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Video on line as replacement of traditional lectures

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A methodology for using video-lectures to change the traditional, frontal teaching model

A methodology for using video-lectures to change the traditional, frontal teaching model

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    Video on line as replacement of traditional lectures Video on line as replacement of traditional lectures Presentation Transcript

    • Marco Ronchetti, Università di Trento, Italy marco.ronchetti@unitn.it VOLARE Video On Line As Replacement of traditional lEctures
    • Introducing innovation
    • Where should the car engine be?
    • Introducing innovation Cooper, late fifties
    • Introducing innovation…
    • …needs changing paradigm!
    • Rethinking video lectures
    • Recording live lectures - why?  recover entire lectures lost due to forced absence (e.g. illness, work (98%)  checking the notes taken in class (100%)  reviewing portions of lectures that are difficult to understand (97%)  recover portion of lectures in which they were distracted and lost concentration (94%)
    • Recording video lecture: how? LODE  Acquisition  Publication freely available!
    • Recording video lecture: how? A very lightweight setup
    • Recording video lecture: how?
    • Rethinking video lectures  A paradigm shift  Year N: The teacher is recorded  Year N+1:  The teacher dos not "lecture" any more!  Students watch the video BEFORE class  In class: discussions, Q/A, working in groups etc.
    • Isn't it too much load on the students? 1 ECTS: 25 hours, 1/3 of them in class The old model: The learning phases  KA - Knowledge acquisition <= @ CLASS, WITH TEACHER  DU - Deeper understanding <= @ HOME, ALONE  KC - Knowledge consolidation. <= @ HOME, ALONE
    • Is'nt it too much load on the students? 1 ECTS: 25 hours, 1/3 of them in class The old model: The learning phases  KA - Knowledge acquisition <= @ HOME, WITH TEACHER!  DU - Deeper understanding <= @ CLASS, WITH TEACHER  KC - Knowledge consolidation. <= @ HOME, ALONE
    • Evaluation
    • In the you-tube & iTunes-U era… 82% of the students never used videos for didactical purposes
    • Usability of the system  The video allows reading well the blackboard (yes 60%, no 34%)  Slides visualization is good (yes 86%, no 14%)  Audio is good (100%)  Video quality is fully satisfactory (yes 94%, no 3%)  Video navigation allows easily finding the searched portions of the lectures (yes 75%, no 16%)
    • Proficiency 86% of students regularly watched videos before coming to lecture 50% of students skipped some section 72% broke the lecture into pieces
    • About the methodology  Is it boring to watch videos?  54% NO, 14% much  Is the workload increased?  61% NO, 9% much  Classroom activity is useful  79% Much, 1% NO  Fear of being involved in discussion in front of peers:  YES 35%
    • Adapting the lecture's pace  Some students watch videos at higher speed (1.3 x)  Many students watch multiple times lecture segments  Some students do practical exercises while watching the videos
    • Maintainability of the material A mix of new lectures (recorded) and old ones (reused) allows evolving the lerning material
    • Conclusions  Recording video lectures allows cheap and quick production of e-learning material  VOLARE:  transforms traditional, frontal lectures into a blended approach  moves the physical presence of the teacher in the most critical learning phase  doubles the time that student and teacher spend together  allows for a self-paced, personalized learning environment