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Neil berry l&t Neil berry l&t Presentation Transcript

  • Enhancing Student Learning: Providing Recordings of Chemistry Teaching – a HEA project
    Neil Berry
    29/6/11
  • Outline
    • Introduction
    Background
    Influences and context
    Benefits
    • Experiences
    Four years in chemistry department
    • Practical aspects
    Hardware, Software, Time, Effort
    • HEA project
    • Staff Reactions
    • Student Feedback & Statistics
    • Conclusions
    • Future work
    • Acknowledgements
    2
  • Introduction - Background
    • Last four years lectures recorded in Chemistry
    • Initiated through my own interest
    • Video (“on-screen” activity – PowerPoint, animations, web pages etc.) and/or Audio
    • Recordings mounted on VLE
    • Initial idea
    Supplementary to “traditional” lecture to aid learning
    • Not lecture replacement
    Students miss opportunity for interaction and feedback
    3
  • Introduction – Influences and Context
    • Student diversity
    Different students learn in different ways (reading, writing, hearing, doing etc.)
    English not first language
    • Students engagement – increase variety of stimuli
    Maximise chances of engaging students => Increase retention rates
    • Students – generation Y
    Generally technologically savvy
    Desire to be connected 24/7
    Desire for face to face AND online contact with students and staff
    See no difficulty in surfing between media
    • Students - learner entitlement
    Enhance equity between students (audio/visual impairments)
    Platform independent (Windows/Macintosh/Linux)
    4
  • Introduction – Benefits
    • Benefits for staff AND students
    • Students
    Increase student engagement (individual/group) especially outside “contact hours”
    Promoting personalisation of learning
    Support for flexibility of learning in a diverse student body
    Encouragement of active learning on the part of the student
    Support student progression
    Improved contact between student and staff
    Promote lifelong learning
    • Staff
    Higher levels of student engagement
    Increased rates of student progression
    Provision of recordings such will also improve the attractiveness of programmes
    5
  • Introduction - Background
    • Last four years of lectures recorded
    Range of years (1-4) and courses (chemistry and subsidiary subjects)
    • Video (“on-screen” activity – PowerPoint, animations, web pages etc.) and/or Audio
    • Recordings mounted on VLE
    • Recordings in format which can be downloaded/played on variety of platforms
    Windows computers (Realplayer, Quicktime etc.)
    Portable media players (iPod, iPhone etc.)
    Windows/Macintosh/Linux computers
    • Initial idea
    Supplementary to “traditional” lecture to aid learning
    Aid to student learning if student misses lecture
    • Not lecture replacement
    Students miss opportunity for questions and feedback
    6
  • 7
    Examples
    • VITAL
    • iPhone
  • Practical Aspects
    Hardware
    • University lecture theatres equipped with capable Windows MWS PC
    • Microphone required, e.g. webcam (~£10)
    • VLE capable to store and stream content
    Software
    • Screen and audio capture – DebutVideo Capture (Free) (Mac – Quicktime)
    • Format conversion – ffdshow codec (Free, Opensource)
    Time/Effort
    • Set up – <2 minutes
    • Capture – length of teaching session
    • Uploading to VLE – couple of mouse clicks (<2 minutes)
    Quick, Easy and Cheap
    8
  • Call for proposals 2 years ago
    Enhancing learning and teaching through the use of technology: a revised approach to HEFCE's strategy for e-learning
    HEFCE funding for 24 discipline-focused ‘Enhancement Academy’ style projects, organised in 2 rounds
    “Middle out” rather than “top down” change management
    Project supported via series of events and advice
    9
    Discipline-focussed Learning Technology Enhancement Academy
  • Discipline-focussed Learning Technology Enhancement Academy
    Project
    • Use technology to enhance student learning and teaching
    • Provision of audio and video recordings of teaching sessions
    Scale of change
    • Aim to have 10 academics within chemistry providing recordings by end of project
    • Across a range of disciplines and year groups
    Project Deliverables
    • Implementation plan for technology-enhanced approach to teaching and learning
    • Plans for both staff and infrastructure
    • Reports
    10
  • Discipline-focussed Learning Technology Enhancement Academy
    Team Members
    Dr Neil Berry Academic, Chemistry Department
    Dr Nick Greeves Academic, Chemistry Department
    Dr Helen Aspinall Academic, Chemistry Department
    Nick Bunyan Learning Technology Developer
    Kirsty Barnes Recent graduate of Liverpool Chemistry
    Paul Chin HEA Physical Sciences Subject Centre
    Michael Bradford Critical Friend (former PVC T&L Manchester, Geography)
    Essentially a change management challenge
    – shaped and implemented by team
    11
  • 12
    Discipline-focussed Learning Technology Enhancement Academy
    Achievements
    • Computer purchase
    • Staff informed – email, staff meeting
    • Awareness heightened – T&L committee, staff meeting, informally
    • “Training”, documentation and follow ups
    • Through ups and downs over 12 month period – AV infrastructure, central timetable
    • 12 Colleagues now recording lectures routinely – easy to do
    • >25 modules
    • >100 lectures
    • Across all areas of chemistry and years groups
  • Staff Reactions
    13
    • Initial staff reactions – mainly positive, occasional concern
    • Concern – Attendance
    Similar story across range of modules
    • Concern - recording being used as “evidence”
    Any difference to errors in handouts, or errors made by student notes?
  • Student Feedback
    Anonymous VLE Feedback
    • No specific questions about the recordings
    • “Things liked about the module” – free text answer
    “Audio files on VITAL”
    “Online video and audio support provided extremely valuable support in revision for exams especially as learning abilities demanded different forms of media.”
    “Recorded lectures helped if you missed something“
    14
  • Student Feedback
    Email feedback
    “I just thought I'd let you know that your recorded lecture really helped me today!”
