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Clive Young, University College London Sylvia Moes, VU University Amsterdam Presentation at ALT-C, Thursday 12 September 2013
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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 perpetuates an outdated and discredited passive learning experience (the classroom lecture).2.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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