Alternatives to mybrainshark by Larry Schankman

For the past few years many faculty have relied on myBrainShark as their go to screencasting solution. Unfortunately, this service discontinued in August 2015, though existing presentations remain accessible until January 4, 2016. Sadly, long-term reliability is one of the many shortcomings of free “cloud” (i.e. web-based) services. Though one can still pay for a commercial account, pricing is both costly and on-going (depending on plan, approximately $400 a year). For information on their discontinuation, with steps for downloading or exporting existing content to YouTube, see their FAQ.

As an alternative there are several options, both free and fee-based. UW-L community members should begin with the commercial screen capture tool, My MediaSite. While storage and editing rely on cloud access, the university fully supports this resource on a local server. Review the Video Sharing page then download the desktop software. For tips and advice view their many Training Videos.

If you’re willing to pay for powerful software, the best screencasting tool is arguably Camtasia. Though cross platform, the PC version ($179) is much better than the less expensive, but less capable Mac version ($75). As a compromise, you could purchase Snagit ($29.95). Intended as a tool for creating and editing screenshot images for instructional infographics, this inexpensive software can also create lower-resolution screencast videos. As the major disadvantage of free or inexpensive programs editing is limited to simple trimming functions, whereas full-featured applications like Camtasia (or the $99 Mac-only ScreenFlow) include a powerful editor.

If you prefer free tools and plan to record short, simple videos under 5 minutes consider Jing. Created by the same folks who make Camtasia (Techsmith) this tool is easy to use but includes no editing capability. For recordings up to 15 minutes, consider either Screenr or Screencast-O-Matic (SCOM). Though more powerful than Jing, SCOM displays a watermark with the company’s name on their videos, unless you purchase a subscription to their Pro version for $15 a year. Screenr, from the e-learning company, Articulate, adds no such logo plus has the advantage of working via your Web browser with no software to install (as long as your computer runs Java). Other free recorders, without editing options, include the cross-platform media players, QuickTime and VLC.

If you intend only to narrate PowerPoint, there are several pricey options from Adobe, Articulate, and iSpring, all with the name Presenter (e.g. Adobe Presenter). These tools are very sophisticated but probably not worth the cost. Alternatively, you can upload and narrate PPT presentations via the Web using Knovio, a tool resembling myBrainshark (but perhaps better). Simply run your presentation in slideshow mode and narrate as you display each slide. Knovio is easy to use but requires you to cede control of your content to the cloud. Like MyBrainshark, there is no guarantee that the free service will continue and you cannot easily save a local copy.

Finally, Microsoft has recently created a plugin for PowerPoint. Though available for Windows only, Office Mix is free and offers several sophisticated capabilities for recording PPT presentations. Of course, you can still record directly in PowerPoint, though this option often results in outrageously large files.

For more information about screencasting, please visit: http://bit.ly/1E1b0Va

Submitted by Larry Schankman, Center for Advancing Teaching and Learning

MyMediasite by Nizam Arain

​I have been teaching an online course, Legal Issues in Higher Education, in the Student Affairs Administration master's program for the past four years. It is a cohort program, so the students have interacted with each other before but they don't know me as this is the only course I teach in their program. Initially I taught the course using online readings and lecture narratives that I wrote to address key concepts and points, but this past spring I decided to record my lecture narratives using MyMediasite Desktop Recorder.

MyMediasite Desktop Recorder is a program that I downloaded to my computer and use to record my video/audio on one part of the screen and my PowerPoint on the other, creating dual image and media. I created one video lecture per week of class and each video was about 45 minutes long. I found the MyMediasite Desktop Recorder software to be fairly intuitive for recording and even for editing, and I liked that I could rearrange and trim out content as needed. Once edited and in final form, I would post a link in the News area and Content area of my course.

I feel the video lectures gave me a better sense that the students were connecting and hearing from me in a very direct and face-to-face way, and I felt that the students had a greater sense of engagement with the class.

