Lecture capture in your toolkit:building digital media into course design

Clive Young

Digital EducationUCL - University College London

Background• Advisory Team Leader,

Digital Education– institutional change

• Associate Lecturer OU– Masters in Online & Distance

Education• Educational video

– media projects and interest groups

• ABC Learning Design– rapid design methods

Context

• Est.1826 (1st in London)• One of top 10 global universities• Research intensive • 12000 staff• Multidisciplinary• Growing fast

“As we become increasingly accustomed to using video in every aspect of our daily lives, students and educators expect to encounter video in every step of the educational process, and recognize the importance of digital and video literacy for success beyond the campus”. Kaltura 2016

Video both expected and ‘accepted’

Zac Woolfitt, October 2015

“Universities and Colleges find their hand is forced by the incessant trend of video. If they do not embrace video as part of their didactic approach they could face lack of competiveness in relation to other institutions that do offer this”.

Media in 2016-21 UCL Education Strategy

What do students expect from tech?

To make life easier

• Consistency• Efficiency • Flexibility• Personalisation

Convenience or cognitive?

Linda Evans and Neil Morris, August 2016

Importance of lecture recording at UCL

Lecture recording for eight years Echo360 (“Lecturecast”) 123 spaces Only 15-20% of lectures recorded Challenging to link with room

bookings Never compulsory just available

(except)o Medical Schoolo Economicso Lawso Bioscienceso Engineering o ….

STUDENTS

DEMAND IT!

Importance of lecture recording to students

The fact that lectures are recorded in the main course is a big plus and has been helpful.

Almost every room has a camera inside it, so pressing a button to

switch on the Lecturecast does not sound like a big problem to me.

All of the lectures should be recorded for review later. Not all of the lecturers had the facility to

record the lectures.

Helpful to have recorded lectures.Lecturecast was very useful.

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 perpetuates an outdated and discredited passive learning experience (the classroom lecture).2.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

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

“We have always thought of lecture capture as a way of changing pedagogic practice”

Jason NortonUCL Digital Education

Services Manager

The pedagogical secrets of Lecturecast

LECTURECAST FULL OF PEDAGOGICALGOODNESS

Why is pedagogy important?• Self-reflection – what am I really doing?• Better design of resources - quality• Support – DIY vs central?• Scalability – from project to mainstream• Sustainability – is it worth funding next year?• Evaluation – do students learn (more/better)?• Helping students use the recordings better

Unpacking ‘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 Why video in lecture capture?

• Emotion: enthusiasm, energy, authenticity, orientation• Models of academic thinking, performance (e.g. maths)• Clarification “sometimes I could not hear and understand

clearly” (international student)• Ubiquity “students these days prefer to look at material on

video courses and so are very familiar with that format”

Problem – close up board work

Interactivity – the jewel in the crown

Rosenberg 2001Interactivity is

• Access – own devices

• Choice – on-demand, search

• Control – start, stop, pause, review

http://www.flickr.com/photos/nesster/3714783252/

Interactivity

• Davis (2009) 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!

Hot spots of high viewing activity

http://www.flickr.com/photos/bredgur/1323025528/

Double dip (or more) learningtransforms an ephemeral event into a learning object

Clarification – needs ‘quick release’

Consolidation

Time

Views

Event Exam

Recap: Image + Interactivity

• selective view • ‘double dip’ review• note-taking • assessment focus• “supplementary” to

lectures• but quickly becomes part

of study practices

Lecturecast is such an amazing feature, really allows though who

want to learn be able to visit lectures again that may have

been particularly tricky.

…would like it as an option even as someone who attends vast

majority of lectures. Sometimes, it's just impossible to keep up

and would be excellent for revision purposes.

I believe all lectures should have this feature. Otherwise, it is just an

experience scrabbling and rushing to write… not enjoyable at all and for lectures of 3 hours,

just unbearable...

Convenience or cognitive?

...but that’s not the most exciting stuff…

Helps faculty engage with video

• Builds media familiarity, capacity & activity• Grows interest from staff (…beyond lectures)

• Encourages use of VLE – important side effect!

The third I - Integration

(according to our students)

UCL is becoming more blended

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

Simple example – video + hot questions

Complex example – case study online

Briefing + task online

Analysis of responses + continuation in class

Complex example – case study online

Flipping 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

Even more ideas• dial-e designs (JISC)

The toolkit

Echo360 Personal capture• Lecturer as producer - not event-driven• easy-to-use narrated screen captures DIY video• smartphone, tablet, cameraYouTube video • lecturer as curator – needs researchOpen Educational Resources• shared video – early days though

But more pedagogically demanding

Practicalities

The third I – Integration revisited

Role of the student has changed• Sit back film and TV• Sit forward internet video• Stand up producers and ‘social video’

• New modes of assessment

“72% are using video for student assignments, and 10% of respondents say more than half of students actively create video”. KALTURA 2016

The fourth I? - students as producers

How can you build digital media into course design?

“The possibilities offered by new technology can appear overwhelming, challenging and unsettling to traditional teaching” (Wolfitt, 2015)”

“Gamestorming” – high-energy academic engagement

time-bound (90’)activity-based designdeliberately analogue conversationalshared visioncreativenarrative – storyboardbased on theory

ABC curriculum designAdding video to learning design (ABC workshop)

ABC curriculum design

ABC Learning types cards (back)

learning activity types on one side and examples of activities on the other

ABC curriculum design

Acquisition

Investigation

Production

Practice

Collaboration

Discussion

Adding video to learning design (ABC workshop)

Video is designed in ‘naturally’ Acquisition

Investigation

Discussion

AcquisitionExamples

Practice

Assessment and feedback

http://www.cetl.org.uk/learning/neonatal/unit_2e/player.html

Practice

Showcase and promote research - summaries

Video competition showcasing students’ research in 2’ videohttp://blogs.ucl.ac.uk/digital-education/2015/01/09/showcasing-the-research-from-masters-students-using-a-video-competition/

Production

Practice

Media in 2016-21 UCL Education Strategy

“The use of video at UCL is about transitioning to the future”

Dr Graham RobertsUCL Computer Science

Becoming mainstream

More and different people involved

““The characteristics of late adopters are profoundly different from those of early adopters” (McKenzie 1999)

• Realise what worked for pioneers does not work for the later groups

• New questions will emerge (e.g. skills, funding)• Rebuild systems and processes to make life easier

– Consistency– Efficiency – Flexibility– Personalisation

Kaltura report 2015• easy-to-use tools for video capture (79%) • integration with VLE (72%)• simple workflows to publish videos (61%)• a centralized video system (52%)

UCL Media Manifesto 2015“To unlock this potential staff and students need easy-to-use tools for video production and simple workflows to publish media to a centralised system for delivery for example via Moodle.”

New systems

• MediaCentral - central media server

• Online and hands-on training environment• Easy access to support by specialists• Loan equipment ‘prosumer’ quality • Mini-studio ‘media rooms’ distributed DIY suite • High-end studio space, supported/bookable.• Media user group/special interest group• Programme of evaluation

2016 “Manifesto” in progress

“It is not easy to do but it shouldn't bar you from having a go, and I think you learn by doing and you learn iteratively in making video and you learn alongside students.

Dr John PotterEducation and New MediaUCL Institute of Education

To conclude