Use of audio and video in Higher Education

1. Enhancing student education through the use of
video and audio learning materials
Neil Morris
Director of Digital Learning
Professor of Educational Technology,
Innovation and Change
University of Leeds
National Teaching Fellow
Email: n.p.morris@leeds.ac.uk
Twitter: @neilmorrisleeds, @unileedsonline
Image © University of Leeds

2. 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

3. Uses of video in education
Image CC by Jenko, FlickR

4. Audio podcasts
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
“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”
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

5. Particularly beneficial for non-native
English language
speakers.
Beneficial for weaker students,
who view recordings multiple
times
Useful for high achieving
students to skip through
and find key points of interest.
Screen and audio capture
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

6. Pre-class and in-class materials
Cutaneous testing
Immunofluorescence
Electrophysiology

7. In-class digital interactivity

8. 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

9. Recording student presentations

10. Learning support

11. Pre-class mini-lectures

12. Animations to support learning

13. External contributors

14. Staff and student case studies

15. The flipped classroom
At-desk recording
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
REC
Problem-solving
Discussion
Creativity
Conceptual
understanding
Active learning

16. Blended learning strategy
Face to
face
classes
Event
capture
Learning
resources
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research-based
learning

17. Digital learning infrastructure
13,000 recordings
90,000 views
By 12,000 users
Over 240 rooms
equipped

18. Policy on Audio and Video Recording
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

20. Staff and student feedback
“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
Chris
Hassall @katatrepsis ”The
@UniversityLeeds lecture
capture tool is great - my
lectures have been watched
100s of times already!”
“Well done to @NeilMorrisLeeds and everyone at @UniversityLeeds
@Mediasite this will be a boom for our students”
Staff member (via Twitter)

21. 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.