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Lecture Capture at University of LeicesterEvaluating a pilot of lecture capture implementation

Terese Bird, Leicester Learning InstituteLearning and Teaching Focus Week, 15 September 2014

Who, What, When?

November 2013 – July 2014Semester 1 Semester 2

Medicine Medicine

Law Law

Chemistry Chemistry

Education Education

Management

Criminology

Engineering

Neuroanatomy

Microbiology

Plus: Intrepid Researcher, Crim Study Day, Learning & Teaching Conference

EvaluationUndertaken by Terese Bird of Institute of Learning Innovation

• 3 student focus groups March 2014 with participating students

• Interviews with participating lecturers

• Online surveys of all participating students

• Online surveys of all participating lecturers

• Learner analytics

Students surveyed overwhelmingly value captured lectures for their learning and believe the University should continue with them. The following questions and replies are from the online survey of students, semesters 1 and 2. (N=153)

How did students use the technology?

• Viewing on the same day when their memory of lecture was still fresh, then viewing again, often specific segments only, when preparing for exam

• Giving full attention to the lecturer, not worrying that they will miss jotting down something important

• Especially valuing the recordings because they are not native speakers of English, or because they have some learning issue such as dyslexia

Student comments• “I am writing to thank you for recording and sharing the Neuroanatomy lectures on

blackboard. I was able to write down any points I missed when making lectures notes and am confident of which key concepts I must know and will be examined on. It is a brilliant facility!”

• “Really helped, I feel the most confident and enjoyed this module this summer because of it.”

• “It made deciphering the lectures which can often be very confusing and unnecessarily time consuming much easier, this means you can spend more time actually learning the content instead of spending ages figuring out what a picture is of. It made it much easier to re-learn with having someone explain it to you as you revise. It's easier to watch lectures online as you can pause them if you don't understand something and you have time to get to grips with it before moving on. Also I do not write very quickly so it can be frustrating taking notes and trying to listen and concentrate at the same time which is why I often don't go and just go through lectures in my own time. I learn very little when I'm around other people due to distractions and due to the fact i have to write things down to learn anything, I cannot just listen to someone speaking and take it in, so this system has been really helpful for me and I really hope it becomes widespread.”

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Staff opinions

Staff comments• Some lectures have so many students in them, you don’t feel you can give

them the help or attention they may need; this could help to some extent.

• “The key thing is.. providing flexibility allowing students to revisit the in-class learning experience that they had. Previously all we’ve done is give printouts of lecture notes…quite limited… whereas by revisiting the lecture capture they’re getting a lot more of the.. thing they’re actually paying for. What they’re paying for in tuition fees is the actual experience of the lecture, and they’re getting some of that back in the lecture capture… You can see the exercises that were done, you can see the examples that were worked through that might not necessarily be in the notes every time. I think the system does a good job of sharing that with our students.”

• “We should give the students more for their £9000.”

Issues raised by staff

• Have technical help there for the first 2 or 3 sessions; same for editing.

• There are issues with sound – microphone pickup. Wireless microphones are best but not always available.

• If students don’t sign approval to have their voice picked up, seminars cannot be recorded. This limits the kinds of sessions in which lecture capture can be used.

• Staff should be able to consider audio-only, or audio plus slides but no webcam.

Learner analytics

• Looking at Law and Neuroanatomy lectures:– From one-third to one-half of students viewed– The keen ones and the struggling ones viewed– System shows you the hot spots and warm spots– Some students viewed over 10 times– You can check by name of student

What do you think?