Webinar by  Sylvia Moes and Daniël Dritty VU University Amsterdam
Interaction <ul><li>Questions by clicking on </li></ul><ul><li>this object </li></ul><ul><li>#rec:all-webinar </li></ul>
Didactional scenarios of  captured lectures
Didactional scenarios of  captured lectures Technology Organisational aspects,  including metadata standards
 
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clip...
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clip...
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clip...
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clip...
Step 3: Feedback on web-tasks Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks,...
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clip...
Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clip...
Step 3: Feedback on web-tasks Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks,...
Live-feedback <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub...
Live-feedback <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub...
Live-feedback <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub...
 
 
 
 
 
 
 
 
 
 
 
 
 
Enriched weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>...
Enriched weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>...
Enriched weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>...
 
1200 students with questions about SPSS How do you manage that?
By the creation of “instruction clips”
Instruction weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></...
Instruction weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></...
Instruction weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></...
OASis pilots in summary www.ub.vu.nl <ul><li>Students get used to weblectures and get higher expectations </li></ul><ul><l...
Polls www.ub.vu.nl <ul><li>We would like to ask some questions to you, via a poll, which is a click away </li></ul>
Links www.ub.vu.nl <ul><li>We would like to recomment some links,  </li></ul><ul><ul><ul><ul><ul><li>The next webinar from...
Polls www.ub.vu.nl During this webinar, the audience had the possibility to give their feedback via a poll. The results ar...
Which of the pilot studies do you like the most?
Which of the benefits are most important for teachers?
Which of the benefits are most important for students?
Do you like the idea of a webinar where we will focus on  the technical and organisational aspects?
Do you see stumbling blocks?
On which aspects do you see these stumbling blocks?
Is your image of weblectures changed?
Contact details  Sylvia Moes [email_address] Twitter @SylviaMoes Daniël Drittij [email_address] Twitter @Drittij
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Webinar REC:all

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  • Introduce ourselfs, plus questions and answers at the end of this webinar.
  • In the project OASis we worked on the development of didactical scenario’s and we focussed on the technological and organisational aspects as well. For the pedagogical part this model is developed, where the 22 case studies are brought in. You see 3 categories: Online lectures, weblectures with interaction and the instruction weblectures. In this webinar we will select 3 best practices, each in every category.
  • We start with “Live Feedback”, a case study from Tilburg University, by Bob van den Brandt.
  • Bob works with Knowlegde clips. These are short video fragments where a theory or model is explained by a teacher visually supported with pictures, statistics,, and text.
  • Bob works with Knowlegde clips. These are short video fragments where a theory or model is explained by a teacher visually supported with pictures, statistics,, and text.
  • Here you see a knowledge clip in combination with webtasks
  • Here you see a knowledge clip in combination with webtasks
  • Students will get feeedback immediately
  • Students will get feeedback immediately
  • After the exams the teacher is giving feedback to the students by a weblecture
  • In the OASis project we focussed on the live feedback actions in combination with a weblecture.
  • In the OASis project we focussed on the live feedback actions in combination with a weblecture.
  • In the OASis project we focussed on the live feedback actions in combination with a weblecture.
  • Stimulate students to active learning during the course (in stead of studying at the end). By active learning hopefully deeper learning and better understanding. Using weblectures for web tasks in stead of students passively watching a snippet. Saving time by preventing to much double individual questions. Let students learn from mistakes from others (live session after exam). 1 feedback session per web task is stead of feedback per student.
  • Better exam preparation – How good do I understand the course content? Confidence Feeling of commitment en personal contact.
  • Now we will go to de next case study, the one in the enriched environment
  • When teachers often pinpoint to learning objects on the web, then it’s worth to think about an enriched weblecture. Here you see that students have to click to much to deepen their knowlegde.
  • When teachers often pinpoint to learning objects on the web, then it’s worth to think about an enriched weblecture. Here you see that students have to click to much to deepen their knowlegde.
  • When teachers often pinpoint to learning objects on the web, then it’s worth to think about an enriched weblecture. Here you see that students have to click to much to deepen their knowlegde.
  • An enriched environment works better, for the students, but also for the teacher.
  • An enriched environment works better, for the students, but also for the teacher.
  • An enriched environment works better, for the students, but also for the teacher.
  • An enriched environment works better, for the students, but also for the teacher.
  • Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
  • Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
  • Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
  • Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
  • Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
  • Referred Text or Video content directly available for interested students. This variant is the best match for teachers who often refer to extra content. No extra clicks needed. Teacher stimulates to look at other resources and not only at the weblecture. Students who a highly motivated or talented need a higher challenge with extra content (exercises, text or video resources), but also underachievers can benefit from extra content. Even an instruction weblecture can be an enrichement of another weblecture.
  • Variety in content (video, text, exercises) for students with different learning styles . Direct link with the library (so they know what is available for free). Less time consuming then searching. No need to click to another learning environment and search the right resource. Prikkelen nieuwsgierigheid door extra bronnen direct in beeld.
  • More clicks on extra content in the enriched environment in comparison to content on Blackboard (external virtual learning environment)
  • The last example will focus on the instruction weblecture.When you see an instruction clip, you will probably make a connection to knowledge clip, and that’s correct, but in a instruction clip the focus is more on the development of skills.
  • Like our theacher in the field of “ statistics”, has 1200 students, with a lot of questions about SPSS. The programme students have to work with for the processing and analyzing of data. In face to face lectures most of the time was spending on anwering questions about h SPSS and not about statistics.
  • So Micha started with the creation of 63 instruction clips, where he explained all the steps students have to understand about SPSS.
  • More time for substantive problems in stead of technical instructions. Usefull for reuse of clips. Also for other courses in the university One hour production time per clip
  • Mogelijkheid om playlist te maken
  • Webinar REC:all

