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What do we know about what students do with Lecturecast?

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Clive Young
Clive Young

This document discusses lecture capture technology and student use of lecture recordings at UCL. It provides the following information: - UCL uses the Echo360 system to record lectures from 39 centrally bookable spaces and make them available online. Over 8,000 hours of content has been recorded. - An estimated 250,000 views of content were made last year, with 20-30,000 hits on Moodle per day. - Research suggests students use lecture recordings for various purposes like reviewing material they missed, listening again for better understanding as an international student, and choosing specific sections to review rather than passively rewatching full lectures. - Lecture capture allows students more control over their learning but

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What do we know about what students do with Lecturecast? Clive Young E-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 perpetuates an outdated and discredited passive learning experience (the classroom lecture). Why? 2. does not engage the student. 3. traditional lectures arent designed for online delivery. 4. it diverts resources
250,000 views of content last year 20-30,000 hits on Moodle per day
"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) 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
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 Film strip/slide Image TV / VHS Desktop video + Interactivity Multimedia Web media + Integration Streaming Lecture capture Mobile video + Input Social video [Asensio and Young, JISC Click and Go Video, 2002]
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?
using lecture Integration capture resources to actively engage Ideas learners 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)
Flipping
lecture capture classic unedited
guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited knowledge clips
guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited knowledge clips studio-made clips screencasts tabletcasts third party video
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP guides, links examples etc discussion lecture capture quizzes + resources tasks tagging polling lecture capture lecture capture etc classic unedited edited knowledge clips studio-made clips screencasts tabletcasts third party video
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc discussion live events lecture capture quizzes virtual class + resources tasks PBL tagging modelling polling labs lecture capture lecture capture etc fieldwork classic unedited edited etc knowledge clips studio-made clips screencasts tabletcasts third party video
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc discussion live events lecture capture quizzes virtual class + resources tasks PBL tagging modelling polling labs lecture capture lecture capture etc fieldwork classic unedited edited etc knowledge clips studio-made clips screencasts tabletcasts FLIPPING third party video
What do we know about what students do with Lecturecast?
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc discussion live events lecture capture quizzes virtual class + resources tasks PBL tagging modelling polling labs lecture capture lecture capture etc fieldwork classic unedited edited etc knowledge clips studio-made clips screencasts tabletcasts FLIPPING third party video
Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interaction Self produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions 際際滷casts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content + Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-used Screencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
Follow up Join: http://www.rec-all.info/ Join: http://vital-sig.ning.com/ Follow: http://www.scoop.it/t/rec-all Contact: c.p.l.young@ucl.ac.uk
How to move beyond lecture capture: pedagogical guide Clive Young & Sylvia Moes http://www.rec-all.info

More Related Content

What do we know about what students do with Lecturecast?

  • 1. What do we know about what students do with Lecturecast? Clive Young E-Learning Environments
  • 2. 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.
  • 3. 39 of UCL's centrally bookable teaching spaces 20 in departmental areas 8-10,000 hours of recorded material on the system.
  • 4. 1. perpetuates an outdated and discredited passive learning experience (the classroom lecture). Why? 2. does not engage the student. 3. traditional lectures arent designed for online delivery. 4. it diverts resources
  • 5. 250,000 views of content last year 20-30,000 hits on Moodle per day
  • 6. "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) 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
  • 7. 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
  • 8. The evolution of video Film strip/slide Image TV / VHS Desktop video + Interactivity Multimedia Web media + Integration Streaming Lecture capture Mobile video + Input Social video [Asensio and Young, JISC Click and Go Video, 2002]
  • 9. 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)
  • 10. Interactivity Rosenberg 2001 Interactivity is Access own devices Choice on- demand, search Control start, stop, pause, review http://www.flickr.com/photos/nesster/3714783252/
  • 11. Interactivity in LC Web-casting lectures provides students who failed to get out of bed with another chance UCL professor Worries about attendance
  • 12. 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
  • 13. 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
  • 14. 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/
  • 15. 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/
  • 16. Does LC improve performance?
  • 17. using lecture Integration capture resources to actively engage Ideas learners 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)
  • 20. guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited knowledge clips
  • 21. guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited knowledge clips studio-made clips screencasts tabletcasts third party video
  • 22. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP guides, links examples etc discussion lecture capture quizzes + resources tasks tagging polling lecture capture lecture capture etc classic unedited edited knowledge clips studio-made clips screencasts tabletcasts third party video
  • 23. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc discussion live events lecture capture quizzes virtual class + resources tasks PBL tagging modelling polling labs lecture capture lecture capture etc fieldwork classic unedited edited etc knowledge clips studio-made clips screencasts tabletcasts third party video
  • 24. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc discussion live events lecture capture quizzes virtual class + resources tasks PBL tagging modelling polling labs lecture capture lecture capture etc fieldwork classic unedited edited etc knowledge clips studio-made clips screencasts tabletcasts FLIPPING third party video
  • 26. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc discussion live events lecture capture quizzes virtual class + resources tasks PBL tagging modelling polling labs lecture capture lecture capture etc fieldwork classic unedited edited etc knowledge clips studio-made clips screencasts tabletcasts FLIPPING third party video
  • 27. Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interaction Self produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions 際際滷casts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content + Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-used Screencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
  • 28. Follow up Join: http://www.rec-all.info/ Join: http://vital-sig.ning.com/ Follow: http://www.scoop.it/t/rec-all Contact: c.p.l.young@ucl.ac.uk
  • 29. How to move beyond lecture capture: pedagogical guide Clive Young & Sylvia Moes http://www.rec-all.info