REC:all Exploring the potential of lecture capture in universities and higher education institutions


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Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.

This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.

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  • 1950 Iowa State University First educational use of TV
  • A School of the Air primary student in regional Queensland takes class via two way radio, c 1960
  • TV was hard to get access to: educational TV (school TV) But people wanted to make their own “TV programmes”
  • We will come back to this last, when we have looked at the outcomes and evaluations.
  • 96.2% the students agree that the video recorded lectures are useful in relation to their studies (n=1184)Up from 94% in 2004
  • REC:all Exploring the potential of lecture capture in universities and higher education institutions

    1. 1. Exploring the potential of lecture capture inuniversities and higher education institutionsRethymno (Crete), 31 May 2013Mathy Vanbuel, ATiT (Belgium)The REC:all project is partially funded by the European Commission Lifelong Learning
    2. 2. Partners REC:all• University College London (UK) - Project Leader• ATiT (Belgium)• Université de Lorraine (France)• Vrije Universiteit Amsterdam (Netherlands)• Universitat Politècnica de València (Spain)
    3. 3. REC:all investigates:• how lectures are currentlybeing captured and used• new learning designs forflexible and off-campusdelivery• technical, pedagogical andlegal issues• case studies and scenarios• practical guidelines to helpteachers
    4. 4. REC:all products:• How to move beyond lecture capture:pedagogy guide• How to move beyond lecture capture:technology guide• How to move beyond lecture capture:legal guide> Drafts of 3 reports available on• 12 Case studies• Webinars
    5. 5. What is lecture capture?“The process using hardware and softwarecomponents for (digitally) recording, archiving anddistributing all audio and visual content of alecture, conference, or seminar. It is the recording ofa live lecture, presentation, seminar, conference orworkshop. Not only the person who is presenting isrecorded, but also the slides, screens, applicationsor drawings ad graphs he or she is showing. Via aweb browser these recordings can then be viewed ina single screen on PCs or other internet connecteddevices.”(Filius, 2008; REC:all, 2012)
    6. 6. • History
    7. 7. How to…• Lecture capture workflowPrepare Record Process Distribute Evaluate
    8. 8. PreparationUnnecessary Essential
    9. 9. Record
    10. 10. Remote Monitoring atCentralized Command Centre
    11. 11. Process
    12. 12. IDMUploadcontent1Professors4hyperlink posted2archival3notificationwith hyperlinkDistribute
    13. 13. EvaluateWhy is video important?• Video allows to catch up, to re-view• Enhances access also for off-campus students• Video improves quality of materials• Video improves perceived value of materials• Video improves student engagement andsatisfaction
    14. 14. Evaluation• Students heavily use blended technologies mainlystrategically to enhance their learning, particularlylecture recordings, with peaks near midterms andfinals
    15. 15. Information Life Cyclefor Weekly Recorded LecturesAge of ContentDemandPost-LecturePeriodPeakMid TermExamPeakPre-examPlateau
    16. 16. Summation of Demand for eLecture Video Review forWhole Semester for one courseAge of ContentDemandFor one course!
    17. 17. Evaluation• Students heavily use blended technologies toenhance their learning, particularly lecturerecordings, with peaks near midterms and finals• There are no significant statistical differences inscoring between on (presential) and off campus(streaming) students following the courses
    18. 18. Student Reactions• Reviewing what we covered in the session when I’m athome allows me to take it in at my own pace, in myown time.• (I’m not taking this module but) just seeing thesevideos was really useful.• I missed lots of lectures and had doubts about thecourse but catching up via the videos made me feelpart of the group again.• They made revision so much easier, it brought straightback to mind what we had covered.
    19. 19. ConclusionsGood use• Teachers are using lecture capture– to provide learning materials to all students– for solving practical issues– because students ask for it
    20. 20. ConclusionsGood use• Teachers are using lecture capture• Still too much classic 1 hour / 2 hour lecturesonline– policy and guides for good use of lecture capture– using chapters and edits in online editor– rethinking lecture structure– promotion of knowledge clips– screencast– dedicated rooms
    21. 21. Deployment
