What do we know about what students do with Lecturecast?

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 perpetuates an outdated and discredited passive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


studio-made

clips

lecture capture

+ resources

screencasts

tabletcasts

guides, links

examples etc

third party

video

lecture capture

classic unedited

lecture capture

edited


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


lecture capture

+ resources

guides, links

examples etc


- LIVE CLASS

SYNCHRONOUS

- ONLINE GROUP

•live events

•virtual class

•PBL

•modelling

•labs

•fieldwork

•etc

lecture capture

classic unedited

lecture capture

edited


studio-made

clips

lecture capture

+ resources

screencasts

tabletcasts

guides, links

examples etc

third party

video

•discussion

•quizzes

•tasks

•tagging

•polling

•etc


- LIVE CLASS

SYNCHRONOUS

- ONLINE GROUP

•live events

•virtual class

•PBL

•modelling

•labs

•fieldwork

•etc

FLIPPING

lecture capture

classic unedited

lecture capture

edited


studio-made

clips

lecture capture

+ resources

screencasts

tabletcasts

guides, links

examples etc

third party

video

•discussion

•quizzes

•tasks

•tagging

•polling

•etc


- 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)


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


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

Documents

What do we know about what students do with Lecturecast?