Running Head: INSTRUCTION BASED WEBCASTS

Instruction Based Webcasts: An Instructional Design (ISD) Project Denise J. Tolliver Katrina L. Currie David L. Lord Adrienne B. Brown Liberty University

INSTRUCTION BASED WEBCASTS Abstract This Instructional Design (ISD) project focuses on the implementation of instruction based

webcasts in the workplace. By identifying the need for flexible and varied training modalities in the workplace, the Instruction Based Webcasts ISD team explores the virtual learning environment to aid organizational instruction designers and trainers develop meaningful and specific learning goals, assessments, and strategies to accommodate learning styles of adult workers. The team identifies and recommends media to help organizations promote employee access to asynchronous training sessions as they review Camtasia Studio screen recording software and iSpring Presenter, which incorporates Microsoft PowerPoint presentations. The teams resulting media reviews provide recommendations, which allow organizations to disseminate and make training available to all staff. The sample course work equips training presenters to develop professional looking presentations and supports the media recommendations of the Instruction Based Webcasts ISD team. Keywords: instructional design, ISD, webcasts, asynchronous learning, e-learning

INSTRUCTION BASED WEBCASTS Instruction Based Webcasts ISD Project In view of todays technological advances in the home, workplace, and personal lives of adult workers, review of various studies indicate the necessity of organizations to provide flexible modes of training for staff. Brown (2005) surmises that organizations and employees would benefit from knowing how to support employees in their efforts to use technology as a learning tool on the job (p. 478). Keeping learning meaningful with employee involvement as trainers not only benefits the workforce, but allows fellow employees to gain on-the-job knowledge from subject matter experts through instruction based webcasts to promote training and employee development (Kelly, 2006; Anderson, 2004). Review of various media aides in the Instruction Based Webcasts ISD teams recommendations for software to deliver e-learning modules in organizations. The purpose of this ISD project is to develop learning goals, objectives, and assessments that are applicable to a variety of organizations and provide an example of staff training which is exportable to asynchronous e-learning modules. The terms learner, employee, and presenter are interchangeable depending on the context throughout this project. Needs Identification With todays technological advancements there are various educational tools used to enhance the learning and development skills of people. Although these tools assist users in learning and developmental purposes, all users do not easily adapt to using them due to lack of understanding, interest, or initiative to adapt to the new technology. In line with some professionals, many employees adaptability to new technological applications becomes a problem because they find themselves inadequately equipped in facing various challenges

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(Association for Career and Technical Education, 2010, p. 9). Hence, employers need to develop employee social learning skills that are adaptive to the professional networks that are evolving and facilitate effective learning experiences that meet wide opportunities for everyone. Thus, the need identified in this Instruction Design (ISD) project is for organizations to provide adaptable professional development training to train employees in needed skills and or new operating systems and equipment. Employers will utilize instruction-based webcasts to improve efficiency and end user (customer) service throughout various elements of the organization. For organizations operating under constrained budgets or limited travel funds, instruction-based webcasts training will help to meet budget constraints for travel, training, and also maximize the use of technology in the workplace and enable the facility to implement or enhance an existing training management system (Michael, 2012). The uses of instruction-based webcasts is also useful in maximizing training for all staff, especially those working non-traditional shifts, and provide benefits and flexibility of training for both instructors and employees (Michael, 2012, pp. 159-160). To meet the global challenges of today, the use of technology is something inevitable because technology is as an effective tool for learning and adaptability. In order for some businesses to remain technologically competitive, both employers and employees must embrace technology in instruction to promote the increased use of technology in the workforce (Hyslop, 2011). With the use of instruction-based webcasts, this mode of instruction becomes an effective tool that will further increase effective training of people and enable them to use technology for their own advancements. This ISD project will use Camtasia Studio 8 as a screen-capturing tool designed for adaptable professional development of people (Camtasia 8.2, 2014). The use of

