For my media creation project, I created a screencast. This is something I have done many times before, but this time I used different screen capturing software and uploaded the final product using Kaltura MediaSpace. My previous videos were recorded, edited, and uploaded using Screencast-o-matic or Screencastify; for this one I used the native screen capture feature in MacOS Mojave and edited in iMovie. Always in the past, I have been in too much of a hurry to caption my videos, since they were produced on demand and students needed answers right away, so this was my first time doing that, also.
To create the video’s content, I used two separate tools within my Chrome browser. For the first part I used a Google Slides presentation. For the second I used an online graphing calculator called Desmos. This allowed me to create and manipulate graphs onscreen with precision and animation unavailable if I was hand-drawing my graphs, as I did in years past.
The audience for my video is college students taking developmental math classes, particularly DEVM 105 Intermediate Algebra. It could also be used by secondary or adult secondary students working on the same material or by students in college math classes who need to remember how to use this particular skill. This is a support tutorial: it is not meant to introduce the material but instead to clarify a concept with which a student might be struggling.
Video is probably the most effective tool for communicating with students who might be struggling with a concept in math and who cannot seek help in person. I have also tried sending them images of worked problems with annotations for explanation. This is a lot less work for me and a lot less intense bandwidth use, but it relies on the student to follow the steps of the work and understand the annotations. By the students’ perceived reactions, video seems to be the most effective tool.
Video production, particularly in this format and with these tools, has the ability to improve math instruction in bush Alaska. Currently, students who are not in a face-to-face class receive their lectures by video teleconference. Their options for support are built-in tutorials in their homework software and live tutors located in Fairbanks with online office hours. Professors provide recordings and printed notes of their lectures. Students in Bethel have access to a Math Lab. Short videos like this one offer students a support resource that is richer than a “worked example” from the lecture or attached to homework problem, much easier to access than a lecture recording, and always available, unlike a tutor with a schedule. Videos produced by local instructors reinforce a sense of relationship between students and their instructors.