    3rd year student – Chemical Databases
    “The lecture screencasts are brilliant, thanks!”
    3rd year student – Organic Chemistry (distance learner)
    “Just to let you know that I have been using your screencasts and find them really useful.”
    3rd year student – Organic Chemistry (distance learner)
    “One word. Brilliant!”
    3rd year student – Organic Chemistry (distance learner)
    “I've just put lecture 1 on my phone … it's brilliant! Do you think the other lecturers will follow suit? It would help us all immensely.”
    3rd year student – Organic Chemistry (distance learner)
    I just thought I'd let you know that your recorded lecture really helped me today! I'd spent about an hour trying to figure out how to insert an "L" in question 3 for this weeks assignment, I couldn't figure it out from the notes, then remembered you'd recorded the lecture! I could only get audio but I got what I was looking for! Thanks!
    3rd year student – Chemical Databases
    “The lecture recordings are brilliant, thanks!”
    “The recorded lecture really helped me.”
    “The recordings are really useful.”
    “I just watch the sections I am having difficulty with - probably making notes.”
    “I watched all of the recording for a missed lecture, and made notes. For revision – I skipped to relevant parts.”
    “I used the recordings for revision.”
    “I watched several bits on sections I did not understand and made notes.”
    “Generally I go to relevant part or recording - sometimes listening to those bits more than once.”
    “The recordings are very useful as I can go back over the material - would be very useful in most modules”.
  • Student Feedback
    Focus Group and Staff Student Liaison Committee
    • Extremely positive
    • Across all modules and year groups – large proportion of students use recordings
    • Revision
    • Revisiting portion of lecture Found challenging
    Lecturer going too quickly
    Further annotate notes
    • Like “Skip” to appropriate portion of lecture
    Turn volume up
    Particularly valued by distance learning students
    • Generally accessed on laptop/desktop
    • Students did not want recordings to replace lectures – miss opportunity for interaction (staff and students) and feedback
    • Students want more of it
    16
  • Student Statistics
    VITAL Statistics
    • CHEM012 – Organic Chemistry for Biological Sciences
    • Weeks 7-12 Second semester
    • 6 lectures recorded
    • ~150 1st year non-chemistry students
    • 1285 hits
    Examination
    Start of summer term
    1st recorded lecture
    Course start
    Easter
    17
  • Student Statistics
    VITAL Statistics
    • Wide variety in times of access
    • Wide variety in day of access
    • Flexibility and personalisation of learning(?)
    18
  • Student Statistics
    VITAL Statistics
    • CHEM170 – Introductory Spectroscopy
    • Weeks 1-10 Second semester
    • 5 lectures recorded
    • ~90 1st year chemistry students
    • 495 hits
    Examination
    Start of summer term
    Course start & 1st recorded lecture
    Easter
    End of recorded lectures
    19
  • Student Statistics
    VITAL Statistics
    • CHEM385 – Chemical Databases
    • Weeks 1-6 First semester
    • 5 lectures recorded
    • ~50 3rd year chemistry students
    • 347 hits
    End of recorded lectures
    • Resource used “inside” module
    AND “outside” module
    1st Report
    Course start & 1st recorded lecture
    End 2nd Semester
    2nd Report
    2nd Semester
    20
  • Conclusions
    • No reason not to record lectures and make them available to students
    • Provision of recordings has many benefits for both students and staff
    • Quick, easy and cheap to achieve
    • Students use it, like it and find it useful
    21
    Future Directions
    • Spread wider in School of Physical Sciences
    • New Central Teaching Laboratory and Science Lecture block
    • Technology to capture other lecture components, e.g. overhead projector
    • Change what “lecture time” is used for (workshops, tutorials etc.)?
  • Acknowledgements
    Dr Nick Greeves Academic, Chemistry Department
    Dr Helen Aspinall Academic, Chemistry Department
    Nick Bunyan Learning Technology Developer
    Kirsty Barnes Recent graduate of Liverpool Chemistry
    Paul Chin HEA Physical Sciences Subject Centre
    Michael Bradford Critical Friend (former PVC T&L Manchester, Geography)
    Colleagues now lecture recording
    Software
    Debut Screen Capture Quicktime
    ffdshow
    22
  • References
    Bologna http://www.leeds.ac.uk/educol/ncihe/
    Dearing http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf
    HEFCE http://www.hefce.ac.uk/news/hefce/2009/elearn.htm
    JISC e-learning http://www.jisc.ac.uk/whatwedo/themes/elearning/programmeelearning.aspx
    Institutional audit 2004 http://www.qaa.ac.uk/reviews/reports/institutional/liverpool2004/RG049Liverpool.pdf
    Learning styles http://www.vark-learn.com/english/index.asphttp://tlt.its.psu.edu/suggestions/research/learning_styles.shtml
    Vice chancellor priorities http://www.liv.ac.uk/staff/strategies_policies/strategic-plan.pdf
    University e-learning policy https://www.liv.ac.uk/staff/strategies_policies/e-learning-policy-november-2008.doc
    Blended learning http://amps-tools.mit.edu/tomprofblog/archives/2008/11/904_the_future.html#more
    Institutional audit http://www.qaa.ac.uk/reviews/reports/institutional/liverpool2004/RG049Liverpool.pdf
    E-learning and retention rates http://www.jiscinfonet.ac.uk/case-studies/tangiblehttp://www.echo360.com
    Generation Y Redmond, P. “Talkin’ ‘bout my generation” Generation Theory and the brave new world of the ‘Yers’, University of Liverpool Careers and Employability Service, 2007.
    ffdshowhttp://sourceforge.net/projects/ffdshow/
    Debut Screen Capture http://www.nchsoftware.com/capture/index.html
    23