In fulfilling the requirement for MALAT 523 Assignment 1, I’m reviewing the software ‘Screenflow’, by Telestream. It is a Mac only multifunction software, combining screen capture/recording (full or partial screen), video sequence editing, closed captioning, and multiple format export/conversion capabilities.

First order of consideration, this software is not free, or particularly cheap. While there are some options to replace the individual components of this software at a lower or no cost, none are integrated into a single package, or offer the combination of power/ease of use.  In relating this software to a learning and technology program, I’ve chosen two perspectives:

 

  1. Multimedia as an enhancement to constructivist learning considering cognitive load theory

 

Mayer, Romano, Boire, and Vagge (1999) determined that “in particular, learners are more able to build referential connections between corresponding visual and verbal representations when both are held in working memory simultaneously.” Software like Screenflow makes it very easy for an instructor to narrate over images or animations to achieve this goal, and to edit the images and audio independently if this is required.

 

  1. Self-efficacy for educators creating multimedia presentations

 

As noted by Bandura (1977) “It will be recalled that efficacy expectations are presumed to influence level of performance by enhancing intensity and persistence of effort”. Screenflow offers single click publication to YouTube, as a result, the instructor is simply required to narrate to a slide presentation, a skill most employ quite regularly, to be web enabled. I believe this would offer most instructors the confidence that they could succeed in publishing their own video lessons, even if threatened by internet technology. As a result, I expect educators to be more likely to attempt, and persist with, this goal.

 

 

 

 

References:

 

Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of educational psychology, 91(4), 638.

 

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.