reinventing the lecture: how video technology and learning analytics are transforming the learning...
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Title pageThree things to cover
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners Dr John Couperthwaite
[email protected]@johncoup
Solutions Engineer (EMEA), Echo360
Title pageThree things to cover
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
The problem: low student engagement and poor understanding of learning
The solution: video, interaction and analytics stimulates active learning
The evidence: improved retention, satisfaction and learning gain
University lectures, by numbers…
eg: 200 teaching rooms
5 teaching sessions / room / day
…5,000 sessions / week
…100,000 sessions / academic year
circa 15,000 undergraduate students
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Anatomy of a lecture
Learning
Space
Time
Technology
Wi-FiMobile devices
Capture appliance
AV equipment
Clickers
Lecture halls
Wi-Fi
Timetabling
VLE
VLE
Clickers
Onsite/Offsite
Preparation
Flipped
Off-campus learners
Post lecture activity
Live/recorded
Sync/Asynch discussion
Reflection
Revision
Revision
Update notes
Feedback
Quiz/polling
Note taking ’Informal curriculum’
In-class interaction
Conversation
EvaluationLive streaming
“Without the skills to stay useful as innovations arrive, workers suffer – and if enough of them fall behind , society starts to fall apart”(The Economist, p.9, 14/01/17)
…enabling choice and responsiveness in the pace, place and mode of learning
“Flexible Pedagogies: part-time learners and learning in higher education”. McLinden 2013, Changing the Learning Landscape, HEA
“Sometimes disruption comes from technology transforming human activity. …The Fitbit approach to educational data gathering may possibly be a key missing link.”Fred Singer, 2016
https://www.edsurge.com/news/2016-01-04-what-higher-education-can-learn-from-fitbit/
So, what is the problem with lectures ?
teaching learning
the lecture…
teaching
group learning
the lecture…
teaching
individualised learning
the lecture…
teaching
confused ?
high-achiever
the lecture as a black box for learning
at risk
no feedback
the lecture…
Current Platforms Missing Critical Learning Information
• Are students actually grasping key concepts day in and day out?
• Which learning activities are effective? Which confuse more than enlighten?
• What approaches lead to better outcomes?
• When should we intervene with a student?
Instructors need to know what’s working – and what is not.
Active learning in the lecture – the solution?
CAPTURE ’live’ lectureRecord audio/video
STAFF- Teach
STUDENTS- Make notes- Post questions- Declare if ‘confused’
during lecture
post lecture
STAFF- Review engagement analytics
STUDENTS- Replay on demand- Update notes- Revise from video and notes- Post question and review
responses
STUDENTS- Replay on demand- Update notes- Review quiz results- Revise from video and notes- Review question responses
ACTIVE LEARNING during and after lecturesRecord audio/videoUse polls and discussion
STAFF- Respond to questions- Review analytics
STAFF- Include quizzes- Upload presentation before
during lecture
post lecture
before lecture
STAFF- Teach- Use quizzes- Time for discussion STUDENTS
- Make notes- Post questions- Declare if ‘confused’- Respond to quizzes
during lecture
post lecture
before lecture
STAFF- Upload video/files- Lead discussions
STAFF- Include ‘external’ students
BLENDING ACTIVE LEARNINGRecord audio/videoUse polls and discussionLive, Flipped and MOOC-style
STAFF- Respond to questions- Review analytics
STUDENTS- Replay on demand- Update notes- Review quiz results- Revise from video and notes- Review question responsesSTUDENTS
- Make notes- Post questions- Declare if ‘confused’- Respond to quizzes
during lecture
post lecture
before lecture
Connected teaching, personalised learning
Active learning in the lecture – does it work?
Some examples:Dr Colin Montpetit, University of Ottawa
- 200 students, Cell biology module
Dr Rob Phillips, Murdoch University- 400 students, three programmes, two Universities
Professor Perry Samson, University of Michigan- 200 students, Meteorology module
Others:• Multiple university report on staff and student attitudes to lecture capture (Gosper, et al,
2008)• Strategies for implementing lecture capture (Couperthwaite, 2011)• Curated resources on research, policies and reports on lecture capture
Student engagement in lectures
Three examples:PhillipsRientesSamson
Questions posted by students during a
lecture
(Montpetit, 2016)
Students declaring themselves
‘confused’ during a lecture
(Montpetit, 2016)
Student engagement post-lecture
Evaluation of student behaviours with
lecture recordings following the lecture
(Phillips, 2010)
Evidence of learning gain
Learning gains compared across different active
learning systems
(Montpetit, 2016)
Evidence of improved exam grades
Final exam results following active
learning on course module, from 2011-
2016
Using analytics to predict progress
Activities Correct
0%-30%
30%-40%
40%-50%
50%-60%>60%
6875
82 82
93
%Questions Answered CorrectlyAv
erag
e Ex
am G
rade
The accuracy of quiz responses on final
exam results
(Samson, 2016)
Note-Taking
0-100
101-1000
1001-2000
2001-5000>5000
60
65
70
75
80
85
90
95
100
75 77 78
85 86
Total Words Typed in NotesAv
erag
e Ex
am G
rade
Words typed in lectures as predictors of final exam results
(Samson, 2016)
Predicting student outcomes, based on
classroom engagement
(Samson, 2016)
Some benefits of reinventing
the lecture
For Students
For Educators
For Organisations
• In-class tools to interact with teacher and peers • Mobile-friendly access to lecture resources• Real-time data on progress analytics• Connecting pre-, during- and post-lecture learning
• Increased student engagement in lectures• Real-time feedback from students• Ability to deliver teaching as in-class, flipped, live and MOOC-style• Sophisticated analytics to evaluate teaching effectiveness
• Positive impact on TEF-related metrics (eg: NSS, retention, grades)• Integration with other learning systems• Earlier predictive data on student progress• Ability to effectively teach off-campus learners
Challenges
• Institution-wide academic engagement;
• Finding the right learning analytics;
• Balancing progress development with personal privacy;
• Managing success!
This work is licensed under a Creative Commons Attribution 2.0 Generic License.
Conclusions
Reinventing the lecture can transform learning pathways, giving greater flexibility for learners.
The lecture-based learning experience can be personalised through enhanced tutor feedback and interaction.
Improvements to learning outcomes, students engagement and satisfaction scores are achievable.
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
Dr John [email protected]
@johncoupSolutions Engineer (EMEA), Echo360
Any questions ?