Incorporating Pointing in Recorded Presentations – Motion tracking

This post shows how cursor movement can be used in online presentations to show gesture, and the skills needed to add motion tracked items to video.

As part of the recently launched Exploring 3D Anatomy MOOC, two video presentations were created. These presentations involved explaining diagrams and pictures. One of these recordings had a moving cursor which the presenter had used to explain various parts of the screen, and the other was recorded without a cursor. To improve the clarity of the explanations, we had a request to display a larger cursor over the recorded material, using it to ‘point’ to the various significant areas shown. 

When you’re planning a virtual presentation it’s worth checking if and how the software handles the cursor – some software will use a glowing highlight as you present, some will show and hide the cursor automatically depending on when you move it. The videos were recorded in ReCap, which automatically hides the cursor unless it is moving. The end of the post has links to various guides to help you choose your settings. The rest of this post details the animation process for how a larger cursor was added after the presentations had been recorded. This technique could be applied to other added graphical elements too if needed. 

Creating the New Cursor

As the cursor is used in a lot of animations, there was already a scalable vector graphic image of a cursor available to use. This had been drawn in Adobe Illustrator. The next step was to use After Effects to add the cursor to the video and animate it.  

Tracking the Cursor

For the video with the cursor visible, the motion tracking function of After Effects was used. After identifying the original cursor, the new larger cursor was set to track it. Here and there the original cursor changed colour to remain visible over different backgrounds. It wasn’t necessary to replicate the colour change with the larger cursor, but this colour change did add extra steps when setting up the motion tracking as it needed to be started afresh each time the original cursor had changed colour. For the video without the cursor, the process was simpler as there was nothing to hide or track. As such the animations could be set up from scratch. Based on the clear explanation from the presenter, it was possible to add a cursor to trace the areas being explained.  

Adding the New Cursor

The animations were set up to take place between certain moments of the video – like scenes. Key points in the video were identified and ‘key frames’ added which allow us to set up when certain animations should take place, and how long for. Simple animations such as changing size, position or rotation can be done relatively quickly using these linear key frames. 

Once the start and end points are set, further customisation can be done to change the feel of the animation. For example, in this case, the speed of the cursor should somewhat mimic a natural movement rather than a precisely uniform speed. Using ‘ease in’ and ‘ease out’ (combined as ‘easy ease’) allows for the animation to look a little more natural, and less jarring, as the cursor starts to move more slowly before speeding up and gradually slowing to a stop.  

When moving from point to point it’s very rare that a straight line is the best path to take, usually a slightly curved path can help add a more natural-looking movement. This might be used to instruct a viewer to click a series of buttons, for example. The ‘spatial interpolation’ in After Effects allows for the path of the moving object to be linear (a straight line) or Bezier (curved). The temporal interpolation tool allows for variations to the speed of the movement – a more customisable version of easing. Adjusting these allows for a nice natural pace and movement, and for more creative effects. For example an item moving from A to B may move slowly at first, then speed up towards the middle of its journey, then slow down again before arriving at its final destination – imagine a train travelling between stations!).

In this video the cursor was hidden from screen for most of the video so it was animated manually.
In this video the cursor was tracked (while visible), note the more erratic movement.

Approximating Gesture

The final videos allowed for a clear approximation of gesture to be added to the presentations, mimicking how a presenter might usually point to a screen or demonstrate a movement. While this is something very natural to do in person, you may need to think more about how you use and move your cursor in online presenting. Often it can be tricky to see the cursor, so you may wish to consider moving it more slowly than usual if you are using it to indicate processes or changes. Selecting some form of pointer or cursor highlighting in your chosen software can improve the visibility of the cursor during your presentation, whether recording or in person. On the other hand, you may wish to put your mouse out of reach so that random or accidental cursor movements don’t detract from your content. 

Motion Tracking Demonstration

This video demonstrates the full motion tracking procedure, showing how you can track an object and then map the position of a cursor to it.

Resources

Setting up different types of Discussions

The FMS TEL team recently delivered a webinar: Getting the most out of your discussion boards. If you can’t access the FMS TEL Canvas community, please enrol yourself before retrying the direct link.

As a follow up to that webinar we have created follow along video guides and step by step written instructions on how to make the ideas and suggestions a reality. Our guides cover:


Voting and Polls ✅

These can be set up in around 2 minutes and no external tools are required. Students can quickly share their opinions or provide feedback in a similar format to Social Media.

Discussion Folders ?

Is your modules area looking cluttered? Organise your discussions into folders so they are easy to navigate.

Sharing Group Discussions ?‍?‍?‍?

Group discussions in Canvas can be a great option however they have the disadvantage of only group members being able to see what was contributed. If your course would benefit from groups being able to share with other groups after the task then we have 2 solutions for you.

Multiple Posting Points ??

Some courses may require students to share personal experiences. In this guidance we offer a solution for student to choose if they post to the whole cohort or just to the Teachers on the course.

Anonymous Posts ft. Padlet ❔

Currently Canvas does not allow anonymous posts. To get around this limitation we can create boards using an External Tool Padlet and embed Anonymous Padlet Boards within Canvas and the MLE.


Planning Learning

As part of my own research to pass on to colleagues, I recently attended a Future Learn course “How to Teach Online” where this planning tool was demonstrated. I thought colleagues may find it to be of interest.

Learning Designer helps you plan different types of activities for your students. It allows you to organise a blend of online and face to face activity. These are called TLAs, or Teaching and Learning Activities. There are 6 different types to choose from

  • Read, watch, listen
  • Collaborate
  • Discuss
  • Investigate
  • Practice
  • Produce

You can add resources such as links to videos and websites.

It produces a helpful pie chart showing the proportion of activities the students will experience.

You can download your plan as a word document or share it with a link.

Have a go with the Learning Designer Tool yourself at https://www.ucl.ac.uk/learning-designer/designer.php (Links to an external site.)  The video below talks you through how to use it.

More information is available on the Learning Designer Website https://www.ucl.ac.uk/learning-designer/index.php (Links to an external site.) 

A User Guide is also available at https://www.ucl.ac.uk/learning-designer/guide/

Randomness

As part of our Humanising the Online Experience webinar, we suggested the use of name selectors to take the decision-making out of selecting a student to answer a question. We recommend you use this only when you have gotten to know your students well enough to know how they respond to being asked questions by name. Using a randomiser tool can also reduce the feeling that the teacher is ‘picking on’ a particular student too often – both for the teacher and the students!

There are a lot of online tools available, such as:

The slight hitch with using these is that they are not reusable – you need to paste the names in every session.

It’s possible to create one of these yourself using Excel, which you can then save and re-use for the class time and again. A 2-minute tutorial for this, and an example file, is available on the FMS TEL Canvas Community. If you haven’t got access to that community in your Canvas yet, first enroll here.

Of course, you can use these tools for more than just selecting names. You could use this to randomly assign cases for students to study, or assign group roles. You can use them to generate lists of anything in a random order by noting outcomes.

During icebreaker games or other tasks, you may want to try a heads-or-tails or dice-roll randomiser, and there are many other randomising tools available on Random.org.