how to make video tutorial

How to Make a Tutorial Video

This tutorial is relevant for the Windows version of Movavi Screen Capture.
If you use Mac, please try our Mac OS screen capture

If you are a real pro at doing something, and want to help other people improve their skills, there’s no better way to do this than to make your own video tutorial and share it on the web. If your video guide is clear, professional-looking, and valuable, you’ll be a YouTube star in no time! Movavi has the best software for creating tutorials, video-based lessons, and video blog posts: Screen Capture Studio, which combines an all-purpose screen video capture program with a powerful yet easy-to-use video editor and an application for fast online sharing. Download Movavi Screen Capture Studioand learn more in the steps to create a how-to video below.

Step 1: Install Tutorial Creation Software

When the installation package is completely downloaded to your computer, open it and install the software following the guidelines in the pop-up window.

Step 2.1: Record Yourself on a Webcam

If you’re going to appear in the video yourself, you can simply capture the webcam video. Go to the Movavi Screen Capture Studio folder, and run Movavi Video Editor. In the main panel, click the Capture Video icon to open the capture module; the software will detect the built-in camera automatically. If you’re using an external webcam, don’t forget to connect it to the computer first!

You will be able to see yourself in the preview window. Adjust the camera to find the best angle and click Start Capture. To finish recording, click Stop Capture andDone. The file will be automatically saved to the defaultMovavi Library folder and you can add it to the Video Editor for further editing (see Step 3 below).

Step 2.2: Capture Your Computer Screen

If you’re creating a video how-to guide about a web service or software program, you don’t actually need to appear on camera. What’s more important is to show the interface and present all the features and benefits of the product to your viewers or potential customers.

Launch Screen Capture Studio and adjust the capture frame to capture the essential elements of the screen or simply choose the full screen mode. You can also use the built-in visual and sound effects to highlight the cursor and clicks, or capture keyboard actions for more informative video. To start the recording, click REC or press F10 on your keyboard. Pressing F10 again will stop the capture.

Step 3: Edit Your Footage

After the program finishes recording, you'll see the preview window where you can see the resulting clip. Click the Editbutton to add your footage to the Video Editor; this is where you can turn your rough material into a professional-grade explainer video.

Here’s what you can do:

• improve the quality of the video using automatic filters (Effects > Auto Filter);
• cut, trim, split, and merge your files on the timeline;
• use animated transitions to link the different parts of your video;
• apply special effects to turn your video black and white, rotate the image, etc.;
• add background music and record your own voice commentary;
• add some instructional text to your video tutorial.

For the two latter options, check Steps 4 and 5 below. Before you start editing your video, drag and drop it to the timeline.

Step 4: Add Titles

Click the Titles button, and choose the simple or animated caption style you want to use. Holding down the left mouse button, drop the style on to the Title track on the timeline, where you can also adjust the title duration and position. To enter the title or caption, double-click the frame with the default text in the preview window; you can expand the title settings menu to change the color, size, and font.

Step 5: Record a Voiceover

Click the Import button to return to the main pane and click Record Audio. If the recording device and recording source are not selected automatically, you can set them manually in the corresponding fields, and then click Start recording. The new audio track will be recorded simultaneously with the video playing in the preview window. Click Stop recording when the voiceover has been captured.

Step 6: Export the Tutorial or Upload It Online

The final step is making your brand new video tutorial available to the world. In the Save Movie menu, you can choose between several options: Save as Video File,Save for Mobile Device, Burn to DVD, or Upload to the Web.

If you select the first option, choose your preferred format preset in the pop-up window and click Save. If you want to share your video online right away, select the last option. Choose between YouTube, Facebook, and Vimeo, then select a resolution preset and clickSave. Your video will be saved in a web-compatible format, and the Share Online application will open. To upload it to one of the available social networks, sign into your account, fill in the description of the video, and click Upload.

Read more:http://www.movavi.com/support/how-to/how-to-create-videoguide.html© Movavi.com

TEACHING STRATEGIES

Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate.
Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning.
Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten.
The following recommendations can help make the lecture approach more effective (Cashin, 1990):

