5 Reasons To Capture Your Lecture

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5 Reasons To Capture Your Lecture

  1. 1. This resource from the Learning and Teaching Enhancement Office of the University of Bath is an Open Educational Resource and is licensed under a Creative Commons Attribution-ShareAlike licence (except the LTEO logo). 5 reasons to capture your practiceClosing the Enabling Broader Promoting Peer Supporting Encouragingknowledge gap Approaches Review Accessible Content ReflectionGiving students the opportunity of You can encourage independent and Race (2006) suggests that peer Students learn in ways which are Panopto can be used to “reflect“a second bite of the cherry” (Clark self-regulated learning by delivering instruction can itself “allow students to most effective for them individually. on one’s own teaching” (Biggs &2010) to support their learning should some content prior to a lecture, learn from each other’s weaknesses”. Respecting diverse talents and ways Tang, 2007) which can lead to abe encouraged, especially as it can or “flipping” your lecture, using By capturing student presentations, of learning is one of Chickering & transformation of practice. Thisoften be tricky for students to grasp Panopto. This approach opens up the Panopto can facilitate a peer review Gamson’s (1987) Seven Principles for technology might be used to supportdifficult concepts first time around. possibility of using contact time less process by allowing students to Good Practice. The use of Panopto to self-reflection for new practitionersKhan (2011) calls this “closing the swiss for delivery of content, and more for annotate recordings. The integration capture your teaching can support a taking part in The Bath Coursecheese gaps”. By enabling students increased peer interaction, addressing with Moodle could allow for a range of different learning preferences. in Enhancing Academic Practice.to re-watch a lecture, reflect and misconceptions, or engaging with discussion to be initiated within the For example, students can start, Alternatively, you may wish to capturecomment on it, gaps in knowledge can problem based learning. Other recording itself, and later expanded pause and rewind a recording, whilst good teaching practice to share withbe identified and acted upon. The use technologies can be used in-class to within the relevant course’s discussion engaging with the content on a range colleagues or for release as an Openof Panopto can lend itself to Nicol & supplement these activities, such forum. of desktop and mobile devices. This Educational Resource (OER).Macfarlane-Dick’s (2006) suggestion as Audience Response Systems and provides them with increased flexibilityof using good feedback practices to Papershow. Further reading with regard to when they choose to Further readingprovide opportunities to close the Race, P (2006) The Lecturer’s Toolkit: 3rd Edition study. Biggs & Tang (2007) Teaching for Quality Learning at University: What the Student does (3rd Ed.)gap between current and desired London: Routledge. Further reading Open University Press.performance. Pink D. (2010) Think Tank: Flip-thinking - the new Further reading buzz word sweeping the US. The Daily Telegraph, Chickering & Gamson (1987) Seven Principles 12 September 2010. Available from: http:// for Good Practice in Undergraduate Education.Further reading go.bath.ac.uk/dwew Available from: http://go.bath.ac.uk/lzn9Nicol & Macfarlane-Dick (2006) Formativeassessment and self-regulated learning: A model The e-Learning team (2011) What is an Audienceand seven principles of good feedback practice. Response System? University of Bath. AvailableRoutledge: Studies in Higher Education, Vol 31(2), from: http://go.bath.ac.uk/cvcy199-218 The e-Learning team (2011) What is Papershow?Khan S. (2011) Let’s use video to reinvent University of Bath. Available from: http://go.bath.education. New York: TED Conferences LLC, ac.uk/qnasAvailable from: http://go.bath.ac.uk/baqkClark D. (2010) “Don’t Lecture Me”. Keynote:ALT-C 2010, 6-9 September 2010, Nottingham,Available from: http://go.bath.ac.uk/am90 For further advice and support contact: e-learning@bath.ac.uk This document was produced by Nitin Parmar & Vic Jenkins.

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