INSTRUCTION BASED WEBCASTS Camtasia Studio 8 further increases effective training of employees in an organization that widens their opportunities to meet various challenges of time. To maximize the benefits of training, instructional designers will collaborate with organizations to formulate learning objectives. Learning objectives should be SMART: specific, measurable, action-oriented, relevant and timely (Merli, 2011, p. 49). Goal Statement Training will equip learners with career, technical, and social skills to respond to the needs of their organization, and provide the knowledge to utilize systems and equipment needed to perform assigned tasks in a highly efficient and accurate manner (Brown, 2005). Professionals today have various avenues to engage in activities that will allow them to exchange ideas in various means and channels using the technology. They can actually design instructional tools that further develop their means to coordinate their personal, social, and professional learning networks for education. With the instruction-based webcasts using Camtasia Studio 8 as a screen-capturing tool, professionals can increase their learning experiences as they identify and adapt social networks that allow people to discuss, exchange, and deliver ideas and instructional materials. The effective collaboration and integration of social and professional networks will result in profound and comprehensive training and development of employees; thus widen their opportunities to engage in meaningful and productive activities to meet both professional and personal needs and purposes. Figure 1 identifies the goals analysis process for the Instruction Based Webcast ISD project and Figure 2 identifies objectives and assessments for instructional goals.

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Goals Analysis Flow Process Goal Statement Training will equip learners with career, technical, and social skills to respond to the needs of their organization, and provide the knowledge to utilize systems and equipment needed to perform assigned tasks in a highly efficient and accurate manner.

Goal Step 1 Identify Existing Training Management System as Platform to Administer and Monitor Training

Goal Step 2 Conduct Staff Training Needs Assessments in Alignment with Organizations Vision and Goals

Goal Step 3.1 Develop or Incorporate Webcasts Career Skills Training

Goal Step 3.2 Develop or Implement Webcasts Technical Skills Training Modules

Goal Step 3.3 Deploy Social Skills Training Modules to All Staff

Goal Step 4 Staff Assess Training Modules to Meet Individual Needs

Goal Step 5 Supervisors Assess Training to Meet Organizational Needs

Goal Step 6 Measure Customer Service Relations and Interpersonal Skills

Goal Step 7 Re-evaluate Training Assessments and Modify Training Modules as Needed

Figure 1. Goals analysis flow process for Instruction Based Webcasts ISD project

INSTRUCTION BASED WEBCASTS Task Analysis The purpose of instruction-based webcasts will support or enhance existing skills for

employees to perform routine and advanced duties. The training will also aid in developing new skills for employees and prepare staff for required certification levels. Webcast training modules will contribute to the facility's plan to meet staff annual re-certification requirements in a consistent and flexible manner so that organizations administer instruction in a manner that will not disrupt normal operations of the facility. Todays communication and training needs to be relevant, interactive, portable, and immediateto the extent possible (Meyers, B. Watson, & M. Watson, 2007, p. 137). The use of instruction-based webcasts enables employers to accommodate training for all shifts, with no additional outlays of revenue for instructional staff. This means of instruction will also aid in organizations ensuring employees receive the exact same training material, in the same manner, for consistency in presentation and material covered. Content and Learner Analysis Instruction-based webcasts training will consist of self-paced asynchronous learning modules and group synchronous webcast sessions. Organizational facilitators will be on-site for group sessions to assist with class interaction and technology equipment. The facility will offer a variety of training and webcasts modules (to include but not limited to audio podcasts, video webcasts, slide presentations) to meet multiple learning styles of staff identified in assessment questionnaires. Facilities will periodically administer polls and surveys to assess the current skills and knowledge levels of staff and focus groups. Assessments will aide in the facility's plan to provide active training modules to meet staff needs. According to Anderson (2004),

