank you to Dr. Catherine P. Fulford,
Department Chair.
A big Mahalo to my Critical Friends Focus Group (Nikki
Kinoshita, Beth Pemberton, & Stacie Fernandez).
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Contact Info:
Jean Q. Javellana
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TCC Conference 2011