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Creating Animations and Video on the iPad using Doceri 2.0

Can I just start with “WOW”!?!

I got back from ISTE, overwhelmed with all the new and amazing tools and apps I learned about! Luckily the great folks at Doceri let me play with their beta 2.0 version (which should hit iTunes stores soon) and that made for an easy decision for me to start right there.

I get to use the iPad classroom (25 student iPads, 1 teacher iPad, and an Apple TV!!) to teach Intermediate Algebra in the Fall, so my focus at ISTE was to find iPad apps that allow students to create, not just to consume.   I hit the jackpot with the new version of Doceri!!  Not only can I create lessons, but the students will be able to create animations and videos as well, right from their iPads.

Here is a quick video I made using Doceri 2.0:

Link to the video on YouTube

The new version of Doceri (2.0) should hit the iTunes app store soon, and it is a HUGE update!

The new features I am so excited about are 1) it allows you to work directly from the iPad (without needing to connect to a computer), and 2) it now records your pen strokes allowing you to easily create animations and videos directly from the iPad!  INCREDIBLE!   You can even edit your animations and upload your videos to YouTube!

OK, before I get too far ahead of myself (I am just so excited!), here is the new opening screen on the iPad:
(By the way, I did get permission from Doceri to blog about the new version before it hits the iTunes store!)

opening screen

**UPDATE!  Doceri 2.0 will be in iTunes stores July 24, 2012!!!  

As you can see, Doceri 2.0 can now be used from the iPad alone, and even use Airplay if you are presenting (or just use the iPad at home to create a lesson!!!).

Starting a new project gives you a blank screen, which you can change to any color, use one of their backgrounds, or create your own.  They have included many helpful math backgrounds, along with maps, as well as colors and textures.



After you choose your background, you can start writing on the screen.  What you see at the top of the image below is the new RECORDING menu!!!  It records your writing strokes.  You can go back and edit them, speed them up, or slow them down.  You can even add stops and new slides to your project.  The record button on the top left allows you to record voice as well (while writing, or narrate even after you are done writing).

recording menu


 After recording a video, you have several options for exporting (on the right) to Facebook, YouTube, email, and to your images folder on the iPad.

export options


You can also open your recordings on your iPad with any app loaded that will play a .mov file, including Dropbox and Evernote, so you can access your recordings from any device!  (I also have TechSmith’s Fuse app installed on my iPad, so it found that app and listed it as well.)


The folks at Doceri created quite a few sample projects to help give ideas on how this new product can be used. Here is a screenshot of one of their videos (of course I chose math, but there are many other types as well):

Doceri Sample

*Once Doceri 2.0 hits the iTunes stores, you can pay for the ability to remove the Doceri watermark, and even add your own watermark.

Here is a link to the video version (I did not add any sound):  math 01 – related ratesDoceriSample

Links to 2 more videos I made using Doceri 2.0

Adding Fractions 2

Solving Quadratics by Factoring

Like the original Doceri Remote app, Doceri 2.0 can connect to your computer to share screens, but now there is a MUCH easier way to connect:

QR code

 If you have an iPad2, just point the camera at the QR code and you are automatically connected!  I tried it and it worked amazingly well.  Once you are connected to your computer, you can use your animations and videos to present a lesson to the class, or create one while you are presenting!

**I am using the term “animation” for those projects that do not contain sound.  All writing into the application is recorded and can be shown as animated or as still shots.   These can only be played from within Doceri.  Once you add sound, then a .mov file is created, so I am using the term “video” for the animations with sound added.

Here is the “official” list of updates for Doceri 2.0 (from Doceri):

What’s new in Doceri 2.0

You can now prepare Doceri Projects on the iPad without being connected to a Doceri Desktop AND you can present without a Doceri Desktop via Airplay. Audio recording has been added to create high quality screencast videos based on Doceri projects. In addition, more sophisticated drawing and authoring tools have been added, as well visual file management, improved placement of project timeline controls for easier presentation, and improved screen update time for remote desktop control.