INSTRUCTION BASED WEBCASTS Learning should be an active process. Keeping learning active doing meaningful activities results in high-level processing which facilitates the creation of personalized meaning (p. 50). The instruction designer will complete a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis of collected data to optimize effective training in the workplace. It is the responsibility of the employee to notify their supervisor or human resources of any special needs required to accommodate training. Employers will make reasonable accommodations for those employees to include, but not limited to, language interpreters, signing interpreters, assistance in reading training material, availability of alternate forms of testing and response, time limitations revisions, and or other reasonable accommodation as determined by the facility as guided by law. This is to keep the facility in compliance to the Americans With Disability Act (2009), which requires "...the appropriate adjustment or modification of equipment or devices, appropriate adjustment or modifications of examinations, training materials or policies, the provision of qualified readers or interpreters, and other similar accommodations for individuals with disabilities" (42 U.S.C. 126-1, 12111, para. 9B). Instructional designers will ensure technical communicationsmaterial is written at the sixth grade level, where 60% of learners can understand them (Merli, 2011, p. 49). Furthermore, instructional designers will include bypass screens to accommodate staff with advanced knowledge to skip remedial information. Training modules will consists of 30, 60, and 90-minute courses with training module pre-tests and options to review or bypass material if staff completes pre-tests with a passing score. Training modules will include self-certification with documentation when deemed applicable. Background, knowledge, and experience of staff will be assessed through pre-assessments using polls, questionnaires, and focus groups. Instructional designers will

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identify and explain acronyms throughout the training to indoctrinate and familiarize new staff or those unfamiliar with company jargon. To optimize training effectiveness in organizations, the recommendation of this ISD team is for employers to pilot test training modules to supervisors and target audiences prior to wide dissemination. Further assessment of goals is determined by utilizing the assessment tools in Table 1 and Figure 2. Based on staff composition, instructional designers will use a combination of video, graphics, voice, and text in training modules to increase learner attentiveness during sessions, considering the technical and educational levels of the training audience. Staff can complete webcasts training at desktop workstations, facility resource centers, or training labs. The facility will also allow remote access to the Training Management System (TMS) in accordance with local policies and procedures. To fulfill the organizations training goals, supervisors will allocate staff training time for mandatory training modules. Employees may coordinate approval with supervisors to attend all other training on an individual basis. Human Resources will conduct annual training needs surveys for all staff in order to facilitate and provide training in alignment with skills and facility needs. In addition, employees must complete all mandatory training. To support and document performance improvement, supervisors must complete performance plan requirements for remedial training needs. To guard against the use of material to which another person holds the copyright, it is imperative that anyone developing material use only material that is in the open domain, or from which they have received permission from the copyright holder. The exception would be the fair use of material, which the Courts govern by four factors. The First Amendment Handbook lists the following factors:

INSTRUCTION BASED WEBCASTS 1. Fair use is dependent on whether the use of material is commercial or of a nonprofit or educational nature (purpose and character of use). 2. The uses of works that are expressive are less likely to fall under fair use of material. Unpublished works would fall under this same area. Even if unpublished, they can still fall under copyright protection.

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3. How much of the copyrighted work is used and the qualitative value of the work is considered. If what is used conveys the heart of the copyrighted work, it may not be qualified under fair use. 4. If the use of the copyrighted material affects the potential value, or market, for the material, it is not fair use. (83-84) Course designers can direct any questions regarding the use of copyrighted material, and avoid copyright infringement by seeking permission before using certain material, and by ensuring that the material is in the public domain before inclusion. The companys legal department should review any concerns to ensure that course designers commit no violation of copyright law by inclusion of such material. Employees can pursue traditional classroom training or webcasts online training, which incorporates technology in the workplace. Employees must meet all mandatory recurring annual and identified job specific training. Furthermore, employees are encouraged to participate in additional training for upward mobility and knowledge expansion, which enhances knowledge to the facility or individual staff member. Supervisors have an option to develop proficiencies for employees to demonstrate training skills obtained at facility-sponsored training within the workplace.

