OWD2012 - 6 - How can we move beyond recorded lectures? - Clive Young

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  • 1. Beyond recordedlecturesClive YoungUniversity College LondonEU Lifelong Learning Programme (Erasmus)
  • 2. Lecture capture at University College London • 39 of UCLs centrally bookable teaching spaces • 20 in departmental areas • 8-10,000 hours of recorded material on the system. • 250,000 views of content last year • 20-30,000 „hits‟ on Moodle per day
  • 3. • "Because I am an international student and sometimes I could not hear and understand clearly. AlsoThe student view 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!“ • "I think it relates well to different styles of learning - a great many people find they retain information better if they are able to visualise a lecturer saying it, for example. If more material was available, there would be a more diverse range of revision options other than just textbooks and hastily written lecture notes".
  • 4. The uninspired label“lecture capture,”fails to convey thedisruptive potential ofthis tool Janet Russell, September 2012 Georgetown U Center for New Designs in Learning and Scholarship
  • 5. Erasmus project 2011- 2013REC:all (recording and augmenting lectures for learning)• University College London, UK• Vrije Universiteit Amsterdam, NE• ATIT, BE• Universitat Politècnica de València, ES• Université de Lorraine, FR
  • 6. Two projects based at UCL and VUA• ViTAL - video in teaching and learning• OASE - integrating web lectures in teaching practice
  • 7. minority to majority use • 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
  • 8. Community Webinars is all!existing resources a new shared resource case studies & evaluations
  • 9. Why is pedagogy important?• Self-reflection – what am I really doing?• Better design of resources• Sharing – rich descriptions• 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 http://www.flickr.com/photos/catspyjamasnz/2640482391/
  • 10. The evolution of videoFilm strip/slide ImageTV / VHSDesktop video + InteractivityMultimediaWeb media + IntegrationStreamingLecture captureMobile video + InputSocial video [Asensio and Young, JISC Click and Go Video, 2002]
  • 11. The evolution of thinking about videoFilm strip/slide ImageTV / VHS Instruction (?)Desktop video + InteractivityMultimedia ConstructvismWeb media + IntegrationStreaming ConversationLecture capture ContextMobile video + InputSocial video Multiliteracies
  • 12. Input IntegrationInteractivity Image
  • 13. Image 1 image = 1k words• What is the purpose of video in lecture capture?• “We all engage our hands, mouths, facial expressions, body orientations and body movements whenever we transmit any sort of message from our brains towards an audience”• Daniel Everett (2012) Language: the cultural tool
  • 14. InteractivityRosenberg 2001Interactivity is• Access – own devices• Choice – on- demand, search• Control – start, stop, pause, review http://www.flickr.com/photos/nesster/3714783252/
  • 15. Interactivity in LC• “Web-casting lectures provides students who failed to get out of bed with another chance”• Review and revision• Mobility – more flexibility• Improved „affordances‟ (search, metadata) - but does LC effect attendance? http://www.flickr.com/photos/bredgur/1323025528/
  • 16. Interactivity literature • “Video and live performances differ, like spoken and written language” – students get this! • “Might lecturing styles change to look better on the video, possibly to the detriment of the live performance?“ - not for everyone? • 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/
  • 17. 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/
  • 18. “using lectureIntegration capture resources to actively engageIdeas learners”• Prepare or motivate• Elaborate on and further explain• Recall and integrate• Lead-in to an assignment• Learning guidance and strategies• Content to encourage analysisMore ideas• dial-e designs (JISC)
  • 19. Flipping
  • 20. http://www.knewton.com/flipped-classroom/
  • 21. Flipping - Active learning with LC http://www.knewton.com/flipped-classroom/
  • 22. lecture captureclassic unedited
  • 23. guides, links examples etc lecture capture + resources lecture capture lecture captureclassic unedited edited „knowledge clips‟
  • 24. guides, links examples etc lecture capture + resources lecture capture lecture captureclassic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
  • 25. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP guides, links examples etc •discussion lecture capture •quizzes + resources •tasks •tagging •polling lecture capture lecture capture •etcclassic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
  • 26. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldworkclassic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
  • 27. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldworkclassic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
  • 28. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldworkclassic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
  • 29. Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interactionSelf produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions Slidecasts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content +Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-usedScreencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
  • 30. Bloom andWeb 2.0(...integrationwith lecturecapture)http://www.usi.edu/distance/bdt.htm
  • 31. To interactivity and beyond!Role of the student [after Chris O‟Hagan]• 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. http://www.flickr.com/photos/daquellamanera/310344132/
  • 32. What next?Join: http://www.rec-all.info/Join: http://vital-sig.ning.com/Follow: http://www.scoop.it/t/rec-allContact: c.p.l.young@ucl.ac.uk
  • 33. How to move beyondlecture capture:pedagogical guideClive Young & Sylvia Moeshttp://www.rec-all.info