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1.12.2011, Online Educa Berlin 2011
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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