How to augment and repurpose lecture capture videos

How to augment and repurpose lecture capture videos

Clive Young, University College London

Sylvia Moes, VU University Amsterdam

About University College London

• “London’s Global University”

• Founded in 1826 as the first university in

England for students of any race and religion

• Now a top 20 global research university with

income of £800m ($1,200m) per year

• 25,000 students

UCL Strategy

“UCL will be flexible, innovative and at the forefront of developments in the use of new technologies to support and enhance teaching and learning.”UCL Council White Paper 2010-2015

• Echo 360 rebranded as “Lecturecast”• Installed in 62 lecture theatres• A few departments record all lectures, but most

leave choice to individual lecturer

Lecture recording at UCL

• 8-10,000 hours of recorded material• 250,000 views of content last year• 10,000 views per week• 20-30,000 ‘hits’ on Moodle per day• 50% of students have accessed the system • 20% of lectures recorded

Growth of lecture capture at UCL

Question

Does your institution record lectures?

What is the policy (voluntary?)

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 perpetuates an outdated and discredited passive learning experience (the classroom lecture).2.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?

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

How to unpack ‘classic’ lecture capture

Image

+ Interactivity

+ Input

[Asensio and Young, JISC Click and Go Video, 2002]

+ Integration

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreamingLecture captureMobile videoSocial video

Image What is the purpose of video in lecture capture?

• emotional appeal (Hempe 1999)• authenticity and reality (Thornhill et al 2002)• 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

“Using Lecturecast [is a good use of technology]. This

has really helped to go over the parts of the lecture

which I didn't fully understand / didn't have time to

write down so quickly. It helps me to consolidate

smaller parts of the lecture, as I can pause whenever

I wish to do so.”

Student comment, UCL Student IT Survey, January 2013

Feedback from 2013 UCL survey

• Of the lectures you watched online, how many did you also attend in person?

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/

Flipping

http://lecturecast.ucl.ac.uk:8080/ess/echo/presentation/adc1491d-6554-49fc-a595-74a9093a3be5

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

“Lecturecast together with discussion forums afterwards [is a good use of technology]. Promotes understanding via discussion and further question could be asked.”Student comment, UCL Student IT Survey, January 2013

Integration

Input (from students)Role of the student• Sit back film and TV• Sit forward internet video• Stand up ‘social video’ –

commenting and contribution – lecture capture not an archive but and active resource, open to debate.

New models of assessment?

Lecture capture 2.0?

The uninspired label “lecture capture,” fails to convey the disruptive potential of this tool

Janet Russell, September 2012Georgetown U Center for New Designs in Learning and Scholarship

Remembering/Understanding Applying/Analyzing Evaluating/Creating

Lecture capture from start- to end (classic)

Weblecture

Knowledge clips

Slidecasts

cutting

Screencast

Studio-based

Flipcamera

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

Self produced (partly) Re-used

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

producing

Enriche

d(w

ith tasks)

Enriche

d(w

ith objects)

Self produced (partly) Re-used

Instruction clips

Live lecture captureor video conferencing

High level of interaction

Student generated content

Webinar

QuizesTasksDiscussionsTaggingPolling

Lecture capture (classic/chapters)

TasksAssessment

Screencast

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

learner independence

depth / complexity of learning

classiclecturecapture

edited reshot - reused

lecturecapture

‘interactive’lecturecapture

studentactivities

+lecturecapture

teacher-led webinars

studentcreated

resources

learner independence

classiclecturecapture

edited reshot - reused

lecturecapture

‘interactive’lecturecapture

studentactivities

+lecturecapture

teacher-led webinars

studentcreated

resources

RememberingUnderstanding

ApplyingAnalyzing

EvaluatingCreating

learner independence

classiclecturecapture

edited reshot - reused

lecturecapture

‘interactive’lecturecapture

teacher-led webinars

studentcreated

resources

RememberingUnderstanding

ApplyingAnalyzing

EvaluatingCreating

Case studies

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Contact: c.p.l.young@ucl.ac.uk

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