MyMediaSite accomplished what I needed: the ability to combine the audio/video of me talking, alongside the PowerPoint slides; I could record from my laptop anywhere, not only in a studio; I didn't have to manage large video files, the software did that; and, it is a campus supported technology for support and troubleshooting needs.

I hi​ghly recommend that anyone interested in using MyMediasite Desktop Recorder attend a training with Terry Wirkus or one of his colleagues. I also recommend taking some time to experiment and play with the software a little so you’re familiar with the recording and editing functions before it’s "crunch time.” Also, don’t forget about accessibility—make sure there are transcripts or written lecture notes posted along with your video. Finally, check in with your students periodically to see if the videos are working for them, and if there are ways to enhance the content delivery.


With the MyMediaSite tool (and a little practice), it’s not hard to incorporate video lectures into an online class effectively.

For more information, please visit: http://www.uwlax.edu/ITS/Video-sharing-(My-Mediasite)/

Submitted by Nizam Arain, Student Affairs Administration

Pecha Kucha by Tori Svoboda

Pecha Kucha, Japanese for chit-chat, is a Japanese founded presentation approach and movement to encourage more focused presentations. The format of Pecha Kucha is 20 slides at 20 seconds each, ideally the slide as only an image.

I use Pecha Kucha in my Student Affairs Administration classes. I have tried this approach with a variety of projects including creating a conference presentation about a topic of interest, creating a presentation about personal leadership philosophy, and creating a presentation to train college students on various mental health issues. Students use an existing technology (PowerPoint, Brainshark, Jing, etc.) to create a slide presentation with 20 slides and record 20 seconds of narration on each slide, creating a consise 6 minute and 40 second presentation.

I originally used this format for my online only courses but after seeing such great results in the professional presentations I expanded the approach to include in my face-to-face class presenations as well. I have enjoyed using this format for a few reasons. First, using the Pecha Kucha approach, the students create presentations that are focused, informational, rehearsed, and professional. The format lends itself to a shorter, more direct presentation with a goal to get people introduced and focused on a particular topic. Next, the format is used by one of national organizations which has professionals present their content using this format (examples from ACPA 2014), exposing my students to the format, often in a storytelling format, but also other professionals in Student Affairs. Finally, this approach has allowed my students to create presentations that are usable outside of the classroom. Some students have used the presentation to lead professional development conversations with colleagues, some students have been able to network with others interested in the same content, and other students have used the presentations to embrace further speaking engagements.


More information about the Pecha Kucha approach can be found here: http://www.pechakucha.org/

Submitted by Tori Svoboda, Student Affairs Administration

Doceri by Megan Litster

Doceri is an application that links your tablet/iPad to a desktop/laptop computer, mirroring what is on the desktop/laptop to the tablet/iPad. I use Doceri to run presentation software (Keynote) on my laptop but control it from my iPad anywhere in my classroom, while also being able to use any features of the desktop/laptop. The application allows me to run projection software on my laptop and control it from my tablet. The application also allows me to active screen recordings while presenting information to the class for future playback from students, and automatically captures any image of any slide that I draw on.

In my large classes (60-100 students), using Doceri allows me to get out from behind the computer podium. I am able to walk around my classroom and interact with my students. I can access my course materials remotely while I wirelessly present my lesson. When I walk around the room I can hand my iPad to a student and ask that student to highlight or draw on a slide and that is projected to the class. It provides more freedom and flexibility in how I present to my large classes.

I find the Doceri application pretty self-explanatory, easy to install and use. One trick I learned is the tablet/iPad and desktop/laptop need to be on the same wifi network to work together but Doceri does remember the last IP address which makes connection fairly easy. Doceri does have good online support. The Doceri app for iPads can be downloaded for free in the App Store (it is $4.99 for the Windows app); Doceri Desktop can be purchased for $30.