INSTRUCTION BASED WEBCASTS Instructional Objectives

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Objective No. 1: Prior to using Camtasia Studio 8, the employees of organizations will be prepared to take complete lessons and learn how to manage systems of information. Trainers and instructors shall record sessions on-screen with interactive content. Recorded sessions must be high quality videos that are clear enough for the viewers to appreciate their contents. Objective No. 2: When preparing training materials, employees must deliver and record their lectures and produce them free of errors because the same shall be for future use. Objective No. 3: Trainers and instructors must ensure the upload of recorded videos to the learning management system so that more employees can use them as references for workrelated training development programs. Objective No. 4: After uploading videos utilized for employee training development, the organization will use the webcasts training sessions to assess the knowledge, skills, and capabilities of new employees. Employees will also use the webcast training sessions for work processes review and collaborative exercises. Objective No. 5: Supervisors will review each employees self-directed module quizzes and tests and determine if further training or review are necessary. Objective No. 6: Employees will complete training goals self-assessment to determine training programs effectiveness. Objective No. 7: Designated team leaders will annually re-evaluate webcasts and assessments to ensure training is current and aligned with the goal statement.

INSTRUCTION BASED WEBCASTS Table 1 Assessment

GOAL 1 Employees are prepared to take the training development program. GOAL 2 Materials are being prepared to record lectures and produce error free results. YES (10 points) Employees meet their requirements for training development program. Excellent (10 points) Materials are recorded and submitted error free and on time using Camtasia Studio 8. Excellent (10 points) Employees use the recorded videos for collaborative activities of employees. Excellent (10 points) 86-100% of program training modules meet employees individual needs. Excellent (10 points) 86-100% of program meets organizational .needs. Excellent (10 points) 80-100% of employees customer service relations and interpersonal skills improved. Excellent (10 points) No revisions required. PARTIAL (3-5 points) Employees lack one requirement for the training development program. Good (5 points) Materials are recorded materials recorded are submitted late and are viewable; or the materials are recorded and submitted on time but are not viewable. Good (5 points) Employees use recorded videos sometimes as training video materials of employees for collaborative activities. Good (5 points) 50-85% of program training modules meet employees individual needs. NO (0 points) Employees do not meet the requirements for the training development program. Insufficient (0-3 points) Materials are not recorded and submitted on time and are not viewable.

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GOAL 3 Recorded videos are error free and identified as training video materials used for collaborative activities of employees. GOAL 4 Staff assesses training modules to meet individual needs.

Insufficient (0-3 points) Employees do not use recorded videos as training materials of employees for collaborative activities. Insufficient (0-3 points) Less than 50% of program training modules meet employees individual needs. Insufficient (0-3 points) Less than 50% of program meets organizational needs. Insufficient (0-3 points) 0-59% of employees customer service relations and interpersonal skills improved. Insufficient (0-3 points) Overall program needs revising.

GOAL 5 Supervisors assess training to meet organizational needs. GOAL 6 Training provides improved customer service relations and interpersonal skills.

Good (5 points) 50-85% of program meets organizational needs. Good (5 points) 60-79% of employees customer service relations and interpersonal skills improved. Good (5 points) Some revisions require.

GOAL 7 Re-evaluate training assessments and modify training modules as needed.

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Goals, Objectives, and Assessments

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Goal Statement Training will equip learners with career, technical, and social skills to respond to the needs of their organization, and provide the knowledge to utilize systems and equipment needed to perform assigned tasks in a highly efficient and accurate manner (Brown, 2005). Goal Step 1 Instructional Objective 1 Assessment Identify existing Training Prior to using Camtasia Studio 8, Employees meet identified Management System as employees will prepare to complete training program platform to administer tutorials, take lessons, and learn how to development requirements. and monitor training. manage systems of information. Goal Step 2 Conduct staff training needs assessments in alignment with organizations vision and goals. Goal Step 3 Develop career and social skills training webcasts. Instructional Objective 2 Trainer will deliver and record their lectures and produce them free of errors because the same shall be for future use. Assessment Recorded lectures are error free.

Instructional Objective 3 Trainers will upload recorded videos to the learning management system so that more employees can use them as references for their work-related training development programs.

Assessment Trainers develop recorded lecture videos in combination with selfdirected learning modules and collaborative activities for employees utilization. Assessment Staff assesses training modules to meet individual needs.

Goal Step 4 Staff assesses training modules to meet individual needs.

Instructional Objective 4 Future employees will view videos to assess their knowledge, skills, and capabilities in relation to their work for purposes of review and collaborative exercises. Instructional Objective 5 Supervisors will review each employees self-directed module quizzes and tests, and determine if further training or review are necessary.

Goal Step 5 Supervisors assess training to meet organizational needs.

Assessment Supervisors assess training to meet organizational needs.

Goal Step 6 Employers assess customer service relations and interpersonal skills training.

Instructional Objective 6 Employees will complete training goals self-assessment to determine training programs effectiveness.

Assessment Training improves employees understanding of customer service relations and interpersonal skills. Assessment Webcast instructional training aligns with goals statement.

Goal Step 7 Re-evaluate training and assessments and modify training modules as needed.

Instructional Objective 7 Designated team leaders will annually re-evaluate webcasts and assessments to ensure training is current and aligned with the goal statement.

Figure 2. Goals, objectives, and assessments for training.

INSTRUCTION BASED WEBCASTS Instructional Strategy Educators can utilize instructional strategies to determine the most suitable approach to

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achieve learning objectives (Hussin, Bynyarit, & Hussein, 2009). Existing learning experiences of the employee will affect the design of the Instruction Based Webcast training programs effectiveness. Because learners have different learning styles, webcast activities will address various modes of learning in order to provide a learning experience that is beneficial to each individual (Kistler, 2011). The design model for the Instruction Based Webcast training program will utilize multiple instructional strategies (Table 2). These strategies include case studies, discussion forums, recorded lectures, and self-directed modules. Table 2 Instructional Strategy Activities
Strategy Case Studies Purpose The case study requires the learners to draw upon prior experiences. The learner will be required to select the appropriate problem situation, which is relevant the concepts taught. The discussion forum is an open discussion carried on by the educator and learner to have a purposeful conversation on a given topic. The educator and learners will exchange informative information on training topics. Trainers and educators will upload the recorded lecture to Camtasia 8 to introduce the topic of each instructional webcast. The purpose of the recorded lecture is to establish the foundation as the learner works through the subject modules. Recorded lectures will utilize lecture notes, audio and video recordings, and additional links to online resources that correspond with the training topics. Self-directed learning modules are a logically structured collection of course content (Karakas, F., & Manisaligil, A. 2012). The self-directed learning module will consist of several sections and activities the learner will process through independently. The learners will complete multiple- choice quizzes at the end of each module to identify the required skills needed for successful completion to meet his or her individual learning goal.

Discussion Forum

Recorded Lectures

Self-directed Learning Modules

INSTRUCTION BASED WEBCASTS The virtual learning environment allows the educator and learner to exchange ideas and

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information, work on projects, at any time, from any location, and using multiple communication modes (Kelly, 2006). Within the virtual learning environment, instructional strategies are most effective when designed to meet specific learning goals and objectives (Figure 1). Once instructional designers identify and clearly outline the goals and objectives, the next step is to develop multiple learning strategies to accommodate each learning style. The success of the Instruction Based Webcasts will depend much on the expertise level of the trainer/educator and prior learning experiences of the employee/learner. Overall, an effective Instruction Based Webcast will engage the employees learning style, provide revision and frequent information updates to learning strategies and assessment tools, and ensure information is accurate and aligned with the organizations training goals. The Instruction Based Webcast will implement Camtasia Studio 8 software to create a unique asynchronous e-learning module. Camtasia Studio 8 has a simple screen recorder that serves as a tool used to customize and edit videos and record on-screen activity (Table 3). It has a capacity to import media, create interactive content, and share high quality videos (Table 3). It also has editing interfaces that makes video presentation more efficient in providing overall better user experience (Table 3). Camtasia Studio 8 also has increased accuracy when videos are edited hence they are delivered in clear precision to ensure better performance and production value (Camtasia 8.2, 2014). Camtasia Studio 8 is user-friendly because it is adaptable to Windows XP, Windows Vista, or Windows 7 as it can produce 40-50 percent improvement in capture frame rate (Camtasia 8.2, 2014).

INSTRUCTION BASED WEBCASTS Figures 1-7 illustrates the ISD teams storyboard for the Instruction Based Webcast lessons.

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Figure 3. Instruction Based Webcasts Storyboard

Figure 4. Instruction Based Webcasts Storyboard

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Figure 5. Instruction Based Webcasts Storyboard

Figure 6. Instruction Based Webcasts Storyboard

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Figure 7. Instruction Based Webcasts Storyboard

Figure 8. Instruction Based Webcasts Storyboard

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Media and Learning Presenters and instructors can produce video productions, PowerPoint presentations, graphic works, and other related works using Camtasia Studio 8 (Figure 9, Figure 10). If organizations train employees to make use of the technology, employees can maximize the potentials of such technology by creating custom shareable videos containing video, photos, and music, which can be edited to conform to ones own presentation. Staff can then manipulate the recorded videos to help produce professional-looking videos containing images, callouts, animations, and unlimited number of tracks (Camtasia Studio 8.2, 2014).

Figure 9. Camtasia Studio 8 software. Some instructors who have certain disabilities, or who are presenting material to those with certain disabilities, may need to make use of a co-teacher. The co-teacher can present the

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brief overview of what the training is to cover, or be useful in conveying any spoken presentation made outside of the Camtasia produced media to those with disabilities that would require assistance in the understanding of instruction. Qualitative studies indicate the effect of using a co-teacher in the classroom is highly beneficial to both the student and the instructor in the special, as well as the general, education learners, given sufficient planning time, compatibility of co-teachers, training, and appropriate student skill level (Scruggs, Mastropieri & McDuffie, 2007, p. 393). Organizations should handle other needs and accommodations on a case-by-case scenario according to the specific needs of the individual instructor or student. Organizations should also ensure supervisors, human resources, and or employee education representatives receive requests for needed and necessary individual accommodations at least one week prior to the presentation of material. This will allow staff time to secure necessary accommodations and verify disabilities if it is not already a part of the employee's personnel file. The use of Camtasia is an asset in teaching new skills to those who may have developmental disabilities. To teach the new skills to a developmentally disabled person takes time, patience, and persistence (Harris, 2014). The Camtasia presentation will present the same material as many times as needed. Consistency in the presentation of material would decrease confusion to the learner. Media Selection Staff can utilize the Camtasia Studio 8 technology application to train an audience, give a presentation, and explain an idea, share knowledge, offer feedback through recorded onscreen activity, PowerPoint slides, and camera video. The same tools can form part of an extensive

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library that create interactive videos that engage an audience of employees to learn continuously in order to meet the varying needs of their organizations (Camtasia Studio 8.2, 2014). To aid individuals with a hearing or other disability that may affect the processing of sounds and or words, instructors can use the captioning feature and add closed captions to presentations generated or edited in Camtasia. These captions should follow ADA compliancy guidelines, which Camtasia has an options dropdown selection to check for non-compliant durations of captions (Hoeppner, 2013).

