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

2
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

INSTRUCTION BASED WEBCASTS

(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.

INSTRUCTION BASED WEBCASTS

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 3.1

Develop or Incorporate
Webcasts Career Skills
Training

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

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

7
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

INSTRUCTION BASED WEBCASTS

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

10

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.
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

11

Instructional Objectives
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

12

Table 1
Assessment
GOAL 1

YES (10 points)

PARTIAL (3-5 points)

NO
(0 points)
Employees do not meet
the requirements for the
training development
program.

Employees are prepared to

take the training
development program.

Employees meet their

requirements for
training development
program.

Employees lack one

requirement for the training
development program.

GOAL 2

Excellent (10 points)

Good (5 points)

Insufficient
(0-3 points)

Materials are being prepared

to record lectures and
produce error free results.

Materials are
recorded and
submitted error free
and on time using
Camtasia Studio 8.

Materials are not

recorded and submitted
on time and are not
viewable.

GOAL 3

Excellent (10 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)

Recorded videos are error

free and identified as
training video materials
used for collaborative
activities of employees.

Employees use the

recorded videos for
collaborative
activities of
employees.

Employees use recorded

videos sometimes as training
video materials of employees
for collaborative activities.

GOAL 4

Excellent (10 points)

Good (5 points)

Staff assesses training

modules to meet individual
needs.

86-100% of program
training modules
meet employees
individual needs.

50-85% of program training

modules meet employees
individual needs.

GOAL 5

Excellent (10 points)

Good (5 points)

Supervisors assess training

to meet organizational
needs.

86-100% of program
meets organizational
.needs.

50-85% of program meets

organizational needs.

GOAL 6

Excellent (10 points)

Good (5 points)

Training provides improved

customer service relations
and interpersonal skills.

80-100% of
employees customer
service relations and
interpersonal skills
improved.

60-79% of employees
customer service relations
and interpersonal skills
improved.

GOAL 7

Excellent (10 points)

Good (5 points)

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

No revisions
required.

Some revisions require.

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.

INSTRUCTION BASED WEBCASTS

13

Goals, Objectives, and Assessments

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.

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.

Goal Step 3
Develop career and social
skills training webcasts.

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.

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.

Assessment
Staff assesses training
modules to meet individual
needs.

Goal Step 5
Supervisors assess
training to meet
organizational needs.

Instructional Objective 5
Supervisors will review each
employees self-directed module
quizzes and tests, and determine if
further training or review are necessary.

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.

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.

Assessment
Webcast instructional
training aligns with goals
statement.

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

INSTRUCTION BASED WEBCASTS

14

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

Discussion Forum

Recorded Lectures

Self-directed Learning Modules

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.

INSTRUCTION BASED WEBCASTS

15

The virtual learning environment allows the educator and learner to exchange ideas and
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.

Figure 3. Instruction Based Webcasts Storyboard

Figure 4. Instruction Based Webcasts Storyboard

16

INSTRUCTION BASED WEBCASTS

Figure 5. Instruction Based Webcasts Storyboard

Figure 6. Instruction Based Webcasts Storyboard

17

INSTRUCTION BASED WEBCASTS

Figure 7. Instruction Based Webcasts Storyboard

Figure 8. Instruction Based Webcasts Storyboard

18

INSTRUCTION BASED WEBCASTS

19

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

INSTRUCTION BASED WEBCASTS

20

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

INSTRUCTION BASED WEBCASTS

21

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

INSTRUCTION BASED WEBCASTS

22

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

23

Table 3
Media Selection
Camtasia 8 Media Selection
Features
Camtasia Studio Help Guides

TechSmith Fuse
Google Drive

Color Remove

Crop, Stitch, and Copy Video Edit

Media Asset Library

Assessment
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

Quizzes

Production Wizard

Production Wizard

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.

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

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.

25

INSTRUCTION BASED WEBCASTS

26

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

27

Software familiarization and reviewing software options:

Select the iSpring Presenter 7 tab (review Options under this tab, Figure 13).
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.