    1. 1. Webinar by Sylvia Moes and Daniël Dritty VU University Amsterdam
    2. 2. Interaction <ul><li>Questions by clicking on </li></ul><ul><li>this object </li></ul><ul><li>#rec:all-webinar </li></ul>
    3. 3. Didactional scenarios of captured lectures
    4. 4. Didactional scenarios of captured lectures Technology Organisational aspects, including metadata standards
    5. 6. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
    6. 7. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”
    7. 8. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks
    8. 9. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks
    9. 10. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks Step 3: Feedback on web-tasks
    10. 11. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks Step 3: Feedback on web-tasks
    11. 12. Step 3: Feedback on web-tasks Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks
    12. 13. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks Step 3: Feedback on web-tasks
    13. 14. Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks Step 3: Feedback on web-tasks
    14. 15. Step 3: Feedback on web-tasks Context of the pilot Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips” Step 2: re-use of captured lectures or knowlegde clips Web-tutorials Web-tasks Captured lecture, live streamed with chat function Pilot of OASis
    15. 16. Live-feedback <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Students are better prepared for lectures and exam </li></ul><ul><li>Web tasks vs. passive snippets </li></ul><ul><li>Saving time in feedback </li></ul>
    16. 17. Live-feedback <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Extra exercise material </li></ul><ul><li>Good + fast feedback on web tasks. </li></ul>
    17. 18. Live-feedback <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>High satisfaction rate for the course </li></ul><ul><li>Higher passing rate </li></ul>
    18. 32. Enriched weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Content bundled with weblecture. </li></ul><ul><li>Variety in weblecture </li></ul><ul><li>Motivated, talented students and underachievers or students with learning difficulties </li></ul>
    19. 33. Enriched weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Differentiated content </li></ul><ul><ul><li>Content the deepen the subject for higher motivated students </li></ul></ul><ul><ul><li>Different learning styles. </li></ul></ul><ul><ul><li>Content to practice or additional explanations. </li></ul></ul><ul><li>Direct link to required course reading. </li></ul>
    20. 34. Enriched weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Higher motivated students clicked more often on the presented content. </li></ul><ul><li>Enriched environment vs. External virtual learning environment </li></ul><ul><li>953 students and 94 respondents </li></ul>Year 2008-2009 2009-2010 2010-2011 ISW 86,80% 93,30% 96%
    21. 36. 1200 students with questions about SPSS How do you manage that?
    22. 37. By the creation of “instruction clips”
    23. 38. Instruction weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Interaction on a higher level during lectures. </li></ul><ul><li>Building a knowledgde archive </li></ul><ul><li>Small time investment </li></ul>
    24. 39. Instruction weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>Possibility to practice 24/7 </li></ul><ul><li>Choose the short clips for my specific problem. </li></ul><ul><li>More confidence in exams </li></ul>
    25. 40. Instruction weblecture <ul><li>Teacher perspective </li></ul><ul><li>Student perspective </li></ul><ul><li>Results </li></ul>www.ub.vu.nl <ul><li>15% higher pass rate </li></ul><ul><li>1200 students </li></ul><ul><li>280 respondents </li></ul>
    26. 41. OASis pilots in summary www.ub.vu.nl <ul><li>Students get used to weblectures and get higher expectations </li></ul><ul><li>Most students view the weblectures from home </li></ul><ul><li>Most students use weblectures for exam preparation (the server peaks 1-2 weeks before an exam period) and the peak is very big when students have to prepare for re-examination because there is no or very less interaction with the teacher in this fase </li></ul><ul><li>Especially students with learning disabilities (adhd, dyslexia ) can benefit from weblectures </li></ul><ul><li>Not every weblecture results in higher learning outcomes, choose carefully if a weblectures is usefull for your goals </li></ul><ul><li>Weblectures are no replacement of normal lectures, students still show up </li></ul><ul><li>‘ Normal’ weblectures (1-1,5 hour) are too long (and boring) to watch completely </li></ul><ul><li>No big differences between extrinsic and intrinsic motivated students </li></ul><ul><li>Important to focus on interaction when you integrate weblectures into your course </li></ul>
    27. 42. Polls www.ub.vu.nl <ul><li>We would like to ask some questions to you, via a poll, which is a click away </li></ul>
    28. 43. Links www.ub.vu.nl <ul><li>We would like to recomment some links, </li></ul><ul><ul><ul><ul><ul><li>The next webinar from JISC about video and post-production </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Become a member on this Vital community </li></ul></ul></ul></ul></ul><ul><ul><li>Or learn more about our REC:all project </li></ul></ul><ul><ul><li>Then pleas click on this icon </li></ul></ul>
    29. 44. Polls www.ub.vu.nl During this webinar, the audience had the possibility to give their feedback via a poll. The results are given in the next slides.
    30. 45. Which of the pilot studies do you like the most?
    31. 46. Which of the benefits are most important for teachers?
    32. 47. Which of the benefits are most important for students?
    33. 48. Do you like the idea of a webinar where we will focus on the technical and organisational aspects?
    34. 49. Do you see stumbling blocks?
    35. 50. On which aspects do you see these stumbling blocks?
    36. 51. Is your image of weblectures changed?
    37. 52. Contact details Sylvia Moes [email_address] Twitter @SylviaMoes Daniël Drittij [email_address] Twitter @Drittij

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