Flip Camcorders User manual

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
Using Flip Camcorders to boost
teaching/learning in your class
Table of Content
How to Operate a Flip Camcorder (FlipCam) & FlipShare……………………………………………2
CIT Services for Video Production………………………………………………………………………4
Examples, Best Practice & Assessment………………………………………………………………..5

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
How to Operate a Flip Camcorder (FlipCam) & FlipShare
1. Press the power button to turn on
2. Press the record button to start/stop recording
3. Touch up/down button to zoom in/out
4. Slide USB latch down to have the USB arm flip up
5. Plug USB arm into USB port on a computer
6. Your camcorder will begin charging while you are prompted to install the FlipShare software
on your computer.

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
7. With the FlipShare software, you can a). organize your video clips, b).edit and make your
video clips into a movie, c).take snapshots from your video clips, and d).share videos with your
family, friends and students.

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
CIT Services for Video Production
Staff working at the Center for Instructional Technology (CIT) consult with faculty ahead of
time to discuss the capabilities for using video to enhance instruction.
If you need professional videos, CIT Media Services experts can shoot panel discussions,
detailed how-to, computer and web instruction, and direct lecture in our professional studios or
at your locations.
To arrange for a video or audio recording, contact D. Lee Beard at 568-4835 or
[email protected]
CIT is equipped with professional video audio production facilities and resources. Faculty can
either use our A/V media edit rooms to edit video on their own or ask our Media Services
experts to do the editing and final production.

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
Examples, Best Practice & Assessment
Best Practices & Assessment:
Flip Cam can be used in:
Demonstrating processes: e.g. sequential movements in science experiments
Observing with no risk: e.g. an eclipse of the Sun
Dramatization: e.g. scenarios in social sciences & language arts
Presenting cases for problem-solving
Interviews with guest speakers
Documentary as student research projects
Training of public speech skills
Video casting of procedural progress of a class project
Visual portfolio of work
Capturing of group discussions
Recording and evaluating foreign language competencies
Checklist for Video Recordings in Teaching and Learning Activities:
Write scripts if a to-be-captured video clip has the purpose of providing instruction, direction or
guidance
Preview the video shooting location
Keep the Flip on a platform as stable as you can, using a tripod if possible
Make sure the location is illuminated with daylight or a light source to show the details of an
object
Minimize extraneous background noise
Follow a storyboard if possible
Capture clips in short segments of 8-10 seconds
Avoid zoom and pan if the plan is to post the footage online
Maintain slow and stable movement if you have to move while capturing
Capture the objects as close as you can

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
When using Flip Cam in your class, we suggest:
give students guidance on how to use a Flip Cam and advice on intellectual property issues
when they capture, edit and share the videos.
make the videos short when you use them in classroom teaching because students usually
have short attention span while learning. 5-10 minutes is a good length for a video clip.
give students evaluation criteria/rubrics before they start their projects or assignments with
Flip Cams. A sample is attached; please see the next page.
Examples:
At Duke University, doctoral students in the Nursing Practice program used Flip Cams to
capture health policy advocacy videos, launch them onto YouTube upon instructors' approval,
and make advocacy presentation to “a panel of lobbyists and elected officials.”
http://cit.duke.edu/ideas/projects/2009/04/28/duke-nursing-students-created-videos
At the University of the Virginia, students in a Sustainable Communities course went on
their own field trips, used FlipCams to capture 5-10 minute video about local sustainability
stories.
http://blog.islandpress.org/285/tim-beatley-telling-the-stories-of-green-urbanism
At JMU, Dr. Corey Hickerson in the School of Communication had his students use Flip Cams
to record and share short interviews about using social media in a communications campaign
during the Edelman Digital 101 conference.
http://www.edelmandigital101.com/

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Center for Instructional Technology ♦Carrier Rm 22 (540.568.7061) ♦ECL 5th Floor (540.568.4836) ♦cit.jmu.edu
a Division of Libraries and Educational Technologies
Rating Area High Quality Medium Quality Low Quality
Alignment with
Objectives &
Outcomes
Use of video clip should enhance learning. Use of video clip may enhance
learning.
Use of video will likely not enhance
learning.
Accurate & Current
Information Information is correct and does not contain
material that is out of date.
Information is correct but does
contain material that is out of date.
Information is not correct and does
contain material that is out of date.
Interest Level &
Engagement Topic presented so that audience are likely to
be interested and actively engaged in gaining
knowledge.
Topic presented is interesting to
audience most of the time, but not
necessarily engaging audience in
gaining knowledge.
Topic presented is not interesting to
audience and not engaging audience in
gaining knowledge.
Technical Quality The materials present sharp images, clear
sounds and structured flow of movements.
The materials presented are
generally good quality, although
there are some problems.
The materials presented are not well
prepared and of poor quality, e.g. blurry
sound and images, and shaky captures
Ease of Use by
Audience The materials are easy to use, with nothing to
confuse the audience.
The materials are easy to use
most of the time, with a few things
to confuse the audience.
The materials are confusing for the
audience to use most of the time.
Bias Free There is no evidence of objectionable bias. There is little evidence of bias. There is much evidence of bias.
Plan of Appropriate
Posting of Footage The domain of posting footage is clearly
planned.
The domain of posting footage is
planned, although there is need of
clarification.
There is no plan of posting footage, in
public domain or academic domain.
User Guide &
Direction Direction and /or user guide should help
audience use the materials.
Direction and /or user guide may
help audience use the materials.
Direction and /or user guide does not
help audience use the materials.
Appropriate Pacing
and Structure The materials are presented so most
audience can understand and process the
information.
The materials are presented so
some audience can understand
and process the information.
The materials are presented so most
audience can not understand and
process the information.
Reference: 1) Smaldino, Lowther, & Russell, (2008), Instructional Technology and Media in Learning, 9th Ed. Pearson Education, Inc.
2) EDUCAUSE ELI, (2008). 7 Things You Should Know about… Flip Camcorders. www.educause.edu/eli