1. Fit the lecture to the audience

2. Focus your topic - remember you cannot cover everything in one lecture

3. Prepare an outline that includes 5-9 major points you want to cover in one lecture

4. Organize your points for clarity

5. Select appropriate examples or illustrations

6. Present more than one side of an issue and be sensitive to other perspectives

7. Repeat points when necessary

8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic.
(from Cashin, 1990, pp. 60-61)Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating course expectations. Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn.
Active Learning. Meyers and Jones (1993) define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning” (p. xi). Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson. For more information about teaching strategies, see the list of college teaching references in Appendix N.
Assessing or grading students' contributions in active learning environments is somewhat problematic. It is extremely important that the course syllabus explicitly outlines the evaluation criteria for each assignment whether individual or group. Students need and want to know what is expected of them. For more information about grading, see the Evaluating Student Work section contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. Before you begin, you may want to consult several helpful resources which are contained in Appendix N. In addition, the Program in Support of Teaching and Learning can provide faculty with supplementary information and helpful techniques for using cooperative learning or collaborative learning in college classrooms.
Integrating Technology. Today, educators realize that computer literacy is an important part of a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students. Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings. Others use listserves or on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy. Faculty who use technology regularly often find it necessary to provide some basic skill level instruction during the first week of class. In the future, we expect that need to decline. For help in integrating technology into a course curriculum contact the Program in Support of Teaching and Learning or the Instructional Development Office (IDO) at 703-993-3141. In addition, watch for information throughout the year about workshops and faculty conversations on the integration of technology, teaching and learning.
Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995).
Obviously, information technology has broadened our concept of the learning environment. It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, listserves, and interactive software have also been useful additions to the educational setting.

What is Insight Learning ?

Insight Learning

Wolfgang Kohler, besides having one of the coolest names around, is well known for his studies on insight learning using chimpanzees.  Insight learning occurs when one suddenly realizes how to solve a problem.  Sometimes when you are taking a test you happen upon a problem that you have no idea how to solve.  Then all of a sudden, the answer comes to you.  Hopefully before you hand the test in, but most of the time the answer comes to you that night in the shower.

Kohler showed the power of insight learning by placing a banana above the reach of chimpanzees and watching how they attempted to reach the food.  In the room there were several boxes, none of which was high enough to enable the chimpanzees to reach the banana.  Kohler found that the chimpanzees spent most of their time unproductively rather than slowly working towards a solution.  They would run around, jump, and be generally upset about their inability to snag the snack until, all of a sudden, they would pile the boxes on top of each other, climb up, and grab the bananas. 

Kohler believed that the solution could not occur until the chimpanzees had a cognitive insight about how to solve the problem.  This method, although sometimes can occur, is not the best way to pass the AP Psychology exam.

sad :(

Solve it

Theme of The Road Not Taken (Poem)

The major theme in Robert Frost's "The Road Not Taken," is about making choices. The speaker in the poem in traveling and comes upon a cross roads or a fork-in-the-road. Here he or she much decide which way to continue traveling. One way looks as if it has been traveled many times before and is the safer, easier route to continue down. However, the other road does not like it has been used frequently and may be more problematic to travel on. He ends up selecting the path less traveled by, or the road that did not look as convenient, to continue his journey. He/she states that by selecting this path, it has "made all the difference." You could also  interpret that as a theme. Not only is the theme about choice, but it about praising the choice of the nonconformist, someone who goes outside the box to think, a renegade or risk taker.  Think of the saying, "what doesn't kill you, makes you stronger." If this person selected the easy path, they would not have experienced any challenges, yet by choosing the path less traveled they are inviting obstacles and unforeseen adventure, which may make them stronger in character.

Human Language Technologies

Human Language Technologies

Human Language Technologies (HLT) comprise a number of areas of research and development that focus on the use of technology to facilitate communication in a multilingual information society. Human language technologies are areas of activity in departments of the European Commission that were formerly grouped under the heading Language Engineering (Gupta & Schulze 2011: Section 1.1).^[72]
The parts of HLT that is of greatest interest to the language teacher is Natural Language Processing (NLP), especially parsing, as well as the areas of speech synthesis and speech recognition.
Speech synthesis has improved immeasurably in recent years. It is often used in electronic dictionaries to enable learners to find out how words are pronounced. At word level, speech synthesis is quite effective, the artificial voice often closely resembling a human voice. At phrase level and sentence level, however, there are often problems of intonation, resulting in speech production that sounds unnatural even though it may be intelligible. Speech synthesis as embodied in Text To Speech (TTS) applications is invaluable as a tool for unsighted or partially sighted people. Gupta & Schulze (2010: Section 4.1) list several examples of speech synthesis applications.^[72]
Speech recognition is less advanced than speech synthesis. It has been used in a number of CALL programs, in which it is usually described as Automatic Speech Recognition (ASR). ASR is not easy to implement. Ehsani & Knodt (1998) summarise the core problem as follows:
"Complex cognitive processes account for the human ability to associate acoustic signals with meanings and intentions. For a computer, on the other hand, speech is essentially a series of digital values. However, despite these differences, the core problem of speech recognition is the same for both humans and machines: namely, of finding the best match between a given speech sound and its corresponding word string. Automatic speech recognition technology attempts to simulate and optimize this process computationally."^[73]
Programs embodying ASR normally provide a native speaker model that the learner is requested to imitate, but the matching process is not 100% reliable and may result in a learner's perfectly intelligible attempt to pronounce a word or phrase being rejected (Davies 2010: Section 3.4.6 and Section 3.4.7).^[40]