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]

Stomach Disease

                                          Gastroenteritis

When you have diarrhea and vomiting, you may say you have the "stomach flu." What it's really called is gastroenteritis. Although it may make you feel bad, it's an illness that has nothing to do really with flu. In gastroenteritis, your stomach and intestines are irritated and inflamed. The cause is typically a viral or bacterial infection.

Causes

Numerous kinds of bacteria can cause gastroenteritis, including:

• yersinia (found in pork)
• staphylococcus (found in dairy products, meat, and eggs)
• shigella (associated with water and found in swimming pools)
• salmonella (found in meat, dairy products, and eggs)
• E. coli (found in ground beef, salads)
• campylobacter (found in meat and poultry)

symptoms

The symptoms you experience may vary according to the type of bacteria causing your infection, but they could include:

• loss of appetite
• nausea and vomiting
• diarrhea
• abdominal pains and cramps
• blood in your stools
• fever

Precautions
The main aim of treatment is to keep you fully hydrated in order to avoid complications. It is important not too lose too much salt (such as sodium and potassium), as these must remain within certain ranges for your body to function properly.
For more serious cases of bacterial gastroenteritis, you may be admitted to hospital and given fluids and salts intravenously.
Treatment with antibiotics is usually reserved for the most severe cases of gastroenteritis.

The Computer History Museum is a museum established in 1996 in Mountain View, California, USA.

Types Of e-portfolio

e-Portfolio Basics: Types of e-portfolios
There are three types of portfolios: developmental, assessment and showcase:

Developmental Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. The primary purpose is to provide communication between students and faculty.

Assessment Portfolios: demonstrate student competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating student performance. The primary purpose is to evaluate student competency as defined by program standards and outcomes.

Showcase Portfolios: demonstrate exemplary work and student skills. This type of portfolio is created at the end of a program to highlight the quality of student work. Students typically show this portfolio to potential employers to gain employment at the end of a degree program.

Hybrids: Most portfolios are hybrids of the three types of portfolios listed above. Rarely will you find a portfolio that is strictly used for assessment, development or showcase purposes. Occasionally, you may come across showcase portfolios that do not show evidence of self-reflection, rubrics for assessment or feedback, however, as Helen Barrett, an expert in the field of e-portfolios, would say "a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio."

Self-reflection is an important component of electronic portfolio development. If you do not require participants to self-reflect on the artifacts they add to the portfolio, they will not gain from the rich learning experience that e-portfolio development can provide!

e-Portfolio

e-Portfolio Basics: What is an e-portfolio?
A portfolio is a collection of work developed across varied contexts over time. The portfolio can advance learning by providing students and/or faculty with a way to organize, archive and display pieces of work.

The electronic format allows faculty and other professionals to evaluate student portfolios using technology, which may include the Internet, CD-ROM, video, animation or audio. Electronic portfolios are becoming a popular alternative to traditional paper-based portfolios because they offer practitioners and peers the opportunity to review, communicate and assess portfolios in an asynchronous manner.

Most people are familiar with student portfolios, however, higher education institutions are starting to create departmental and institutional portfolios as a means for evaluating student learning on a more global level. Institutional portfolios provide a means of assessing the impact of the entire educational experience on student learning. They can be used to drive internal improvement and external accountability. Like student portfolios, they allow for internal improvement and external accountability, but on the level of the whole institution.

Google Docs

Online Assesment

https://www.onlineassessmenttool.com/adjectives/assessment-24935

my website

http://educationforallstd.yolasite.com

Programming

Quotation5

our goal

Beshak

Quotation4

Fact

Quotation3

SubhanALLAH

Quotation2

interpersonal skills

Interpersonal skills are the life skills we use every day to communicate and interact with other people, both individually and in groups.  People who have worked on developing strong interpersonal skills are usually more successful in both their professional and personal lives.

Employers often seek to hire staff with 'strong interpersonal skills' - they want people who will work well in a team and be able to communicate effectively with colleagues, customers and clients.

This section of SkillsYouNeed is full of information and practical advice that you can use to improve your interpersonal skills.

Interpersonal skills are not just important in the workplace, our personal and social lives can also benefit from better interpersonal skills. People with good interpersonal skills are usually perceived as optimistic, calm, confident and charismatic - qualities that are often endearing or appealing to others.

Through awareness of how you interact with others - and with practice - you can improve your interpersonal skills.  SkillsYouNeed aims to help you learn and develop your interpersonal skills by providing an extensive library of quality content.  We hope that you find our content useful and rewarding.

Find more at: http://www.skillsyouneed.com/interpersonal-skills.html#ixzz3c2HGrDuk

how to type faster

How to Type Faster: Tips and Tricks to Master the Keyboard

• Brian Voo —
 
• How-To Guides

Ads by Google

Free Electronic Librarywww.globethics.net/librarySearch the global online library on ethics. Sign up for free.

Living on the digital edge where typing is almost an everyday necessity, learning the ways of proper keyboard usage are crucial. Not only are you able to be more productive and get things done quicker with a keyboard, typing faster can enable you to keep up with your brain; that little voice in your head that has great ideas might only last for a few seconds before it’s forgotten.

(Image Source: Fotolia)

In this article, we’ll give you 5 tips to get you started typing faster and proper. Some of the tips are quite obvious ones, but we’ll provide you with a few apps to help you practice and learn faster.

