The pedagogyframework4th Sept 2012Sylvia Moes, Vrije University, AmsterdamClive Young, University College LondonEU Lifelon...
Exploring• new technological and pedagogical learning designs  based on lecture capture• how weblectures can be used effec...
Erasmus project 2011- 2013REC:all (recording and augmenting lectures for learning)•   University College London, UK•   Vri...
REC:all          • how lectures are currently            being captured and used          • new learning designs for      ...
Models of pedagogic use of video lecturecapture - limitations• Thinking and learning design tools• Not analytical, predict...
Three ‘I’s modelFilm strip/slide   ImageTV / VHSDesktop video        + InteractivityMultimediaWeb media                  +...
weblecture       enriched lectureslidecast                 social taggingstudio based         screencastknowledge clip
enriched     webinarlecturewith tasks  tutorial   virtual             classroom
Remembering/Understanding                                               Applying/Analyzing                                ...
Flipping
Live lecture capture         Lecture capture                                                 Lecture capture       from st...
Remembering/Understanding                                               Applying/Analyzing                                ...
How does this work from a teacher’sperspective?
Redesign of lesson                     Practical problems      plan
Remembering/Understanding                                               Applying/Analyzing                                ...
Practical problem                    1. Big amount of students                    2. Pour interaction during classroom
Questions                   How can web lectures                   solve my problems?    Do my students really understand ...
IdeaWeblectureScreencast UNDERSTAND   REMEMBER
LEARNING OUTCOMES              IN FIRST YEAR OF STUDY                 (N= 1200 STUDENTS)Collegejaar   2008-2009           ...
Practical problem                    My students are starting too late                    with their assignments          ...
Studio-based          Via which way can I let them            ANALYZE the material?          How can I help them to APPLY?
+I can give them extra points for         the webtasks  ANALYZE    APPLY
LEARNING OUTCOMESincrease the success rate inexaminations from58% to 79%For more information:http://istarlearning.com/    ...
LAST
Redesign oflesson plan              CREATE              EVALUATE              ANALYZE               APPLY
I would like the idea that my students       How can I realise this?          can work in the field
Results?• This pilot of REC:all is running from 17-30  September• We will expect and disseminate the outcomes  November-De...
CREATEEVALUATE
Bloom andsocial media(...integrationwith lecturecapture)     http://www.usi.edu/distance/bdt.htm
What you can do to get involvedJoin: http://www.rec-all.info/Join: http://vital-sig.ning.com/Follow: http://www.scoop.i...
REC:all Webinar: The Pedagogy framework
REC:all Webinar: The Pedagogy framework
REC:all Webinar: The Pedagogy framework
REC:all Webinar: The Pedagogy framework
REC:all Webinar: The Pedagogy framework
REC:all Webinar: The Pedagogy framework
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REC:all Webinar: The Pedagogy framework

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REC:all Webinar

The Pedagogy framework

Date: 4/9/2012 15.00-16:00 CET

During this one-hour webinar the pedagogic framework will be explained that was developed by the REC:all project. With the help of case studies the speakers will show how this framework can help teachers to make the right choise between the various types of weblectures when they want to integrate them in their courses.

They will also tell more about the pedagogy handbook for lecture capture that is being produced as an outcome of the REC:all project.



Speakers: Sylvia Moes, VU Amsterdam, the Netherlands and Clive Young, University College London, UK

Moderator:Sally Reynolds

www.rec-all.info

Published in: Education, Business, Technology
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REC:all Webinar: The Pedagogy framework

  1. 1. The pedagogyframework4th Sept 2012Sylvia Moes, Vrije University, AmsterdamClive Young, University College LondonEU Lifelong Learning Programme (Erasmus)
  2. 2. Exploring• new technological and pedagogical learning designs based on lecture capture• how weblectures can be used effectively in conventional, blended and distance courses• different types of interaction with weblectures
  3. 3. Erasmus project 2011- 2013REC:all (recording and augmenting lectures for learning)• University College London, UK• Vrije Universiteit Amsterdam, NE• ATIT, BE• Universitat Politècnica de València, ES• Université de Lorraine
  4. 4. REC:all • 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
  5. 5. Models of pedagogic use of video lecturecapture - limitations• Thinking and learning design tools• Not analytical, predictive or prescriptive• Provide a way of sharing designs (+ vocabulary)• REC:all model in ‘draft’ format – your feedback is very important to us
  6. 6. Three ‘I’s modelFilm strip/slide ImageTV / VHSDesktop video + InteractivityMultimediaWeb media + IntegrationStreaming/LCMobile videoSocial video (+ Input) [Asensio and Young, JISC Click and Go Video, 2002]
  7. 7. weblecture enriched lectureslidecast social taggingstudio based screencastknowledge clip
  8. 8. enriched webinarlecturewith tasks tutorial virtual classroom
  9. 9. 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
  10. 10. Flipping
  11. 11. 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
  12. 12. 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
  13. 13. How does this work from a teacher’sperspective?
  14. 14. Redesign of lesson Practical problems plan
  15. 15. 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 Camera on e.g. iTunes U YouTube edu Tutorial mob.devices e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
  16. 16. Practical problem 1. Big amount of students 2. Pour interaction during classroom
  17. 17. Questions How can web lectures solve my problems? Do my students really understand what I’m talking about?Can they remember anything of what I have explained?
  18. 18. IdeaWeblectureScreencast UNDERSTAND REMEMBER
  19. 19. LEARNING OUTCOMES IN FIRST YEAR OF STUDY (N= 1200 STUDENTS)Collegejaar 2008-2009 2009-2010 2010-2011 M&T 63,90% 79,70% 79% understanding by training their knowledge via screencasts Remembering by watching the web lectures on demand, any place, any moment
  20. 20. Practical problem My students are starting too late with their assignments ANALYZE APPLY
  21. 21. Studio-based Via which way can I let them ANALYZE the material? How can I help them to APPLY?
  22. 22. +I can give them extra points for the webtasks ANALYZE APPLY
  23. 23. LEARNING OUTCOMESincrease the success rate inexaminations from58% to 79%For more information:http://istarlearning.com/ ANALYZE APPLY
  24. 24. LAST
  25. 25. Redesign oflesson plan CREATE EVALUATE ANALYZE APPLY
  26. 26. I would like the idea that my students How can I realise this? can work in the field
  27. 27. Results?• This pilot of REC:all is running from 17-30 September• We will expect and disseminate the outcomes November-December• www.rec-all.info
  28. 28. CREATEEVALUATE
  29. 29. Bloom andsocial media(...integrationwith lecturecapture) http://www.usi.edu/distance/bdt.htm
  30. 30. What you can do to get involved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

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