Students’ perceptions and perceived value of lecture capture in teacher education
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Students’ perceptions and perceived value of lecture capture in teacher education

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DIVERSE 2012, KU Leuven 4.7.2012

DIVERSE 2012, KU Leuven 4.7.2012

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Students’ perceptions and perceived value of lecture capture in teacher education Students’ perceptions and perceived value of lecture capture in teacher education Presentation Transcript

  • Students’ perceptions and perceivedvalue of lecture capture in teachereducationIlkka Kukkonen @ilkkakukkonenDIVERSE 2012, KU Leuven 4.7.2012
  • Challenges for teacher training• Improve overall quality, commitment and effects with optimal resource allocation• Support personal learning paths and flexibility in participation• Develop pedagogical thinking and research orientation• Develop effective study strategies and metacognitive skills• Cultural understanding for the new digital media and integration of ICT in education
  • RETENTION AND CLARIFICATION
  • COMPENSATION OF ATTENDANCE
  • NOTETAKING ABILITY AND QUALITY
  • WORK AND STUDIES
  • FAMILY AND STUDIES
  • SUPPORTINGLINGUISTICUNDERSTANDING
  • LEARNING DIFFICULTIES OR DISABILITIES
  • PREPARING FOR EXAMINATIONS
  • Pedagogical challenges• Lecture treats the members of audience equally by default• Providing just the right amount of challenge to right audience• Recordings are long, students prefer short videos• Highlighting certain parts of the lecture from the recording• Lectures are social events• Measurement and development• ”Does it create better learning outcomes?”
  • (CC) Uniinnsbruck @ Flickr
  • Missouri School of Journalism lecture. (CC) Brett Jordan @ Flickr
  • Project approach to support the development(”MOVIE”, 2011-2012)• The development of pedagogical quality and effectiveness of lecture capture – How the students are using the recorded lectures to support their studies? – How can we measure of the impact in various contexts? – How the pedagogical quality of the lecture capture can be improved?
  • Student profiles: data collection • Questionnaire? – Demographic characteristics – Educational background – Study strategies and learning preferences – Beliefs, wants and wishes – Experiences and experienced added value – Expected grades and final results • Usage data • Discussions, notes, bookmarks • Supplemental Interviews
  • PHYSICS AND CHEMISTRY (N=110)
  • QUANTITATIVE RESEARCH (N=113 & 89)
  • Encouraging preliminary results (N=113)• 81% would like to increase the use of lecture capture in their studies• 85% would recommend lecture capture for their peers A. Possibility for independent studies 64% 57% 49% 50% B. Retention and repetition of classes C. Illuminated unclear themes from lectures D. Helped to prepare for final exams A B C D
  • N=113
  • Students’ perceptions of importance of the lecturecapture functions and features (avg.)• Detailed screen/Powerpoint presentation shown on the recording 4,48/5• Audio from discussions between the lecturer and audience 4,11/5• Lecturer’s hand written notes on whiteboard 4,05/5• Video projection of lecturer 3,55/5• Possibility to download lecturer’s slides and materials for the offline use 3,86/5• Possibility to ask questions from the lecturer or comment on the lecture 2,98/5
  • Approximately 40% used social mediaactively as informal peer supportchannel to support their studies N=113
  • Summary on preliminary results and challenges• Students seem willing to increase the use of lecture capture in their studies• Use of LC is seen as democratic method for participation• It takes time to develop personal study strategies and build trust for LC• Impact on lecture attendance depends on the previous experiences and study strategies• Students form personal educational relationship with the lecturer so lecturer must understand the format
  • Summary on preliminary results and challenges• Lecture capture seems to be more efficient for lower achieving students – Supporting conceptual understanding for content, metacognition and efficient study strategies• Viewing volumes seem to have correlation to experienced value and grades• Challenge is to create meaningful learning contexts for students – Include lecture capture in learning design – Summarize, contextualize and engage interaction
  • Pedagogic development challenge• Students have no clear insight on how to use recordings to support their learning processes by default – Need to clarify motives and study preferences with lecture capture• Teachers do not know how their recordings are used or how to integrate lecture capture in learning environment – Need to develop and test and share coherent pedagogical formats regarding lecture capture
  • Usability study (3-6/2012, N=16)
  • Usability study (3-6/2012, N=16)• 4 short lectures with different statistical assignments• How does the interface and features support viewing?• How students find the essential parts of the lecture?• Effect of the teacher’s notes and personal bookmarks• Familiarity of the content• Pair work vs. solo performance• Usage data, mouse tracking, eye tracking, video• Supplemental interviews and survey
  • LECTURERSLIDES NAVIGATION TIMELINE
  • Total viewing time: regions% of total viewing time Navigation Timeline Lecturer Slides
  • Time with assignmentsTime in minutes Standard deviation Mean Recording 1 Recording 2 Recording 3 Recording 4
  • Used features% of users used at least once Scenes Forward / Reverse Personal bookmarks Teacher remarks Timeline
  • Viewing styles From B to E + Realtime From B to E Paused + Realtime Paused Single Pair
  • Performance% answers correct Question 1 Question 2 Question 3 Recording 1 Recording 2 Recording 3 Recording 4
  • From monologue to engaging experience• Acknowledge remote participants by looking at camera• Highlight and signpost essential topics with verbal and visual cues in live lectures• Augment recorded lectures with timeline-based comments or engage discussion with questions• Encourage viewing on the lectures and introduce potential effective viewing styles and strategies• Create introductory materials for self-study• Index the lectures for easier use and embed to meaningful context
  • PROCESS DESIGN GATHERING ANALYSIS 2003 2010 2011 2012Development Background Conducting the Supportive begins study study teacher interviewsExperimenting Developing and Lecture capture with various testing the in research Usability study technologies research framework Data analysis and framework “Simultaneus Data gathering interpretationSpace”-concept Project proposal and analysis DocumentationNetworking in Partnering, Reporting and Reporting and SIG’s funding dissemination dissemination
  • Thanks!Talk more? Collaborate?http://aducate.fi/movieilkka.kukkonen@uef.fi @ilkkakukkonen www.aducate.fi www.uef.fi