Figure 10. Camtasia Studio 8 software. Development Staff can optimize learning with Camtasias robust authoring and dynamic e-authoring and e-learning tools. Staff can effectively and efficiently execute presentation development for instruction-based training through the web, LMS (Learning Management System), LX (Learning

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Exchange), and varied e-learning platforms--creating polished content for audiences, individuals, professional use, and the ability to transcend across multiple devices and locations. Camtasia enables the development of collaborative tools and the ability to share presentations across different locations. This improvement is the cause for progress and production. The trainer, staff members, audience, and individuals can bridge communication gaps through remote usability, online platforms, videos, graphics, images, and other media that can help the development and communication of the staff and or intended audiences (Camtasia Studio 8.2, 2014). General Requirements To make the viewing of Camtasia Studio 8 far smoother, it requires video and interactive features to come together from a variety of sources. Figure 1 illustrates the features and assessment of many Camtasia 8 tools. It is a modern multimedia tool that needs hardware to match with by having a Core i5 Dell desktop with 4GB RAM with a minimum of 2GB RAM. With a 4GB RAM capacity, Camtasia Studio 8 saves and views creations via HTML 5 that enables custom players that even mobile devices can view projects (Camtasia Studio 8, 2014). Camtasia Studio 8 is a perfect tool that can make use of a connected device best used to educate, or market to a wide and varied audience (Camtasia Studio 8, 2014). It allows for the understanding of simple processes, especially when used to orient workflow or systems in companies or organizations using larger video files.

INSTRUCTION BASED WEBCASTS Table 3 Media Selection Camtasia 8 Media Selection Features Camtasia Studio Help Guides Assessment

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TechSmith Fuse Google Drive

Color Remove

Crop, Stitch, and Copy Video Edit

Media Asset Library

Help guides provide user-friendly video tutorials on how to begin recording, editing, add audio, captions, interaction, and other technical support. This mobile app feature allows users to transfer information from their mobile devices into projects. This feature allows users to upload videos into Google Drive to provide viewers with access from any web browser or mobile device. It also allows users to import files into Camtasia instantly from Google Drive. This feature allows users to superimpose themselves into videos, and make it appear as though they are a part of the scene. Many also know this feature as the chroma key or the green screen effect. The Remove a Color tool helps users create videos that are more professional. The crop tool allows users to show viewers exactly what you want them to see and nothing you do not. Stitch clips together to avoid having to reapply visual effects multiple times. Users can also copy an effect and quickly apply it to numerous clips to save time and improve editing workflow. This feature allows users to add a variety of preinstalled music tracks, callouts, buttons, banners, and animated backgrounds to videos with drag-anddrop ease. Camtasia Studio has a wide selection of new callouts and media themes help videos look more consistent and professional. (Continued)

INSTRUCTION BASED WEBCASTS Features TechSmiths Smart Player

24 Assessment This feature provides users with online nondownloadable internet based software applications for mobile devices and personal computers for use in connection with delivering interactive digital videos in a FLASH and HTML5 viewer environment. This feature allows users to discover if viewers are watching and learning from the content through quizzes. Participants can take quizzes on desktops, laptops, iPads, Android tablets, and most Android smart phones, with results sent using SCORM reporting. Users can receive daily email results that include an attached spreadsheet for easy review in Excel or other database programs. Help guides provide user-friendly video tutorials on how to begin recording, editing, add audio, captions, interaction, and other technical support. This feature allows easy decision making for which production setting is best for the type of video created. It provides the appropriate profile for every scenario. Users can define their preferred export format, such as MP4V for iPod, iPhone, iPad, iTunes, or export as WMV, AVI, MOV, animated GIF, or simply as MP3 audio.

Quizzes

Production Wizard

Production Wizard

Note. Features and assessment of Camtasia 8 tools. Camtasia 8 media selection, 2014. Adapted from http://www.techsmith.com/camtasia.html

INSTRUCTION BASED WEBCASTS Instructional Web Based Training Module iSpring Presentations Using Camtasia Studio 8 and Microsoft PowerPoint

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Figure 11. iSpring Pro Lesson: Branding Presentation Using iSpring Software (Figure 11) Instructor: Katrina Currie Length: 15-30 minutes Course Objectives: The employee will review and understand the multiple functions and toolbar objects in iSpring. The employee will discover the benefits of branding in presentations. The employee will effectively import PowerPoint slides and pictures into an iSpring presentation. The employee will publish and distribute a finished iSpring presentation.

