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Record your screen!

The
​Screencasting Basics Tutorial

The best 'getting started' screencasting tutorial you'll find anywhere!
This tutorial is the result of 1000+ hours of experience with screencast recording and with the teaching of screen casting to others.

It covers critical background information you are unlikely to find assembled anywhere else. 

The following questions are addressed in the tutorial

Screen recordings (videos) are called screencasts. This tutorial will get you started AND will provide you with answers to common 'beginner' questions. 
Should I include my face? (A common question)

Should I edit my videos? (For some: absolutely! For others: no way! - It depends on some factors.

Should I use my iPad or my computer? (It depends. The 'obvious' answer may be the wrong one! Work through the tutorial.)

Should I record screencasts with free-hand writing? (That also depends on many factors, especially the hardware you are using)
What do I use as a basis for my screencasts - PowerPoint ... Word ... OneNote ... pdfs? (Work through the tutorial which contains some 'golden' tips and tricks!) 

Why don't I just record myself in the classroom with my phone? (Great question - check out the tutorial) 

Are there other video options? (Yes - check out the tutorial)  ​

You might be wondering ... 

Who created the tutorial?
All the content has been created by Richard Andrew. Richard has enjoyed 20+ years in the classroom (6 as a Head of Department) and has been running Professional Development for teachers since 2007 ... and who has over 1000 hours of experiencing dealing with screencasts. 
​
Can I download the tutorial and access it later?
There's no need to download anything as the tutorial is a webpage. However, regardless of whether you access it now or later, save the tutorial's URL in a safe place (e.g. favourites) for future reference.
How long will the tutorial take me to complete?
Not all the information will be essential viewing for everyone. It depends on your needs and hardware. If you are a beginner then you probably won't be clear on your needs anyway so I do recommend working through it all. There is 38 minutes of excellent video plus related text. Bite sized chunks might be best.
​
I've already recorded some screencasts so will I learn anything new?
If you've recorded 100+ screencasts I firmly believe you will still learn something new. ​

Sign Up For The Tutorial Here

Testimonial (from related course)

The best aspects of this course included being guided through the process, being provided with the many and varied options for delivering a flipped lesson and exploring the technologies. I appreciated the warnings of what to avoid and pitfalls to be aware of. The course has been immensely encouraging, I intend to continue developing lessons in this format and further exploring platforms for delivery. I have been immensely encouraged by the positive feedback of the students who trialled the lessons. The online delivery has made this so much easier to learn and implement. ​Thanks very much for this thoroughly enjoyable learning experience! ​Iris Bramley, Willoughby Girls High School, July 2018

I really enjoyed the course. It was very informative, well-structured and the wealth of well-researched articles, tips and advice helps me to cut through the even-so-much-more information out there. Thank you Richard for always being supportive, encouraging and helpful. 
I also greatly appreciate the flexibility available in terms of the course completion date and that takes into account some of the unexpected things that life throws at you. Thank you again for everything Richard. You are a champion! Juswan Ichwan, William Carey Christian School, ‘Flipped-Maths’ course, Feb 2018

I loved this course. It was definitely a natural progression from the unit 'Engaging and Motivating Students'. These two courses together have drastically changed the way that I teach. The 'Create Collaborative Online Units' course has made learning a deeper and richer experience for my students and both assessment data and anecdotal data proves that online collaborative units are the way to move forward. Every time I take one of Richard's units I improve as a teacher. Amy Wallis, St Andrews College, Marayong, ‘Create collaborative online units’, Oct 2016

I really valued the course. I know that the setup time for flipping a unit is large, but it is definitely worth it in the end. The various examples provided in the course were excellent as one of the hardest parts for me was working out what to actually include in the videos and what types of videos were best. It was also excellent for deciding what software as the information provided was clear and allowed me to make an informed decision. Matthew Ellis, Loreto Normanhurst, ‘Flipped-Maths’ course, April 2018

Possibly the most engaging PD I have done. The highlight of the course is that there is no irony in its delivery as the course is a Flipped Classroom. I was interested in the concept before doing the course, however, throughout the course I became inspired and I have since effectively invested significant time in to designing new units for my classrooms. John Hepworth, ‘Flipped-Maths’ course, Dec 2015

This is the best online Maths PD course I have done in terms of its immediate and practical application in the classroom. Frances Manning, ‘Flipped-Maths’ course, Oct 2014

Richard went out of his way to help me with some finer aspects to my unit. The Yr 12 music unit I developed has allowed me to differentiate my instruction and run multiple units concurrently. Michelle Loevendie, Nagle College, ‘Create collaborative online units’, March 2016

THIS is how online courses should be run. Having detailed, timely, individualised feedback from the course convenor at each step of the course was what gave this course value. The philosophy of 'just having a go' was a strong message and gave me the confidence to try things I might otherwise have put off. Rob Alexander, The King's School, ‘Flipped-Maths’ course, March 2014

This course offered me with a broader view to flipped classroom learning and teaching. I learned from other other teachers from their points of view on education and what Richard had to say. I would recommend this course to any teacher who is willing to utilise what technology has to offer in education and to any teacher who wants to have a new take in learning and teaching. Chi Nang Hyunh, Queenwood School for Girls, ‘Flipped-Maths’ course, Sept 2014     

The practical nature of the course was excellent.  The number of helpful hints and thinking through the concepts necessary to get a unit right the first time gave me a lot of confidence. Despite being an overwhelmingly large task, the task of creating videos and flipped units was easier than I thought it would be due to doing the course. Richard, thanks for the work you have put into the course and the way you have structured it.  I leave feeling that I know both the theory and practise and have been taught all the tricks along the way that will help in future situations. David Ellis, Wagga Wagga Christian College, ‘Flipped-Maths’ course,  Feb 2016