what do we know about what students do with lecturecast?
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Talk for Summits and Horizons: exemplars and prospects for teaching with e-learning @ UCL 23 Jan 2013TRANSCRIPT
What do we know
about what
students do with
Lecturecast?
Clive YoungE-Learning Environments
What is UCL
Lecturecast?
• Automated system (Echo360) for recording lectures
and making them available via Moodle.
• Captures everything sent to the projector (e.g PP slides,
visualiser) + audio via a lapel mic + video of the
presentation area via a small fixed position camera.
• EchoCapture Personal – capture everything that is
happening on your own PC screen + audio commentary
(+ webcam 'talking head„) uploaded to Lecturecast.
• 39 of UCL's centrally bookable teaching spaces
• 20 in departmental areas
• 8-10,000 hours of recorded material on the
system.
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 perpetuates an outdated and discredited passive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?
• 250,000 views of content last year
• 20-30,000 „hits‟ on Moodle per day
The uninspired label
“lecture capture,” fails
to convey the disruptive
potential of this tool
Janet Russell, September 2012
Georgetown U Center for New Designs in
Learning and Scholarship
"Once viewed with caution as a potentially intrusive
intervention that might cramp teachers‟ style,
lecture capture is now proving its worth for
teachers and learners alike in many contexts."
Association for Learning Technology (2011)
Recording and augmenting lectures for
learning (2011-2013)
• how lectures are currently
being captured and used
• new learning designs for
flexible and off-campus
delivery
• technical, pedagogical
and legal issues
• case studies and
scenarios
• practical guidelines to help
teachers
The evolution of video
Image
+ Interactivity
+ Input
[Asensio and Young, JISC Click and Go Video, 2002]
+ Integration
Film strip/slide
TV / VHS
Desktop video
Multimedia
Web media
Streaming
Lecture capture
Mobile video
Social video
Image What is the purpose of video in
lecture capture?
• visual demonstration, dramatisation, presenting visual
evidence and making and emotional appeal (Hempe 1999)
• add authenticity and reality to the learning context....brings
the course alive (Thornhill et al 2002)
• "a great many people find they retain information better if
they are able to visualise a lecturer saying it” (UCL student)
• help orientate esp. if students unfamiliar with material or
lecturer (Kukkonen 2012)
Interactivity
Rosenberg 2001
Interactivity is
• Access – own
devices
• Choice – on-
demand, search
• Control – start,
stop, pause, review
http://www.flickr.com/photos/nesster/3714783252/
Interactivity in LC
• “Web-casting lectures provides students
who failed to get out of bed with another
chance” UCL professor
• Worries about attendance
Interactivity in LC
• "Because I am an international student and
sometimes I could not hear and understand clearly.
Also since the lectures given by my lecturer are
fantastic! It will be great if we can listen to the lectures
again for better understanding of the topics!“ UCL
Student
• Also US research (Stewart, 2012) – big LC users are
non-native speakers of English and the “very
motivated”
Attendance
• UCL view "the experience in the pilot phase of project is
that LC has little or no effect on student attendance"
• Russell and Mattick (2005) drop off of attendance "follows
the same pattern with or without streaming".
• von Konsky et al (2009) drop off but "anecdotally, this
attendance pattern is consistent with that experienced in
previous semesters“ so LC "did not have a significant
impact on lecture attendance".
• UCL advises "if a lecture is little more than the repeating of
notes from a PowerPoint presentation it is probable that
some students will choose to spend their time more
efficiently i.e. viewing the material on-line”
Interactivity literature
• “Video and live performances differ, like spoken and
written language” – students get this!
• Fardon (2003): better for structured or narrative-driven
styles, poorer for „dramatic‟ styles or styles with lots of
audience interaction
http://www.flickr.com/photos/bredgur/1323025528/
Interactivity
• Does LC reinforce a transmission model of learning
when we want more constructivist models - active,
process oriented, learner centric? (Jouvelakis 2009)
• Davis (2009) found the 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/
Does LC improve performance?
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)
“using lecture
capture resources to
actively engage
learners”
Integration
Flipping
lecture capture
classic unedited
lecture capture
classic unedited
lecture capture
edited
„knowledge clips‟
lecture capture
+ resources
guides, links
examples etc
lecture capture
classic unedited
lecture capture
edited
„knowledge clips‟
studio-made
clips
lecture capture
+ resources
screencasts
tabletcasts
guides, links
examples etc
third party
video
lecture capture
classic unedited
lecture capture
edited
„knowledge clips‟
studio-made
clips
lecture capture
+ resources
screencasts
tabletcasts
guides, links
examples etc
third party
video
•discussion
•quizzes
•tasks
•tagging
•polling
•etc
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS
- ONLINE GROUP
lecture capture
classic unedited
studio-made
clips
screencasts
tabletcasts
third party
video
•discussion
•quizzes
•tasks
•tagging
•polling
•etclecture capture
edited
„knowledge clips‟
lecture capture
+ resources
guides, links
examples etc
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS
- LIVE CLASS
SYNCHRONOUS
- ONLINE GROUP
•live events
•virtual class
•PBL
•modelling
•labs
•fieldwork
•etc
lecture capture
classic unedited
lecture capture
edited
„knowledge clips‟
studio-made
clips
lecture capture
+ resources
screencasts
tabletcasts
guides, links
examples etc
third party
video
•discussion
•quizzes
•tasks
•tagging
•polling
•etc
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS
- LIVE CLASS
SYNCHRONOUS
- ONLINE GROUP
•live events
•virtual class
•PBL
•modelling
•labs
•fieldwork
•etc
FLIPPING
lecture capture
classic unedited
lecture capture
edited
„knowledge clips‟
studio-made
clips
lecture capture
+ resources
screencasts
tabletcasts
guides, links
examples etc
third party
video
•discussion
•quizzes
•tasks
•tagging
•polling
•etc
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS
- LIVE CLASS
SYNCHRONOUS
- ONLINE GROUP
•live events
•virtual class
•PBL
•modelling
•labs
•fieldwork
•etc
FLIPPING
Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capturefrom start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
cutting
Screencast
Studio-
based
Flipcamera
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
Self produced (partly) Re-used
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
producing
En
rich
ed
(w
ithta
sks)
En
rich
ed
(w
ithobje
cts)
Self produced (partly) Re-used
Instruction clips
Live lecture capture
or video conferencingHigh level of interaction
Student generated
content
Webinar
Quizes
Tasks
Discussions
Tagging
Polling
Lecture capture(classic/chapters)
Tasks
AssessmentScreencast
Fieldwork
Studio-
based
Tutorial
Studio-
based
e.g. Screencast-
o-matic and MIT
OCW
Self produced+
+
Virtual
classroom
Self produced (partly) Re-used
FLIPPING THE CLASSROOM
Join: http://www.rec-all.info/
Join: http://vital-sig.ning.com/
Follow: http://www.scoop.it/t/rec-all
Contact: [email protected]
Follow up
How to move beyond
lecture capture:
pedagogical guide
Clive Young & Sylvia Moes
http://www.rec-all.info