More information about the features and uses of Doceri can be found here: https://doceri.com/

Submitted by Megan Litster, Biology 

MyChalkboard by Bill Cerbin

Does this ever happen to you? As you are PowerPointing your way through class, you realize your prepared slides do not depict the best way to tell the story. The topics seem out of order and the bullet points are not what you want to discuss, but they are locked into place. What are your options? Stick to the script, resulting in a bad story. Or, show the slides and talk about something else, resulting in two versions of the story that will confuse students.

There is at least one other option—use a chalkboard. With a chalkboard you have almost unlimited flexibility. You can first think about what you want to say, say it, and then add relevant text and graphics to highlight important ideas. Or you can think about what you want to say, add relevant text and graphics, and then talk about it. Either way, you start with a clean slate and there is no “next slide” dictating what you must do or say.

In addition to this flexibility, chalkboards support several effective pedagogical practices. They help reduce students’ cognitive load. As teachers slow down to write on the board, students have time to actually think about the subject matter, not just transcribe it frantically. Chalkboards also support interactive learning; students’ ideas can be included on the board and incorporated into the lesson. A particularly compelling use of chalkboards is a form of “lecture capture,” in which the teacher records the entire lesson on the board. The goals are to show the progression and flow of the lesson, incorporate student thinking and reflections, and connect the parts into a well-formed, coherent whole to help build student understanding. [This practice is used widely in Japan where teachers study “Bansho,” or board writing; see examples of Bansho 1 and 2].

MyChalkboard is cost effective and dependable. They never fail. The chalkboards in 103 Cowley Hall are probably 30-40 years old and work like new. And, there is low maintenance; no annoying updates to install. All you need is a damp cloth.

Chalkboards do have limitations. For instance, you won’t be able to make text spin around or fly in and out of view. But you can create your own graphics with a chalkboard [See examples 1 and 2]. With a little practice most teachers can produce legible text and graphics without making that cringe-inducing noise with the chalk on the board. And, a chalkboard is forgiving. If you do make a mistake, simply erase and redo—instantly.

Best of all, chalkboard allows you to devote class preparation time to what is most important, planning what and how to teach without fussing with slides or worrying about how to use the technology and what to do if it doesn’t work.

Submitted by Bill Cerbin, Center for Advancing Teaching and Learning

Overhead Projector by Patrick Barlow

The overhead projector is a very versatile piece of technology that allows you to share both graphics as well as text with students to help aid their learning during class. I’ve been amazed by the capability of increasing the size of the information by a mere twist of the focal knob or by altering the distance between the projector and screen. This kind of technology adds a certain level of engagement with the students and the course material that is not easily achieved by lecture alone. For that matter, you can turn off the machine at any point to allow the student to focus more on your instruction.

I refined my interest in the overhead projector during my time at Iowa State while in graduate school. I soon found that I was able to share almost any kind of chart or graph quite easily by just using a word processing program to create the content and printing them off onto clear plastic sheets. This was a much more refined approach compared to writing all the notes for the students on the chalkboard. It’s important to note that many of the textbook publishers offer sets of transparencies that match the content of your text. Don’t forget to ask for these when you make your course adoption. There are also some models that allow for a continuous sheet of transparency film to be written on and then hand cranked so you can progress from one page to another, especially useful for those that want to more easily navigate back and from previous ideas.

Another advantage to the projector is that you can easily review each line of text or graphic slowly so as to not overwhelm the students with too much information. This is achieved by having a sheet of paper block the light from shining through lower parts of the transparency. If you find that a student brings up an issue not already addressed in your pre-printed transparencies, I have often taken out a blank one and began to handwrite a response with my Vis-a-vi wet erase markers which come in a variety of colors. It’s important to consider having a set of these markers, wet wipes, and an extra bulb handy as you use this learning tool.

While it’s hard to find many projectors on campus, there may be some available by special request to the Audio Visual Services Team. Most any office supply store will have the markers, transparency sheets, and extra bulbs. I encourage my colleagues to make use of the gem of technology.

Submitted by Patrick Barlow, CATL 

Typewriter by Bryan Kopp