Lecture capture in relation to
learning activities
from intake to evaluation
Sylvia Moes (VU)
Case study of REC:all
Rome in the film, film in Rome
the intake procedure
– Teacher planned a study trip to Rome with 20 s...
Learning goals in this study trip
• The student is familiar with the research methods.
• The students have the skills to:
...
Goals of the pilot study via
“flipping”
Use the limited time more efficient
more interaction and quality of time
Expected ...
Bottlenecks….
• Because of the small time frame, too much information have to be
processed by the students, plus developem...
….and Challenges
• It’s needed to rethink the set-up of this trip:
• How do we create a path to interactive learing in thi...
Advise
• Higher quality of interaction
– “Lower order learning goals” can be learned outside the class
• Learning “lower o...
Advise
• Higher order learning goals should be learned in a more active way
• Higher order learning goals in this study tr...
Advise
• Higher order learning goals should be learned in a more active way
• Higher order learning goals in this study tr...
Advise
• Higher order learning goals should be learned in a more active way
• Higher order learning goals in this study tr...
Advise
• Better prepared students on the level of skills
Instruction clips to develop the skills to work with Geoplaza and...
Rational thoughts
• Improving the quality of the course
– The face to face time in Rome can be used optimal. A higher leve...
Results
• Teachers are very satisfied, much more interaction during face to face time
• The essays are improved, more conc...
Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture
from start- to end (classic)
Weblecture
K...
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How to Flip the Study Trip: " Rome from intake to evaluation "

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Presentation on one of the case studies in the REC:all project.

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Transcript of "How to Flip the Study Trip: " Rome from intake to evaluation ""

