webinar rec:all
TRANSCRIPT
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Webinar by Webinar by Sylvia Moes and Daniël Sylvia Moes and Daniël
DrittyDritty
VU University AmsterdamVU University Amsterdam
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InteractionInteraction
Questions by clicking onQuestions by clicking on
this objectthis object
#rec:all-webinar#rec:all-webinar
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Didactional scenarios of
captured lectures
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Technology
Didactional scenarios of
captured lectures
Organisational aspects,
including metadata standards
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
Step 3: Feedback on web-tasks
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
Step 3: Feedback on web-tasks
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Step 3: Feedback on web-tasks
Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
Step 3: Feedback on web-tasks
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Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
Step 3: Feedback on web-tasks
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Captured lecture, live streamed with chat function
Pilot of OASis
Step 3: Feedback on web-tasks
Context of the pilot
Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Step 2: re-use of captured lectures or knowlegde clips
Web-tutorials Web-tasks
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Live-feedbackLive-feedback
> Teacher perspective
> Student perspective
> Results
16 www.ub.vu.nl
1. Students are better prepared for lectures and exam
2. Web tasks vs. passive snippets
3. Saving time in feedback
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Live-feedbackLive-feedback
> Teacher perspective
> Student perspective
> Results
17 www.ub.vu.nl
1. Extra exercise material
2. Good + fast feedback on web tasks.
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Live-feedbackLive-feedback
> Teacher perspective
> Student perspective
> Results
18 www.ub.vu.nl
• High satisfaction rate for the course
• Higher passing rate
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Enriched weblectureEnriched weblecture
> Teacher perspective
> Student perspective
> Results
32 www.ub.vu.nl
1. Content bundled with weblecture.
2. Variety in weblecture
3. Motivated, talented students and underachievers or students with learning difficulties
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Enriched weblectureEnriched weblecture
> Teacher perspective
> Student perspective
> Results
33 www.ub.vu.nl
1. Differentiated content– Content the deepen the subject for higher
motivated students
– Different learning styles.
– Content to practice or additional explanations.
2. Direct link to required course reading.
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Enriched weblectureEnriched weblecture
> Teacher perspective
> Student perspective
> Results
34 www.ub.vu.nl
• Higher motivated students clicked more often on the presented content.
• Enriched environment vs. External virtual learning environment
• 953 students and 94 respondents
Year 2008-2009 2009-2010 2010-2011
ISW 86,80% 93,30% 96%
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1200 students with questions about SPSS
How do you manage that?
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By the creation of “instruction clips”
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Instruction weblectureInstruction weblecture
> Teacher perspective
> Student perspective
> Results
38 www.ub.vu.nl
1. Interaction on a higher level during lectures.
2. Building a knowledgde archive
3. Small time investment
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Instruction weblectureInstruction weblecture
> Teacher perspective
> Student perspective
> Results
39 www.ub.vu.nl
1. Possibility to practice 24/7
2. Choose the short clips for my specific problem.
3. More confidence in exams
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Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU
Instruction weblectureInstruction weblecture
> Teacher perspective
> Student perspective
> Results
40 www.ub.vu.nl
• 15% higher pass rate
• 1200 students
• 280 respondents
Year 2008-2009 2009-2010 2010-2011
M&T 63,90% 79,70% 79%
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OASis pilots in summaryOASis pilots in summaryOASis pilots in summaryOASis pilots in summary
41 www.ub.vu.nl
• Students get used to weblectures and get higher expectations• Most students view the weblectures from home• Most students use weblectures for exam preparation (the server peaks 1-2 weeks
before an exam period) and the peak is very big when students have to prepare for re-examination because there is no or very less interaction with the teacher in this fase
• Especially students with learning disabilities (adhd, dyslexia) can benefit from weblectures
• Not every weblecture results in higher learning outcomes, choose carefully if a
weblectures is usefull for your goals• Weblectures are no replacement of normal lectures, students still show up• ‘Normal’ weblectures (1-1,5 hour) are too long (and boring) to watch completely• No big differences between extrinsic and intrinsic motivated students• Important to focus on interaction when you integrate weblectures into your course
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LinksLinksLinksLinks
43 www.ub.vu.nl
We would like to recomment some links, The next webinar from JISC about video and post-productionBecome a member on this Vital community
Or learn more about our REC:all project
Then pleas click on this icon
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PollsPollsPollsPolls
44 www.ub.vu.nl
During this webinar, the audience had the possibility to give their feedback via a poll.
The results are given in the next slides.
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Which of the pilot studies do you like the most?
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Which of the benefits are most Which of the benefits are most important for teachers?important for teachers?
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Which of the benefits are most Which of the benefits are most important for students?important for students?
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Do you like the idea of a webinar where we will focus on Do you like the idea of a webinar where we will focus on
the technical and organisational aspects?the technical and organisational aspects?
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Do you see stumbling blocks?Do you see stumbling blocks?
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On which aspects do you see these stumbling blocks?On which aspects do you see these stumbling blocks?
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Is your image of weblectures changed?Is your image of weblectures changed?
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Contact details Contact details
Sylvia Moes [email protected]
Twitter @SylviaMoes
Daniël Drittij [email protected]
Twitter @Drittij