students’ perceptions and perceived value of lecture capture in teacher education
DESCRIPTION
DIVERSE 2012, KU Leuven 4.7.2012TRANSCRIPT
Students’ perceptions and perceived value of lecture capture in teacher education
Ilkka Kukkonen
@ilkkakukkonen
DIVERSE 2012, KU Leuven 4.7.2012
Challenges for teacher training
• Improve overall quality, commitment and effects with optimal resource allocation
• Support personal learning paths and flexibility in participation
• Develop pedagogical thinking and research orientation
• Develop effective study strategies and metacognitive skills
• Cultural understanding for the new digital media and integration of ICT in education
RETENTION AND CLARIFICATION
COMPENSATION OF ATTENDANCE
NOTETAKING ABILITY AND QUALITY
WORK AND STUDIES
FAMILY AND STUDIES
SUPPORTING LINGUISTIC UNDERSTANDING
LEARNING DIFFICULTIES OR DISABILITIES
PREPARING FOR EXAMINATIONS
Pedagogical challenges
• Lecture treats the members of audience equally by default
• Providing just the right amount of challenge to right audience
• Recordings are long, students prefer short videos
• Highlighting certain parts of the lecture from the recording
• Lectures are social events
• Measurement and development
• ”Does it create better learning outcomes?”
(CC) Uniinnsbruck @ Flickr
Missouri School of Journalism lecture. (CC) Brett Jordan @ Flickr
Project approach to support the development (”MOVIE”, 2011-2012)
• The development of pedagogical quality and effectiveness of lecture capture
– How the students are using the recorded lectures to support their studies?
– How can we measure of the impact in various contexts?
– How the pedagogical quality of the lecture capture can be improved?
Student profiles: data collection
• Questionnaire
– Demographic characteristics
– Educational background
– Study strategies and learning preferences
– Beliefs, wants and wishes
– Experiences and experienced added value
– Expected grades and final results
• Usage data
• Discussions, notes, bookmarks
• Supplemental Interviews
?
PHYSICS AND CHEMISTRY (N=110)
QUANTITATIVE RESEARCH (N=113 & 89)
A B C D
57% 49% 50%
64%
A. Possibility for independent studies
B. Retention and repetition of classes
C. Illuminated unclear themes from lectures
D. Helped to prepare for final exams
Encouraging preliminary results (N=113)
• 81% would like to increase the use of lecture capture in their studies • 85% would recommend lecture capture for their peers
N=113
Students’ perceptions of importance of the lecture capture functions and features (avg.)
• Detailed screen/Powerpoint presentation shown on the recording 4,48/5
• Audio from discussions between the lecturer and audience 4,11/5
• Lecturer’s hand written notes on whiteboard 4,05/5
• Video projection of lecturer 3,55/5
• Possibility to download lecturer’s slides and materials for the offline use 3,86/5
• Possibility to ask questions from the lecturer or comment on the lecture 2,98/5
Approximately 40% used social media actively as informal peer support channel to support their studies
N=113
Summary on preliminary results and challenges
• Students seem willing to increase the use of lecture capture in their studies
• Use of LC is seen as democratic method for participation
• It takes time to develop personal study strategies and build trust for LC
• Impact on lecture attendance depends on the previous experiences and study strategies
• Students form personal educational relationship with the lecturer so lecturer must understand the format
Summary on preliminary results and challenges
• Lecture capture seems to be more efficient for lower achieving students
– Supporting conceptual understanding for content, metacognition and efficient study strategies
• Viewing volumes seem to have correlation to experienced value and grades
• Challenge is to create meaningful learning contexts for students
– Include lecture capture in learning design
– Summarize, contextualize and engage interaction
Pedagogic development challenge
• Students have no clear insight on how to use recordings to support their learning processes by default
– Need to clarify motives and study preferences with lecture capture
• Teachers do not know how their recordings are used or how to integrate lecture capture in learning environment
– Need to develop and test and share coherent pedagogical formats regarding lecture capture
Usability study (3-6/2012, N=16)
Usability study (3-6/2012, N=16)
• 4 short lectures with different statistical assignments
• How does the interface and features support viewing?
• How students find the essential parts of the lecture?
• Effect of the teacher’s notes and personal bookmarks
• Familiarity of the content
• Pair work vs. solo performance
• Usage data, mouse tracking, eye tracking, video
• Supplemental interviews and survey
SLIDES
LECTURER
NAVIGATION
TIMELINE
Navigation
Timeline
Lecturer
% o
f to
tal
vie
win
g t
ime
Slides
Total viewing time: regions
Tim
e in
min
ute
s
Standard deviation
Mean
Time with assignments
Recording 1 Recording 2 Recording 3 Recording 4
% o
f u
sers
use
d a
t le
ast
on
ce
Used features
Scenes
Timeline
Forward / Reverse
Personal bookmarks
Teacher remarks
Single Pair
Viewing styles
From B to E + Realtime
From B to E
Paused + Realtime
Paused
Question 3
Question 1
Question 2
Recording 1 Recording 2 Recording 3 Recording 4
% a
nsw
ers
corr
ect
Performance
From monologue to engaging experience
• Acknowledge remote participants by looking at camera
• Highlight and signpost essential topics with verbal and visual cues in live lectures
• Augment recorded lectures with timeline-based comments or engage discussion with questions
• Encourage viewing on the lectures and introduce potential effective viewing styles and strategies
• Create introductory materials for self-study
• Index the lectures for easier use and embed to meaningful context
DESIGN PROCESS GATHERING ANALYSIS
2003 2010 2011 2012
Development begins
Experimenting with various technologies
“Simultaneus Space”-concept
Networking in SIG’s
Background study
Developing and testing the research
framework
Project proposal
Partnering, funding
Conducting the study
Lecture capture in research framework
Data gathering and analysis
Reporting and dissemination
Supportive teacher
interviews
Usability study
Data analysis and interpretation
Documentation
Reporting and dissemination
www.aducate.fi www.uef.fi
Thanks! Talk more? Collaborate? http://aducate.fi/movie
@ilkkakukkonen