RECOMMENDED READING:50 Windows 8 Keyboard Shortcuts You Should Know

1. Get Rid Of Bad Habits

Getting rid of your bad typing habits is probably the hardest thing to do. You’ve probably been using the same typing method since you started using a keyboard, right down to where you place your palms. If you’re an FPS (First Person Shooter) gamer you’re probably used to placing your left hand on the WASD keys, and may have stronger fingers on your left hand than your right (speaking from experience here).

(Image Source: Fotolia)

Others may type only with two fingers, hovering over ten (or more) keys each, always having to keep their eyes on the keyboard to get the right keys. Although you might be typing fast with only half of the needed fingers, you have to put down your foot (or your hands) and break that habit immediately.

2. Use All 10 Fingers

The next step is to relearn the correct finger placement on the keyboard. If you take a closer look at your keyboard, you’ll notice raised bumps on each of the F key and J key. This is to help you find the correct finger placement without having to look at the keyboard.

Ideally, your index fingers should rest on the F and J keys and the other fingers will fall into place naturally.

In the picture below, you’ll notice color-coded areas showing the keys covered by each finger. You’ll notice that the middle fingers and ring fingers are used for only a few keys on the keyboard, while your index fingers cover the middle section of the keyboard. Navigational, punctuation and function keys are controlled mostly by the little finger.

(Image Source: Keybr)

If this confuses you, head over to websites like the TypingClub or Typing Webwhere they take you through each step to familiarize yourself with the keyboard. Some of their exercises only involve 2 fingers and as you go through their program, you’ll slowly master the way of faster and proper keyboard typing.

3. Learn To Touch Type

Next up: Touch typing. It’s when you type without having to look at the keyboard. In fact, for seasoned typists, looking at the keyboard actually slows them down.

To get there takes practice, and we’re not talking about hours here. It could be weeks before you condition your fingers to take control of the keys ‘they’ are responsible for. Even if it slows you down, do not revert to how you used to type.

Now, try typing sentences without looking at the keyboard, and try to remember the position of each letter. If you have to sneak a peek at the keyboard, you can, but give the same word or sentence another run, this time without looking at the keyboard. It takes a while but if you are determined, it gets easier every day.

Eventually, you will know where each key is and from then on, it’s just a matter of picking up in terms of speed.

4. Navigate With Basic Keyboard Shortcuts

It’s no surprise why Windows and Mac OS have many keyboard shortcuts. Since both your hands are already on the keyboard, why spend time using a mouse to navigate? You don’t have to remember every shortcut, just the more common ones.

Common shortcuts below are mostly used in word processing programs:

Shortcuts	Descriptions
Ctrl + C	Copy
Ctrl + X	Cut
Ctrl + V	Paste
Ctrl + Z	Undo
Ctrl + S	Save
Ctrl + F	Search for word
Ctrl + A	Highlight everything
Shift + Left Arrow or Right Arrow	Hightlight next letter
Ctrl + Shift + Left Arrow or Right Arrow	Highlight next word
Ctrl + Left Arrow or Right Arrow	Navigate text cursor to next word without highlight
Home	Go to beginning of line
End	Go to end of line
Page Up	Scroll up
Page Down	Scroll down

You can also use shortcut keys while browsing the web. Here are some shortcuts you could use to navigate in web browsers.

Shortcuts	Descriptions
Ctrl + Tab	Switch to next tab
Ctrl + Shift + Tab	Switch to previous tab
Ctrl + T	Open new tab
Ctrl + W	Close current tab
Ctrl + Shift + T	Open previously closed tab
Ctrl + R	refresh current webpage
Ctrl + N	Open new web browser window
Backspace	Go back one page
Shift + Backspace	Go forward one page

Finally, here are some common keyboard shortcuts for more general (Windows) navigation.

Shortcuts	Descriptions
Alt + Tab	Switch to next opened window
Alt + Shift + Tab	Switch to previous opened window
Alt + F4	Close current window

Using these shortcut keys will require the little finger a lot as many of the modifier keys like Ctrl, Alt and Shift are closest to your little finger.

5. Practice With Apps

Practicing typing on a keyboard need not be stressful (although it may feel like it at times). You can practice with a lot of typing games. Here are a few websites where you can learn how to conquer the keyboard and have fun at the same time.

TypeRacer

TypeRacer is a simple and fun game where each player is represented by a car. You’ll be given a passage of text from a book or lyrics to a song, you then type it out to move your car in a ‘race’ with other players. Whoever finishes typing the passage first wins.

Typing Maniac

Typing Maniac is a Facebook game that will get you addicted as you can compete with friends to see who can earn the most points. As words appear on your screen, type them out to make them go away before too many land on the ground and cause you to lose the game! Earn points and get a better score if you achieve each level without missing or misspelling a word.

Keybr.com

Keybr generates readable random words where some words are spelt incorrectly to help you remember common letter combinations better rather than typing random letters. It’ll give you statistics to tell you which area of the keyboard you are weaker in. It also offers words in different languages as well as different keyboard layouts.

Touch Typing Study

The exercises in this site get you comfortable with the finger placement by repeatedly asking you to type those letters with the correct finger. It is also offered in different languages.

Learn Typing

Learn typing is a basic looking website that has a ton of explanation good for beginners learning to touch type. Once you’ve gone through the basics, there are also more advanced exercises which you can do.