Enhancing the pedagogical value through lecture capture

Enhancing the pedagogical value through lecture capture

Development Manager Ilkka Kukkonen

@ilkkakukkonen

Online Educa Berlin 2011

New challenges to continuing education for teachers

• Improve overall quality, commitment and effects• Flexibility and democracy in participation• Support personal learning paths• Integration of ICT in education• Mobility and technology development• Systematic data collection for improvement

Traditional purposes for lecture capture

• Compensation of attendance• Supporting retention and clarification of complex

concepts• Supporting notetaking ability and quality• Supporting linguistic understanding• Supporting learning difficulties or disabilities• Supporting homework and assignments• Preparing for examinations

(CC) Uniinnsbruck @ Flickr

(CC) The University of Iowa Libraries @ Flickr

Chemistry lecture, University of Iowa, 1930

(CC) ubcLFS @ Flickr

Lecture hall at Lash MillerUniversity of Toronto(CC) nayukim @ Flickr

(CC) Stanford EdTech @ Flickr

Nanyang Technological University (NTU)(CC) teddy-rised @ Flickr

(CC) Helga's Lobster Stew @ Flickr

(CC) blogefl @ Flickr

Boring Lecture, 1940s(CC) Duke Yearlook @ FlickrDuke University Archives

Missouri School of Journalism lecture. (CC) Brett Jordan @ Flickr

(CC) Stanford EdTech @ Flickr

Pedagogical challenges

• ”Does it create better learning outcomes?”• 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 also social events• Measurement and development

Project approach to support the development(”MOVIE”, 2011-2012)• The development of pedagogical quality and

effectiveness of lecture capture– How modern video technology can support learning

and teaching while enhancing pedagogical value and advances in learning results?

– How the students are using the recorded lectures to support their studies?

– How can we measure of the impact in various contexts?

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

?

The need to develop the framework forcontinuous and comprehensive analytics for

modern learning environments

Learning analytics

Usagedata

Discussionthreads

Notes &bookmarks

MATHEMATICS / HIGH SCHOOL (N=48)

MATHEMATICS / HIGH SCHOOL (N=48)

INFORMATION RESEARCH (N=22)

ICT IN EDUCATION (N=155)

QUANTITATIVE RESEARCH (N=160)

PHYSICS AND CHEMISTRY (N=48)

A B C D

50% 46%40% 40%

A. Possibility for independent studies

B. Retention and repetition of classes

C. Opportunity to make up a missed class

D. Helped to prepare for final exams

Encouraging preliminary results (N=48)

• 78% was satisfied with the implementation• 79% found lecture capture useful for their studies

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• No significant impact on lecture attendance• The recordings are viewed mostly from home, usually just

before exams• No clear insight on how to use the recordings to support

their learning processes– Need to clarify motives and study preferences with LC– Need to develop coherent pedagogical formats regarding LC

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 contexts for

students– Include lecture capture in learning design– Summarize, contextualize and engage interaction

"Give students the best possibilities to

improve themselves“

Neelie Kroes, 1.1.2011, Online Educa 2011

DESIGNPROCESSPROCESS 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

Data analysis and Interpretation

Synthesis with learning analytics

Benchmarking

Reporting and dissemination

www.aducate.fiwww.uef.fi

Thanks!

Talk more?

http://aducate.fi/movieilkka.kukkonen@uef.fi @ilkkakukkonen