  1. 1. Lecture capture in relation to learning activities from intake to evaluation Sylvia Moes (VU)
  2. 2. Case study of REC:all Rome in the film, film in Rome the intake procedure – Teacher planned a study trip to Rome with 20 students, coming out of different universities, in the field of history of film. – Two weeks effectively for this trip in Rome. – Learning/tasks for students: • Knowlegde of 3 theories: • Insiders/outsiders • Cinema and architecture • The film in history • In the first week they have to watch films which are recorded in Rome, related to these theories. • In the second week students have to do research on the locations in Rome where these movies have been shot. You give the task to students to find angles of camera’s on film locations in Rome. • Students have to work out their findings of research, location based (with geographical information), in a presentation at the end of the course.
  3. 3. Learning goals in this study trip • The student is familiar with the research methods. • The students have the skills to: – Compare the space and location in the film with the realistic situation – Make analysis of editing processes – Use secundair resources – Use of literature • Students have the skills to contextualized this information in time and space.
  4. 4. Goals of the pilot study via “flipping” Use the limited time more efficient more interaction and quality of time Expected results: • Students show a better understanding of the theory in their assignments. • Increased quality of contextualizations and presentations at the end of the course • More positive student evaluations of this study trip
  5. 5. Bottlenecks…. • Because of the small time frame, too much information have to be processed by the students, plus developement of new skills: • the 3 theories, watch (parts of) 15 films, background information of Rome like growth of the city, political issues, etc… • More interaction between: students and teacher, students-students, but also students and content, is needed
  6. 6. ….and Challenges • It’s needed to rethink the set-up of this trip: • How do we create a path to interactive learing in this study trip? – What kind of tools do we have to support interactivity? • How can we let them learn “lower order learning goals” outside the classroom, thus on forhand of this studytrip, to create space for “higher order learning goals”? • Can we improve the quality and sattisfaction of this study trip via more interactivity?
  7. 7. Advise • Higher quality of interaction – “Lower order learning goals” can be learned outside the class • Learning “lower order goals”in this study trip = understanding better the theories in an early stage of this trip, via more interactivity with the content – Prior their visit to Rome, students have to watch 3 enriched knowledge clips to understand in an early stage the basic theories • knowledge clip are used to give an outline of the theory as an introduction to research methods, enriched with literature and extra resources via internet; on each clip 3 questions are added
  8. 8. Advise • Higher order learning goals should be learned in a more active way • Higher order learning goals in this study trip are e.g.: • Compare the space and location in the film with the realistic situation • Make analysis in periods of times, but also on editing processes of the film(s) • Visualize your findings in a map, based on geographical information • Create a presentation for the end of the course • Compare film fragments with realistic situation by film fragments on iPads correlated with GIS data via Galileo app
  9. 9. Advise • Higher order learning goals should be learned in a more active way • Higher order learning goals in this study trip are e.g.: • Compare the space and location in the film with the realistic situation • Make analysis in periods of times, but also on editing processes of the film(s) • Visualize your findings in a map, based on geographical information • Create a presentation for the end of the course • Make analyses in periods of time via Geoplaza, different layers can be viewed because different maps are visible by transparancy Geoplaza to see the growth and changes in and of Rome Geoplaza to see the growth and changes in and of Rome 1883 2003
  10. 10. Advise • Higher order learning goals should be learned in a more active way • Higher order learning goals in this study trip are e.g.: • Compare the space and location in the film with the realistic situation • Make analysis in periods of times, but also on editing processes of the film(s) • Visualize your findings in a map, based on geographical information • Create a presentation for the end of the course • Students can visualize their findings via Google Maps Google maps to upload their own pictures/videos which have been shot in Rome during the trip
  11. 11. Advise • Better prepared students on the level of skills Instruction clips to develop the skills to work with Geoplaza and Google Maps (for integration of visualized material)
  12. 12. Rational thoughts • Improving the quality of the course – The face to face time in Rome can be used optimal. A higher level of interaction is possible, because the students are better prepared to this trip. – Students and teachers fully can concentrate on the higher order learning goals. – In Rome the students have all the facilities to make the best out of this study trip, iPads with film fragments in combination with Galileo. Geoplaza can be used to analyze the growth of the city. • Increasing student’s satisfaction of course and getting more positive evaluations of course and teacher (teaching qualities) – The design of the course matches better with the perception of today's students: Having the right information and tools available place independent.
  13. 13. Results • Teachers are very satisfied, much more interaction during face to face time • The essays are improved, more concrete. • Students about the knowlegde clips: – I do understand the theoretical information because of the knowlegde clips. • Studens about the instruction clips: – Because of the small time frame it is very usefull already having the skills to work with Geoplaza, Galileo and Google Maps. I do not lose time, which I can use very good in Rome to fully concentrate on the content in the course. • Students about the iPads: – It’s so cool to see the fragments of films on the hotspots in Rome. Analyzing films works so much better. • Students on the design of the course: – The course is intensive, but very atractive. A lot of interaction between teacher and students, but also between students-students.
  14. 14. Remembering/Understanding Applying/Analyzing Evaluating/Creating Lecture capture from start- to end (classic) Weblecture Knowledge clips Slidecasts Editted/cutting Screencast Studio-based (Flip)camera e.g. iTunes U YouTube edu e.g. Academic Earth Videolectures.net Self produced (partly) Re-used e.g. iTunes U YouTube edu e.g. Academic Earth Videolectures.net producing Enrichedwithtasks,quizes,etc. Enrichedwithtasks,quizes,etc. Enrichedwithobjects Enrichedwithobjects Self produced (partly) Re-used Instruction clips Live lecture capture or video conferencing High level of interaction Student generated (knowlegde) clips Webinar Quizes Tasks Discussions Tagging Polling Quizes Tasks Discussions Tagging Polling Lecture capture (classic/chapters) Tasks Practise Assessment Tasks Practise Assessment Screencast Fieldwork Studio-based Tutorial Studio-based e.g. Screencast-o- matic and MIT OCW Self produced + + Virtual classroom FLIPPING THE CLASSROOM (Flip)camera Weblecture Slidecasts e.g. iTunes U YouTube edu e.g. Academic Earth Videolectures.net Geoplaza to see the growth and changes in and of Rome Google maps to upload their own pictures/videosInstruction clips for skills to work with Geoplaza and how to upload content in Google Maps
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