Not Another PDF, please: Using ThingLink scenarios and Camtasia to build engaging virtual learning objects

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1440

Keywords:

multimedia digital learning, educational videos, IT learning skills, learning technologies, inclusive learning design, asynchronous learning

Abstract

In this resource showcase, I presented ‘Refine Your Writing: Better Proofreading,’ a multimedia digital learning sequence I created as a Writing Skills Officer in the Academic Skills Service of the University of Southampton. This learning object sprang from my (and colleagues’) dissatisfaction with existing resources about proofreading: these largely elevate the ‘what’ over the ‘how,’ comprising little more than checklists of potential errors to look out for. I set out to create a resource that went beyond cataloguing to instead equip students with active strategies to interact with and enhance their texts.

 

In developing this resource, I followed best practices conveyed via the Learning Object Review Instrument (LORI), as well as Universal Design for Learning (UDL) principles (Leacock and Nesbit, 2007; CAST, 2018). My presentation outlined how the ThingLink ‘Scenarios’ feature can be used to build inclusive virtual objects through which learners advance at their own pace. Incorporating original videos edited in Camtasia, the result was a resource that was not only accessible, but more likely than a text-based webpage or narrated PowerPoint webinar to sustain learners’ interest. Indeed, I argued that aesthetics and delivery energy must be prioritised in the creation of digital objects whose use is suggested to, but not required of, university learners (i.e., resources maintained by academic skills services, writing centres, and so on).

 

Although the primary focus was on inclusive virtual objects, my presentation was of interest to conference attendees looking to expand their knowledge of the IT skills, software, and platforms underpinning their resource designs. To support this, I shared my ‘lessons learned’ after diving into ThingLink and Camtasis with this project.

Author Biography

Alice Stinetorf, University of Southampton

Alice Stinetorf is a Writing Skills Officer in the University of Southampton Academic Skills Service. Her previous experience includes lecturing in rhetoric and composition, managing a health sciences library, and teaching creative writing. She enjoys helping students get to grips with the unique (and uniquely terrifying) process of writing, whether in one-to-one appointments or via digital resources.

References

CAST (2018) Universal Design for Learning Guidelines version 2.2. Available at http://udlguidelines.cast.org.

Leacock, T. L. and Nesbit, J. C. (2007) “A Framework for Evaluating the Quality of Multimedia Learning Resources”, Educational Technology & Society, 10(2), pp. 44–59. Available at https://www.proquest.com/scholarly-journals/framework-evaluating-quality-multimedia-learning/docview/1287039862/se-2.

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Published

31-10-2024

How to Cite

Stinetorf, A. (2024) “Not Another PDF, please: Using ThingLink scenarios and Camtasia to build engaging virtual learning objects”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1440.