Lecture Capture:lessons and futuredirections

Clive Young, University College London

DMU Learning & Teaching Conference – 11/09/15

• The UCL story – thoughts so far • Institutionally - lecture capture goes mainstream• Pedagogically – is it any good?• Strategic impact of lecture capture• The Media Manifesto

• Echo 360 rebranded as “Lecturecast”• Installed in 90+ spaces - more than half in depts• 2000+ recordings per term, 20% of events• Never compulsory just available (…originally!) • Response to student demand – “ratchet effect” e.g

SSCC, students union demands – still want more • Drives traffic to Moodle – important side effect!• Builds media capacity and activity

7 years of lecture recording at UCL

UCL E-learning Champions’ priorities

1. perpetuates an outdated and discredited passive learning experience (the classroom lecture).2. does not engage the student.3. traditional lectures aren’t designed for online delivery.4. it diverts resources

Why?

The uninspired label “lecture capture,” fails to convey the disruptive potential of this tool

Janet Russell, September 2012Georgetown U Center for New Designs in Learning and Scholarship

“The use of video at UCL is about transitioning to the future”

Dr Graham RobertsUCL Computer Science

“We have always thought of lecture capture as a way of changing

pedagogic practice”

Jason NortonUCL E-Learning Services Manager

Why is pedagogy important?• Self-reflection – what am I really doing?• Better design of resources - quality• Support – DIY vs central?• Scalability – from project to mainstream• Sustainability – is it worth funding next year?• Evaluation – do students learn (more/better)?• Helping students use the recordings better

Unpacking ‘classic’ lecture capture

Image

+ Interactivity

+ Input

[Asensio and Young, JISC Click and Go Video, 2002]

+ Integration

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreamingLecture captureMobile videoSocial video

Image Why video in lecture capture?

• Emotion: enthusiasm, energy, authenticity, orientation• Models of academic thinking, performance (e.g. maths)• Clarification “sometimes I could not hear and understand

clearly” (international student)• Ubiquity “students these days prefer to look at material on

video courses and so are very familiar with that format”

Problem – close up board work

Interactivity – the jewel in the crown

Rosenberg 2001Interactivity is

• Access – own devices

• Choice – on-demand, search

• Control – start, stop, pause, review

http://www.flickr.com/photos/nesster/3714783252/

Interactivity

• Davis (2009) students are "actively choosing specific sections of content to review rather than passively revisiting entire lectures”.

• “...an active learning activity [that] provides them with additional control and interaction with the material“ – this is ‘engaged’ learning – what we want

http://www.flickr.com/photos/bredgur/1323025528/

Double dip (or more) learningtransforms an ephemeral event into a learning object

Clarification

Consolidation

Time

Views

Event Exam

...but that’s not the most exciting stuff…

http://www.knewton.com/flipped-classroom/

• Lecturer as producer - not event-driven• a stand-alone desktop application (200+ users)• narrated screen captures • easy-to-use• media import

But more pedagogically demanding

Echo360 Personal Capture

Flipping Ideas• Prepare or motivate• Elaborate on and further explain• Recall and integrate• Lead-in to an assignment• Learning guidance and strategies• Content to encourage analysis

More ideas• dial-e designs (JISC)

Integration

Top video tip: what do you really want the students to learn or do?

“My thoughts on this are not to be so obsessed with video because you can do it. Don't be seduced by the technology. Stop and think. What's the best way of doing that? If its video then use video. Don't bother making something someone else has already made, use what they've already done” Steven Buckingham

Applied Medical Sciences & MSc UCL Medical Sciences

Role of the student

• Sit back film and TV• Sit forward internet video• Stand up producers and ‘social video’

New themes at UCL – support model

• Students as producers of research outcomes (UCL Connected Curriculum)

• New modes of assessment

Input from students

Input from students (a caveat)

“I have actually experimented with students making their own videos and that's fine, except that you really have to allocate a large amount of time to the students

Without apportioning quite a big chunk of time just to get them basic training. You get away from actually learning chemistry. You’re getting more and filmmaking and it's fun but not where I want to be”

Prof Andrea SellaUCL Chemistry

lecture capture and video

Image

Interactivity

Input

Integration

UCL Integration projects

• Computer Science• Anthropology• UCL Doctoral School

What next?Trending @ UCL• Programming• Adobe suite• Web design/development• Film and Photography• Office• Mac• 3D Animation & modelling• Microsoft• Management and Leadership• Programming• Adobe suite• Web design/development• Film and Photography• Office• Mac• 3D Animation & modelling• Microsoft• Management and Leadership

Kaltura report 2015• easy-to-use tools for video capture (79%) • integration with VLE (72%)• simple workflows to publish videos (61%)• a centralized video system (52%)

UCL Media Manifesto 2015“To unlock this potential staff and students need easy-to-use tools for video production and simple workflows to publish media to a centralised system for delivery for example via Moodle.”

What next?

• MediaCentral - central media server • Loan equipment ‘prosumer’ quality • Online and hands-on training environment

e.g. online course, Lynda playlists, case studies • Easy access to support by specialists• Drop in ‘video booths’ (mobile and/or static). • Mini-studio ‘media rooms’ distributed DIY suite • High-end studio space, supported/bookable.• Media user group/Special interest group• Programme of evaluation of educational

effectiveness

What next?

“It is not easy to do but it shouldn't bar you from having a go, and I think you learn by doing and you learn iteratively in making video and you learn alongside students.

Dr John PotterEducation and New MediaUCL Institute of Education

What next?