For my title at the beginning of the video, I chose to create a Udacity Style Tablet Capture. I then created two separate videos in a Screencast format. I also chose to implement both fade-in and fade-out transitions between my scenes. Video footage is from three original sources.
You can watch my TRU Library, ERIC Database, and APA 7th Edition Tutorial below:
My experience using Shotcut was excellent. I decided to watch the provided  Keet, J. (2018) Tutorial before beginning this activity. Through the tutorial I was able to learn how to use the fade-in and fade-out filters and how to arrange my various video clips in the correct order. The completion of this activity took me close to 3 hours in total. I found that as I kept re-starting this project, I quickly learned how to navigate the various filter tabs, the playlist, and how to cut sections of video that were not needed. I certainly feel that my skills within Shotcut will continue to improve so long as I keep practicing with the software. I can imagine myself using Shotcut to continue editing tutorials alongside my use of Screencast-O-Matic.
Edpuzzle allows educators to engage, enhance, and extend learning goals (Henning, 2020, para. 2). Since Edpuzzle serves as an interactive apparatus of lesson navigation, it is more likely that students will feel they are actively learning with the course content (para. 3). Edpuzzle assists students with the construction of knowledge by chunking course content into separate video clips and questions (Brown, 2001, p. 34-35). Educators can implement a flipped learning model opportunity through Edpuzzle video lessons (Cesare, Kaczorowski, and Hashey, 2021, p. 78). Providing students with asynchronous learning opportunities through Edpuzzle helps students experience the need for independent motivation and technological adaptation (para. 5).
Synchronous & Asynchronous Learning
Viewing teacher-created videos through Edpuzzle can also be used synchronously in group sessions (Cesare et al., 2021, p. 81). When students watch Edpuzzle lessons together, they can respond to teacher-created writing prompts and questions, which encourages a feeling of classroom unity (Cesare et al., 2021, p. 81). Edpuzzle also offers project-based learning opportunities as students can enroll with Edpuzzle, remix, create, and synthesize their ideas by developing their video lessons (Boss & Krauss, 2014, p. 110). Edpuzzle thereby reinforces explicit instruction (EI) since the creation of interactive videos allows students to imitate how their teacher navigates and problem solves to accomplish their instructional goals (p. 78).
Implementation & Teaching Opportunities
Edpuzzle offers a practical approach to teaching since Edpuzzle offers teachers an opportunity to create, modify, and distribute media across many different in-person and distance-learning situations (Mischel, 2019, p. 287). Educators can provide active and constructive feedback conducive to Dunlap and Lowenthal’s (2016) reinforcement of formative assessment (p. 56; Boss & Krauss, 2014, p. 97). Edpuzzle also assists with the implementation of universal design for learning (UDL) since teachers can integrate captions to support learners who may be hearing impaired or who are new English language learners (ELL) (Cesare, Kaczorowski, and Hashey, 2021, p. 81).
Personalization & Performance
Students exposed to Edpuzzle questions, concepts, and personalized narrations from their teacher have demonstrated a significant increase in their academic performance (Mischel, 2019, p. 286-287; Tanaka & Kudo, 2012, as cited in Mischel, 2019, p. 287). In addition, research conducted by Caviglia-Harris (2016) states that undergraduate students exposed to Edpuzzle displayed “higher cumulative test scores than those students who attended a traditional undergraduate course” without similar exposure (as cited in Mischel, 2019, p. 283).
Conclusion
Therefore, Edpuzzle (2022) is an effective teaching aid since it allows educators to convert non-educational videos into educational videos effectively. Teachers who decide to use Edpuzzle can embed questions into YouTube videos, providing new opportunities for students to think critically. Teachers who choose to use Edpuzzle can hold their students accountable by preventing students from skipping video lessons. The real-time monitoring benefits of Edpuzzle allow teachers to engage in formative assessment of their students as they witness real-time progression through their studies (Edpuzzle, 2021), thereby increasing the degree of attention and care within the student-teacher relationship.
Thanks for reading,
Carson, Geoff, and Tiernan
Please view our presentation below:
References
Boss, S., & Krauss, J. (2014). Reinventing project-based learning : Your field guide to real-world projects in the digital age. International Society for Technology in Education. Created from trulibrary-ebooks on 2022-02-22 19:47:36.
Cesare, D. M. D., Kaczorowski, T., & Hashey, A. (2021). A Piece of the (Ed)Puzzle: Using the Edpuzzle Interactive Video Platform to Facilitate Explicit Instruction. Journal of Special Education Technology, 36(2), 77–83.
Brown, D. (2001). Cognitive Science Concepts and Technology Teacher Education. Journal of Technology Studies, 27(1), 33–42.
Edpuzzle. (2022). Make any video your lesson. Retrieved March 11, 2022, from https://edpuzzle.com/
Edpuzzle. (2021). What is Edpuzzle? Retrieved March 11, 2022, from https://www.youtube.com/watch?v=msmWfQqVufc&list=PLKl8fZYdu71EZy8p3oEmbV_ikMvq4hXL5&index=1
Henning, M. (2020). Tech Tool of the Month: Edpuzzle Part 1. https://teachersfirst.com/blog/2020/06/tech-tool-of-the-month-edpuzzle-part-1/
Mischel, L. J. (2019). Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos. Management Teaching Review, 4(3), 283–289.