Screencasting with Doceri

  • Create a live screencast as you present, or create, edit and perfect your project in advance and add an audio voice over later
  • Choose to save audio or delete and re-record without impacting your Doceri project
  • Videos may be shared via YouTube, Facebook or email and/or saved to the Camera Roll and any app that responds to video

New Drawing and Authoring Tools

  • New line tools (with snapping), geometric shapes (rectangle, ellipse) arrow tool and a new pen tool with realistic ink flow
  • Easy access to six user-defined favorites from the available drawing tools
  • Place photos from Camera Roll, Photo Stream or another application at any point in your project
  • The new lasso tool allows you to cut, copy, move and paste drawing objects
  • Choose between patterns, colors or create custom backgrounds on any slide in your project

Direct Controls for Keynote and Powerpoint

  • Launch a PowerPoint or Keynote presentation and use Doceri’s one-touch controls to advance your slides
  • Annotate over Keynote or Powerpoint (or anything shown on your desktop), creating a multipage Doceri project while keeping your original presentation file intact

 Completely Revamped File Management

  • Doceri files can now be stored on the iPad Duplicate, merge projects, and transfer to and from your desktop
  • Combine, resize and share screencasts to Facebook, YouTube, Camera Roll or email with a simple drag and drop
  • Full implementation of cross application file sharing allowing “open in” function to copy files in and out of Doceri 

Japanese Multiplication – How Does it Work?

I have come across some fun math problems (yes, math CAN be fun!) through the internet and friends.  Here is a video of Japanese Multiplication.  First watch the video, and then see if you can figure out how they are multiplying  before you read my explanation below!


Well, did you figure it out?  Let’s take a closer look at the first example:

Now take it apart:

  • The first set of lines, the green ones in my image above, represent 2 sets of 10 , or 20
  • The second region with one line, which is orange in my image, represents 1 set of 1
  • Together these sets of lines, read top to bottom,  represent 2×10 + 1×1  which is expanded notation for 21

Let’s look at the next set of lines that were drawn perpendicular to these lines:

  • The first region that contains the 1 blue line represents 1 set of 10 or 1×10
  • The second set of lines that were drawn, the three red lines, represent 3 sets of 1
  • Together these 4 lines, read left to right, represent 1×10+3×1 = 13 in expanded notation.

Now for the tricky part!

Those of you who have ever FOIL-ed in Algebra will recognize the process of distributing the values by “First, Outer, Inner, Last”

Here is a quick Algebra example to remind you
(x+3)(2x+5) =

First = x * 2x = 2x^2
Outer= x*5 = 5x
Inner = 3*2x = 6x
Last = 3*5 = 15

Then,  2x^2 + 5x +6x +15 = 2x^2 + 11x +15 (the Outer and Inner were “like” terms, so could be added together)

Now back to the arithmetic.   If you look at the product 21×13 by separating out each factor by its place values, you have:

(20 + 1)(10 + 3)  and now you can FOIL out the values, just like in the Algebra problem!

First = 20×10 = 200
Outer =  20×3 = 60
Inner = 1×10 = 10
Last =  1×3 = 3

The 200 is represented by the 2 sets of crossing lines circled in yellow on the image above- that location on the paper represents the hundreds place value, so having a 2 in the hundreds location represents 2×100 = 200.  In the video a 2 is placed as the first digit of the product, which will be the hundreds place.


The 60 is represented by the 6 sets of crossing lines in green on the top right
The 10 is represented by the 1 set of crossing lines in green on the bottom left

Together the 60+10 gives 70.  In the video, the areas circled in green on the image above both represent the tens place value, so they are adding up the 6 crossed marks and the 1 crossed mark to get 7 sets in the tens place, or 7×10=70.    They then place a 7 to the right of the 2 in the product (placing it in the tens place)


The 3 is represented by the 3 crossed marks in the lower right (circled in red on the image above).   This area of the paper represents the ones place, so we have 3×1 = 3.   They then place a 3 to the right of the 7 in the product, placing the 3 in the ones place.

This gives the final product of 200+60+10+3 or 200+70+3 = 273

~Now look at the second product in the video and see if you can figure out how it works!


InterwriteWorkspace and YouTube

Today I derived the Quadratic Formula for my students in class.  I promised them I would do some sort of pencast later and post it, so I told them not to take notes on it.

I ended up using my eInstruction Mobi and pen to write on the Interwrite Workspace software.   Interwrite Workspace is also from eInstruction, and it has a built-in tool to record video and audio!  It worked really well! I love the fact you can see color and also my mouse movement, in case I want to refer back to something I already wrote.

The software saves the video as a .avi file, and so I uploaded it quickly to YouTube so my student could access it easily.  I also posted a link to the video on my website.

Link to the video on YouTube

I am really enjoying having a variety of tools available to use to record part of a lesson or to write examples that I want my students to view again later when they are working on their homework.


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