Neil Morris

Director of Digital Learning

Professor of Educational Technology, Innovation and Change

University of Leeds

National Teaching Fellow

Image © University of Leeds

Email: n.p.morris@leeds.ac.uk

Twitter: @neilmorrisleeds, @unileedsonline

Enhancing student education through the use of video and audio learning materials

Objectives

• Deliver excellent teaching and provide the best learning

opportunities to our UG, PGT and PGR students

• Maintain our leading position in student satisfaction

surveys

• Flexibly support the needs of our diverse student

population

• Teach using pedagogically appropriate and innovative

approaches

• Be a leading example in educational approaches to the

rest of the University

Uses of video in education

Image CC by Jenko, FlickR

“Audio recordings of the lectures have been invaluable to me during my revision as

they have allowed me to make full notes for revision purposes, as well as aiding my

understanding of the more difficult material”

76% have listened

to more than half of the lecture

audio recordings available to them

93% indicated that

lecture audio recordings had

become important/very important to

their study habits

73% indicated that the

availability of lecture audio recordings does

not influence lecture attendance

90% indicated that they

concentrate more in lectures where audio

recordings are provided, as they don’t

have to make so many notes

Smith, K and Morris, NP (2014) Evaluation of biomedical science students use and perceptions of podcasting. Bioscience Education Electronic Journal.

ISSN 1479-786 Full text available as: http://dx.doi.org/10.11120/beej.2014.00024

Audio podcasts

Useful for high achieving

students to skip through and find key points of interest.

Particularly beneficial for non-

native English language

speakers.

Beneficial for weaker students,

who view recordings multiple

times

Synchronised with

learning materials

Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course. American Journal of Pharmaceutical Education. 74: 127

Davis, S.J., Connolly, A., Linfield, E. (2009) Lecture capture: Making the most of face to face learning Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre 4: 4-13

Owston R.; Lupshenyuk D.; Wideman H. (2011) Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education. 14: 262-268

Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical school. Biochemistry and Molecular Biology Education. 39: 416-420

Screen and audio capture

Cutaneous testingImmunofluorescence

Electrophysiology

Pre-class and in-class materials

In-class digital interactivity

Neil Morris, University of Leeds; CC-BY-NC-SA

72% of respondents reported that a generic feedback video on a summative exam essay helped to clarify things they did not understand.

Video feedback

Recording student presentations

Learning support

Pre-class mini-lectures

Animations to support learning

External contributors

Staff and student case studies

The flipped classroom

At-desk recording

REC

Open desktop software and press record. Screen, audio and video captured.Automatic upload to system for review, edit and approve.

Make available tocolleague, VLE or public.

Problem-

solving

Discussion

Creativity

Conceptual

understanding

Active learning

Blended learning strategy

Face to face

classes

Learning resources

Eventcapture

Interaction collaboration

Social media channels

Mobile devices

Online assessment

Research-based

learning

Digital learning infrastructure

13,000 recordings

90,000 views

By 12,000 users

Over 240 rooms

equipped

Staff and students consent to recording

Only pedagogically appropriate events selected for recording

Staff and students opt-out from recording if required

Recording notifications in advance; opt-in for personal data

In class pause functionality, right to edit and control over publication channel

Policy on Audio and Video Recording

“The new Lecture-Capture system @UniversityLeeds is

BRILLIANT. Cheers, guys.”

Student (via Twitter)

“The lecture capture software is great,

easy to use” Head of School

“With the exception of a few minor glitches,

everything has gone very well and the

students are very pleased with the results.”

Professor, University of Leeds

“Well done to @NeilMorrisLeeds and everyone at @UniversityLeeds

@Mediasite this will be a boom for our students” Staff member (via Twitter)

Chris

Hassall @katatrepsis ”The

@UniversityLeeds lecture

capture tool is great - my

lectures have been watched

100s of times already!”

Staff and student feedback

References

For a selection of relevant literature on the pedagogical implications of audio and video recordings for educational purposes,

colleagues are directed to the following:

Bollmeier, S. G., Wenger P. J., Forinash A. B. (2011) Impact of Online Lecture-capture on Student Outcomes in a

Therapeutics Course. American Journal of Pharmaceutical Education. 74: 127

Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student

use. Innovations in education and technology international, 44(4), 387-399.

Davis, S. J., Connolly, A., & Linfield, E. (2009). Lecture capture: making the most of face to face learning. Engineering

Education: Journal of the Higher Education Academy Engineering Subject Centre, 4(2), 4-13.

McKinney D, Dyck JL, Luber ES (2009) iTunes University and the classroom: can podcasts replace professors? Computers

and Education 52: 617-623.

Morris NP (2010) Podcasts and mobile assessment enhance student learning experience and academic performance.

Bioscience Education, 16.1

Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: student perceptions

and academic performance. The Internet and Higher Education, 14(4), 262-268.

Shaw G.P.; Molnar D. (2011) Non-native english language speakers benefit most from the use of lecture capture in medical

school. Biochemistry and Molecular Biology Education. 39: 416-420

Taplin, R. H., Low, L. H., & Brown, M. A. (2011). Students satisfaction and valuation of web-based lecture recording

technologies. Australasian Journal of Educational Technology, 27(2), 175-191.

Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational

Technology Research and Development, 58(1), 19-37.

Yudko, E., Hirokawa, R., & Chi, R. (2008). Attitudes, beliefs, and attendance in a hybrid course. Computers & Education,

50(4), 1217-1227.