How to augment and repurpose lecture capture videos
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Clive Young, University College London Sylvia Moes, VU University Amsterdam Presentation at ALT-C, Thursday 12 September 2013
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How to augment and repurpose lecture capture videos
- 1. How to augment and repurpose lecture capture videos Clive Young, University College London Sylvia Moes, VU University Amsterdam
- 2. About University College London • “London‟s Global University” • Founded in 1826 as the first university in England for students of any race and religion • Now a top 20 global research university with income of £800m ($1,200m) per year • 25,000 students
- 3. UCL Strategy “UCL will be flexible, innovative and at the forefront of developments in the use of new technologies to support and enhance teaching and learning.” UCL Council White Paper 2010-2015
- 4. • Echo 360 rebranded as “Lecturecast” • Installed in 62 lecture theatres • A few departments record all lectures, but most leave choice to individual lecturer Lecture recording at UCL
- 5. • 8-10,000 hours of recorded material • 250,000 views of content last year • 10,000 views per week • 20-30,000 „hits‟ on Moodle per day • 50% of students have accessed the system • 20% of lectures recorded Growth of lecture capture at UCL
- 6. Question Does your institution record lectures? What is the policy (voluntary?)
- 7. 1. perpetuates an outdated and discredited passive learning experience (the classroom lecture). 2. does not engage the student. 3. traditional lectures aren‟t designed for online delivery. 4. it diverts resources Why?
- 8. Recording and augmenting lectures for learning (2011-2013) • how lectures are currently being captured and used • new learning designs for flexible and off-campus delivery • technical, pedagogical and legal issues • case studies and scenarios • practical guidelines to help teachers
- 9. How to unpack „classic‟ lecture capture Image + Interactivity + Input [Asensio and Young, JISC Click and Go Video, 2002] + Integration Film strip/slide TV / VHS Desktop video Multimedia Web media Streaming Lecture capture Mobile video Social video
- 10. Image What is the purpose of video in lecture capture? • emotional appeal (Hempe 1999) • authenticity and reality (Thornhill et al 2002) • visualise a lecturer saying it (UCL student) • help orientate esp. if students unfamiliar with material or lecturer (Kukkonen 2012)
- 11. Interactivity Rosenberg 2001 Interactivity is • Access – own devices • Choice – on- demand, search • Control – start, stop, pause, review http://www.flickr.com/photos/nesster/3714783252/
- 12. Interactivity in LC “Using Lecturecast [is a good use of technology]. This has really helped to go over the parts of the lecture which I didn't fully understand / didn't have time to write down so quickly. It helps me to consolidate smaller parts of the lecture, as I can pause whenever I wish to do so.” Student comment, UCL Student IT Survey, January 2013
- 13. Feedback from 2013 UCL survey • Of the lectures you watched online, how many did you also attend in person?
- 14. Interactivity • Does LC reinforce a transmission model of learning when we want more constructivist models - active, process oriented, learner centric? (Jouvelakis 2009) • Davis (2009) found the students are "actively choosing specific sections of content to review rather than passively revisiting entire lectures”. • “...an active learning activity [that] provides them with additional control and interaction with the material“ – this is „engaged‟ learning – what we want http://www.flickr.com/photos/bredgur/1323025528/
- 15. Flipping
- 17. Ideas • Prepare or motivate • Elaborate on and further explain • Recall and integrate • Lead-in to an assignment • Learning guidance and strategies • Content to encourage analysis More ideas • dial-e designs (JISC) “using lecture capture resources to actively engage learners” Integration
- 18. “Lecturecast together with discussion forums afterwards [is a good use of technology]. Promotes understanding via discussion and further question could be asked.” Student comment, UCL Student IT Survey, January 2013 Integration
- 19. Input (from students) Role of the student • Sit back film and TV • Sit forward internet video • Stand up „social video‟ – commenting and contribution – lecture capture not an archive but and active resource, open to debate. New models of assessment?
- 22. The uninspired label “lecture capture,” fails to convey the disruptive potential of this tool Janet Russell, September 2012 Georgetown U Center for New Designs in Learning and Scholarship
- 24. Remembering/Understanding Applying/Analyzing Evaluating/Creating Lecture capture from start- to end (classic) Weblecture Knowledge clips Slidecasts cutting Screencast Studio- based Flipcamera 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 Enriched (withtasks) Enriched (withobjects) Self produced (partly) Re-used Instruction clips Live lecture capture or video conferencing High level of interaction Student generated content Webinar Quizes Tasks Discussions Tagging Polling Lecture capture (classic/chapters) Tasks Assessment Screencast Fieldwork Studio- based Tutorial Studio- based e.g. Screencast- o-matic and MIT OCW Self produced+ + Virtual classroom Self produced (partly) Re-used FLIPPING THE CLASSROOM
- 25. learner independence depth / complexity of learning classic lecture capture edited reshot - reused lecture capture „interactive‟ lecture capture student activities + lecture capture teacher-led webinars student created resources
- 28. Case studies
- 29. Join: http://www.rec-all.info/ Join: http://vital-sig.ning.com/ Follow: http://www.scoop.it/t/rec-all Contact: c.p.l.young@ucl.ac.uk Follow up