INSTRUCTION BASED WEBCASTS

28

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

29

presentations.
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

30

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

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

31
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.),
Theory and practice of online learning (pp. 33-60). Athabasca, AB: Athabasca University.
Retrieved from http://cde.athabascau.ca/online_book/
Association for Career and Technical Education, National Association of State Directors of
Career Technical Education Consortium and Partnership for 21st Century Skills. (2010).
Up to the challenge: The role of career and technical education and 21st century skills in
college and career readiness. Retrieved
from http://www.p21.org/storage/documents/CTE_Oct2010.pdf
Brown, K. G. (2005). A field study of employee e-learning activity and outcomes. Human
Resource Development Quarterly, 16 (4), 465-480. Retrieved from
http://search.proquest.com/docview/62000461?accountid=12085
Camtasia Studio 8 Google image. Retrieved from
http://www.bing.com/images/search?q=camstasia+studio+8&qs=n&form=QBIR&pq=ca
mstasia+studio+8&sc=8-18&sp=1&sk=#view=detail&id=9EA848376A30377B3008D9D9ECC50DE82F5A7943&selecte
dIndex=30
Camtasia 8 Media Selection (2014). Adapted from http://www.techsmith.com/camtasia.html
Camtasia Studio (Version 8.2) [Software] (2014). Available from
http://www.softwarecasa.com/camtasia-studio.html

INSTRUCTION BASED WEBCASTS

32

Egan, M. (2014). Camtasia studio version 8. Computer World. Retrieved from

http://www.computerworld.com/s/article/9228831/Camtasia_Studio_8
Harris, T. J. (2014). Helping adults with disabilities learn new skills. Retrieved from
http://www.mayinstitute.org/news/topic_center.html?id=417
Hoeppner, G. (2013). Camtasia 8 and ADA compliance [TechSmith topics]. Retrieved from
https://feedback.techsmith.com/techsmith/topics/is_the_captioning_in_camtasia_mac_ada
_compliant_like_camtasia_studio
Hussin, H., Bynyarit, F., & Hussein, R. (2009). Instructional design and e-learning: Examining
learners perspective in Malaysian institutions of higher learning. Campus-Wide
Information Systems, 26(1), 4-19. Retrieved from
http://www.emeraldinsight.com.ezproxy.liberty.edu:2048/journals.htm?articleid=176212
5&show=abstract
Hyslop, A. (2011). CTE and 21st century skills in college and career readiness. Techniques,
86(3), 10-11. Retrieved from
http://search.proquest.com/docview/852983051?accountid=12085
iSpring Presentations image. Retrieved from http://www.ispringsolutions.com/

Karakas, F., & Manisaligil, A. (2012). Reorienting self-directed learning for the creative digital
era. European Journal of Training and Development, 36(7), 712-731. Retrieved from
http://dx.doi.org/10.1108/03090591211255557
Kelly, M. H. (2006). Teach an old dog new tricks: Training techniques for the adult
learner. Professional Safety, 51(8), 44-48. Retrieved from
http://search.proquest.com/docview/200409054?accountid=12085

INSTRUCTION BASED WEBCASTS

33

Kistler, M. J. (2011). Adult learners: Considerations for education and training. Techniques,
86(2), 28-30. Retrieved from
http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA249311958&v
=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=3b1fbdbc7a8be5838d8d538e23d6d6f
a
Merli, C. M. (2011). Effective training for adult learners. Professional Safety, 56(7), 49-51.
Retrieved from http://search.proquest.com/docview/878224898?accountid=12085
Michael, K. (2012). Virtual classroom: Reflections of online learning. Campus-Wide Information
Systems, 29(3), 156-165.
Myers, P. M., Watson, B., & Watson, M. (2008). Effective training programs using instructional
systems design and e-learning. Process Safety Progress, 27(2), 131138.
doi: 10.1002/prs.10245
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive
classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392416. Retrieved from http://search.proquest.com/docview/201097061?accountid=12085
The First Amendment Handbook (Seventh Edition) (G. P. Leslie, Ed.). Retrieved March 8, 2014,
from The Reporters Committee for Freedom of the Press:
http://www.rcfp.org/rcfp/orders/docs/FAHB.pdf