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Introduction: Camtasia is screen-recording software. iSpring is a product utilized in e-learning, much like Lectora or Adobe Captivate e-learning software. iSpring helps users to take PowerPoint slides and add them within a presentation. This lesson will focus on custom branding, which allows staff to enhance training presentations by adding personal or corporate logos that refer viewers to an organizations website. Getting started and launching applications: Open the iSpring Pro program. Select Launch PowerPoint. An alternate option is to open Camtasia Studio 8 and select Launch PowerPoint (Figure 12).

Figure 12. iSpring Pro. Locate the KLCBrandingPPS.ppsx PowerPoint file from your selected drive. Open the file. The PowerPoint presentation should appear on your screen. Note: There is some consistency with iSpring and Lectora software, whereby both will incorporate all animations seamlessly without much change.

INSTRUCTION BASED WEBCASTS Software familiarization and reviewing software options: Select the iSpring Presenter 7 tab (review Options under this tab, Figure 13).

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Select the iSpring Free tab (review Publishing settings under this tab, which include presentation explorer, quizzes, quick publisher, and publish settings).

Figure 13. iSpring Pro. Note: If you select SCORM, Sharable Content Object Reference Model, in this session, the program will remember your last settings when you access the program again. iSpring is able to incorporate YouTube and other options in the presentation (Figure 14). Review the options under the Manager Narration section. Review the options under the Record Video and Audio section. Publishing the Presentation: Select Publish on the iSpring toolbar. Review the options under the Publish section (Web, CD, iSpring Online, LMS). Review the options under the General tab (playback and navigation, compression, advanced, and protection tabs). Note: The LMS option is useful for organizations that have existing LMS platforms.

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Figure 14. iSpring Presenter. Customizing presentation: Under the General tab, select "All Slides" (to maintain all slides). Under the Output Options section select "Combined" (flash + HTML5 to include publishing to mobile devices). Under the Player tab, select "Universal" to keep all universal settings. Select the "Customize" button. Customization gives presenters creative options in their

INSTRUCTION BASED WEBCASTS presentations.

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Update applicable fields in this section (review options to add a presentation video, notes and outlines, presenter information, and company logo). Add presenter Information (name, title, email, website, phone, and photo). Browse computer for photo, select OK to add the selected photo. Use presenter-specific company logo for branding purposes. Select Save As and save the presentation. Reviewing the presentation prior to publishing: Click once on the Built-in Options to review the various looks of the presentation. Select Corporate Training under the Built-in section (you can access the company website directly from the presentation). Review the Presenter and Marker Tools tab. For business presentations, select photos or logos from saved files. Select the Business Presentation option. Select Save As. Type in presentation name Branding for new template in the pop-up window. Save presentation. Publishing the Presentation: Select "Apply and Close" option at top left corner. Select "Publish." The presentation will "Process and Render." Your presentation is now complete and ready for use.

INSTRUCTION BASED WEBCASTS Other Options: Users can upload the presentation to various media.

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Attach the presentation to an email. Add a quiz for assessment of learning (Figure 15).

Figure 15. Instruction Based Webcast Training Module Assessment. Note: Short PowerPoint presentations will not take a long time to load. Longer presentations can be branched or segmented for shorter instructional sessions. After completing the training session, staff should complete the training assessment at https://docs.google.com/forms/d/1FFEB_4t6p9IvTQ8KPdfIWXlbLllsjJ9iUkQ3XJI8RXo/viewfo rm.

INSTRUCTION BASED WEBCASTS References Americans with Disabilities Act of 1990, 42 U.S.C. 126-1 12111 (1990). Retrieved from http://www.dol.gov/oasam/programs/crc/ADA-1990.pdf Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.),

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