    22. 22. Needs analysis 1• live or pre-recorded,• online presentation,• audio and video (different display forms),• presenter + presentation,• viewed in web browser,• possibly enriched with other media andactivities,
    23. 23. Needs analysis 2• divided in knowledge clips,• suitable for different ways of teaching andlearning,• presentation, seminar, workshop, tutorial, instruction…
    24. 24. Basic components• Recording• Archival/processing• Retrieval
    25. 25. Implementation• From small to large• From DiY to OTS• From simple to integrated– Syllabus material (slide sets, lecture recordings)– Quizzes, exercises and assessment– Searchable transcripts & subtitles– Database of related URLs,– Student annotations & discussions– Capture of social media discussions– Wiki for frequently asked questions
    26. 26. ProvidersAccordent Classroom RecordingAdobe ConnectAnystream ApresoAutoTrainBig Blue ButtonBlackboard Elluminate/CollaborateCamtasiaCapturer Lecture Video Recording System - Tel Aviv University (Tau), IsraelCisco Lecture Vision - Cisco Systems.Echo360EpiphanGalicasterHaivision Network VideoL2l (Live To E-Learning) - Cineca, ItalyLectopiaMediapointeOpencast MatterhornOpeneyaOpenmeetingsPanoptoPolycomPresentations2goRecordingbox bij Fontys HogeschoolSkype With Recorder FunctionSonic Foundry MediasiteSwitchcast Video Management System - Switch, SwitzerlandTandbergTegrityVbrick SystemsVideo FurnaceVideolab by K.U.LeuvenVideotorium - Niif, HungaryVips - Kaunas University Of Technology, LithuaniaVisionary SolutionsWebexEcho360PanoptoMediasiteOpenCastAdobeConnectBb CollaborateWebEx
    27. 27. Scale of deploymentUnity Quantity TotalClassrooms - -Classhours/day - -Days/week - -Weeks/semester - -Semesters/year - -
    28. 28. Lecture capture
    29. 29. Consequences• Culture Change• Students/faculty face different (synchronous)learning environment• Additional workload• Risk of distraction, especially if technologyfails• Copyright concerns, concerns of videocaptures release
    30. 30. Lessons learnt• Step-by-step approach• First the innovative teachers lead the way andothers will follow ;)• Students feedback – teachers need to know thatcapturing lectures is really needed• Simple tools to help the teachers
    31. 31. Future developments• Subtitling and accessibility features• Voice recognition• Close captioning• Automatic translation• Social mark-up (commenting) and networking features• Automated indexing and metadata• Integration with VLE platforms (Virtual SchoolEnvironments)• Assessment and testing• Data analysis
    32. 32. Preparation?
    33. 33. PedagogyREC:all researches• how lectures are currently being captured and used in theinstitutions involved in the project and the wider European HEcommunity• how video capture is used to underpin flexible and off-campus modes• create learning design patterns for innovative usages of thecaptured video using based on educational social networking
    34. 34. A-synchronous(individual)Synchronous(online group)(A)-Synchronous(virtual class)Remembering/Understanding Applying/Analyzing Evaluating/CreatingLecture capturefrom start- to end (classic)WeblectureKnowledge clipsSlidecastsEditted/cuttingScreencastStudio-based(Flip)camerae.g. iTunes UYouTube edue.g. Academic EarthVideolectures.netSelf produced (partly) Re-usede.g. iTunes UYouTube edue.g. Academic EarthVideolectures.netproducingEnrichedwithtasks,quizes,etc.EnrichedwithobjectsSelf produced (partly) Re-usedInstruction clipsLive lecture captureor video conferencingHigh level of interactionStudent generated(knowlegde) clipsWebinarQuizesTasksDiscussionsTaggingPollingLecture capture(classic/chapters)TasksPractiseAssessment ScreencastFieldworkStudio-basedTutorialStudio-basede.g. Screencast-o-matic andMIT OCWSelf produced++VirtualclassroomFLIPPING THE CLASSROOM(Flip)cameraWeblectureSlidecastse.g. iTunes UYouTube edue.g.
    35. 35. • View video course content segmentation + interactivelearning activities + group participation (LAMS)– More engagement as more senses are used– More active participation– More thought– More reflections• More self-directed learning• More peer to peer collaborative learning andassessment and latent feedback• Develops more discerning learners• Professors have a better gauge of students’ learning
    36. 36. Past Webinars• January 2012: Lecture Capture Pedagogy• June 2012: Presentation Project REC:all• September 2012: The Pedagogy Framework• November 2012: Lecture Recording in Singapore• January 2013: transLectures• March 2013: Videolab, KU LeuvenRecordings:
    37. 37. Next Webinar“Creative Commons – what you have to respectwhen you produce your own media”Billy Meinke (Creative Commons, USA)Date: 6 June 2013, 4-5pm CEST
    38. 38. Join our community on: www.rec-all.infoand follow us @RECall_LLPThe REC:all project is partially fundedby the European Commission Lifelong Learning Programm