1. What do we knowabout whatstudents do withLecturecast?Clive YoungE-Learning Environments
2. What is UCL Lecturecast?• Automated system (Echo360) for recording lectures and making them available via Moodle.• Captures everything sent to the projector (e.g PP slides, visualiser) + audio via a lapel mic + video of the presentation area via a small fixed position camera.• EchoCapture Personal – capture everything that is happening on your own PC screen + audio commentary (+ webcam talking head„) uploaded to Lecturecast.
3. • 39 of UCLs centrally bookable teaching spaces• 20 in departmental areas• 8-10,000 hours of recorded material on the system.
4. 1. perpetuates an outdated and discredited passive learning experience (the classroom lecture).Why? 2. does not engage the student. 3. traditional lectures aren’t designed for online delivery. 4. it diverts resources
5. • 250,000 views of content last year• 20-30,000 „hits‟ on Moodle per day
6. "Once viewed with caution as a potentially intrusiveintervention that might cramp teachers‟ style,lecture capture is now proving its worth forteachers and learners alike in many contexts."Association for Learning Technology (2011) 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
7. Recording and augmenting lectures forlearning (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
8. The evolution of videoFilm strip/slide ImageTV / VHSDesktop video + InteractivityMultimediaWeb media + IntegrationStreamingLecture captureMobile video + InputSocial video [Asensio and Young, JISC Click and Go Video, 2002]
9. Image What is the purpose of video in lecture capture?• visual demonstration, dramatisation, presenting visual evidence and making and emotional appeal (Hempe 1999)• add authenticity and reality to the learning context....brings the course alive (Thornhill et al 2002)• "a great many people find they retain information better if they are able to visualise a lecturer saying it” (UCL student)• help orientate esp. if students unfamiliar with material or lecturer (Kukkonen 2012)
10. InteractivityRosenberg 2001Interactivity is• Access – own devices• Choice – on- demand, search• Control – start, stop, pause, review http://www.flickr.com/photos/nesster/3714783252/
11. Interactivity in LC • “Web-casting lectures provides students who failed to get out of bed with another chance” UCL professor • Worries about attendance
12. Interactivity in LC • "Because I am an international student and sometimes I could not hear and understand clearly. Also since the lectures given by my lecturer are fantastic! It will be great if we can listen to the lectures again for better understanding of the topics!“ UCL Student • Also US research (Stewart, 2012) – big LC users are non-native speakers of English and the “very motivated”
13. Attendance• UCL view "the experience in the pilot phase of project is that LC has little or no effect on student attendance"• Russell and Mattick (2005) drop off of attendance "follows the same pattern with or without streaming".• von Konsky et al (2009) drop off but "anecdotally, this attendance pattern is consistent with that experienced in previous semesters“ so LC "did not have a significant impact on lecture attendance".• UCL advises "if a lecture is little more than the repeating of notes from a PowerPoint presentation it is probable that some students will choose to spend their time more efficiently i.e. viewing the material on-line”
14. Interactivity literature • “Video and live performances differ, like spoken and written language” – students get this! • Fardon (2003): better for structured or narrative-driven styles, poorer for „dramatic‟ styles or styles with lots of audience interaction http://www.flickr.com/photos/bredgur/1323025528/
15. 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/
16. Does LC improve performance?
17. “using lectureIntegration capture resources to actively engageIdeas learners”• Prepare or motivate• Elaborate on and further explain• Recall and integrate• Lead-in to an assignment• Learning guidance and strategies• Content to encourage analysisMore ideas• dial-e designs (JISC)
21. guides, links examples etc lecture capture + resources lecture capture lecture captureclassic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
22. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP guides, links examples etc •discussion lecture capture •quizzes + resources •tasks •tagging •polling lecture capture lecture capture •etcclassic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
23. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldworkclassic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
24. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldworkclassic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
25. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldworkclassic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
26. Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interactionSelf produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions Slidecasts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content +Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-usedScreencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM