Podcast Everything and Assault theClassroomEoin McDonnellAsk me questions on Twitter: @EoinMcDnnll using #ITTC
What will I be talking about?a) What is the system we use at QMUL?b) The project – good and badc)   An emerging key fear f...
Context          3
Arthur C. Clarke          “Any teacher who can            be replaced by a          computer...should be”                 ...
Larry Summers – President of Harvard“It’s slightly absurd that in   the English-speakingworld on 15,000 separate occasions...
Challenges to HE An environment characterised by increasing student  numbers and limited teaching space has led to:   A ...
What is lecture capture?                           7
Q-Review - What is it? Echo360 is a „lecture capture‟ system branded locally as  “Q-Review” With no extra work for the l...
PowerPoint             9
Visualiser             10
Smartboard             11
Mobile Media - podcasts                          12
Distribution is automated                            13
Project at QMUL Still small scale:    About 20 L/T‟s fitted out    About 3,000 views a week    About 40 recordings a w...
Student opinion           Survey - 614 responses from students.           “Thestudent summarised the benefits            ...
Some Staff CommentsOf staff who used Q-Review,100% said that they wouldrecommend Q-Review to others                       ...
… staffInterference             Budget absenteeismwith recording                  from recordeddevices…                   ...
So… I expected the project to…Non-adopters                             Pilot successfulMajority                     and ma...
Overall good but…Non-adoptersMajorityEarlyMajorityEarlyAdoptersInnovators                         19
Exposure Lecture capture is a technology that exposes areas  of debate that have been neglected for too long…  • Exposes ...
It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns:   1.   I will ...
It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns:   1.   I will ...
It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns:   1.   I will ...
It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns:   1.   I will ...
They‟re actuallyconcerned about losinginteraction with students                            25
“I ONLY want toteach face toface - I want THEIRinteraction as ithelps me toteach”                      26
Students back this up…                                                       “Recordings should be a“It is much more      ...
Arthur C. Clarke “Any teacher who can be replaced by a  computer...should be”OR… we need to let teachers do what only the...
Larry Summers  “Surely watching a video of the expert on the topic   would be better?”  No, because our students want ou...
We need to build something that… … meets massive numbers, And also maintains teaching quality through interaction  at sc...
31
Enterprise-level learning („post stuff‟)  We have enterprise-level  integrated systems…. But what  about the massive learn...
Blended Learning in Genetics An example with Dr. Brendan Curran with a class of 150Day          EventMonday       Recordi...
What happened? - students Students read their text books more Students collaborated more They argued for the method sta...
What happened? - lecturer"The most exciting lecture I have ever had""Deeper questions that Ive ever had before”         ...
Landmark Optional          lecture modules                   Rolling blended                   learning1. Discussion   for...
Optional modulesOptional modules                   37
38
ConclusionChallenge:  We have to face a reality of increasing student numbers  matched to dwindling finances and a wealt...
Questions? I hope this has given some food for thought. I hope you  enjoy today and I‟m open to any questions you may  ha...
 All images licensed under Creative Commons Nuts and bolts image -  http://openclipart.org/detail/78445/nuts-and-bolts-b...
Appendices / extra slides                            42
Reporting           •Business Intelligence           •Echo Engage ?           •Custom Reporting tools           View and P...
Will students still take notes?                           “They allow a review of the                           lecture in...
Attendancehttp://universityblog.files.wordpress.com/2008/03/lecture-time-photo-by-kitsu.jpg                               ...
Attendance                                  •Attendance                                  “Recordings are helpful          ...
Joy Hinson on Attendance One academic, who routinely  films and uploads her lectures,  Professor Joy Hinson,  commented t...
Attendance The evidence (both anecdotal and  quantitative) indicates that this will not happen. 94% of students at LSE (...
Institutional concerns I will be recorded without my permission My recordings will be used for performance  management ...
First Principles of Policy1. Q-Review is opt-in service for staff to use when they want to   record their own lectures for...
Delivery Style 83.4% would choose a recording without edits  made available rapidly over a more polished      “Straight a...
52
GENERATING THE QUESTIONS REQUIRED TO RE-ANIMATE OUR STUDENTS‟ MINDS.   WE NEED TO USE QUESTIONS  (TO INITIATE DIALOGUES W...
HOW SHOULD WE BE „NOURISHING‟    OUR STUDENTS‟ MINDS? BY TEACHING FAR FEWER FACTS. BY ASKING LOTS MORE QUESTIONS. BY GE...
Students at QMUL say...                                                  96% of us think recording                        ...
Have you used podcasts from otherinstitutions?                                    57
Eoin Mc Donnell
Eoin Mc Donnell
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Eoin Mc Donnell

  1. 1. Podcast Everything and Assault theClassroomEoin McDonnellAsk me questions on Twitter: @EoinMcDnnll using #ITTC
  2. 2. What will I be talking about?a) What is the system we use at QMUL?b) The project – good and badc) An emerging key fear for staff and studentsd) A small scale blended learning project that led to…e) A (nascent) institutional approach 2
  3. 3. Context 3
  4. 4. Arthur C. Clarke “Any teacher who can be replaced by a computer...should be” 4
  5. 5. Larry Summers – President of Harvard“It’s slightly absurd that in the English-speakingworld on 15,000 separate occasions each year alecture is given parroting the basics of capitalism…Surely watching a video of the expert on thetopic would be better?” 5
  6. 6. Challenges to HE An environment characterised by increasing student numbers and limited teaching space has led to:  A move toward rote learning and away from critical thought  Contact time between lecturers and learners becoming less interactive  A reliance on digital resources to meet that scale  A temptation to adopt a „one size fits‟ all approach to education 6
  7. 7. What is lecture capture? 7
  8. 8. Q-Review - What is it? Echo360 is a „lecture capture‟ system branded locally as “Q-Review” With no extra work for the lecturer it automatically records, processes and distributes those recordings It can be automated to record a complete schedule a year in advance A standard install in new building projects and is expanding into every large teaching space It is intended to meet massive student numbers 8
  9. 9. PowerPoint 9
  10. 10. Visualiser 10
  11. 11. Smartboard 11
  12. 12. Mobile Media - podcasts 12
  13. 13. Distribution is automated 13
  14. 14. Project at QMUL Still small scale:  About 20 L/T‟s fitted out  About 3,000 views a week  About 40 recordings a week Now being integrated into a larger programme:  Three dedicated service posts  Integration into the VLE, exams systems, etc.  48 installations across four campuses 14
  15. 15. Student opinion  Survey - 614 responses from students. “Thestudent summarised the benefits One recorded lectures as: have been invaluable to my current high “(a) Can go back and listen to them grades” again if you don’t understand a point, (b) can listen to them in your own time. (c) can make more thorough notes by pausing and playing them, (d) can catch up on any missed lectures, (e) helps to refresh memory during exam time” 15
  16. 16. Some Staff CommentsOf staff who used Q-Review,100% said that they wouldrecommend Q-Review to others “Any form of multi-media that facilitates the passing of information from teacher to student is a valuable tool both in learning and teaching.” “I was nervous about doing it at first… I was worried about mistakes that I may make. But so far, so good! Students thanks me for participating” 16
  17. 17. … staffInterference Budget absenteeismwith recording from recordeddevices… lectures… Quote - “The deeply entrenched naked hostility of academics to this project”… microphones … and so on...disabled inrooms… 17
  18. 18. So… I expected the project to…Non-adopters Pilot successfulMajority and majority are using itEarlyMajorityEarlyAdoptersInnovators begin Innovators routine recordings 18
  19. 19. Overall good but…Non-adoptersMajorityEarlyMajorityEarlyAdoptersInnovators 19
  20. 20. Exposure Lecture capture is a technology that exposes areas of debate that have been neglected for too long… • Exposes teaching staff fearful of performance management • Opens up fears of privatization • Opens up debates over copyright and academic freedom• … and it does this at a time of biting cuts and redundancies in the public sector 20
  21. 21. It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns: 1. I will be recorded without my permission 2. My recordings will be used for performance management 3. Students won‟t come to class 4. I don‟t have time to learn how to record 5. I won‟t be able to edit the recording 6. The recording will replace the lecturer 7. I will lose face-to-face time with students 8. Recording lectures is for distance learning institutions 21
  22. 22. It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns: 1. I will be recorded without my permission - policy 2. My recordings will be used for performance management – policy 3. Students won‟t come to class 4. I don‟t have time to learn how to record 5. I won‟t be able to edit the recording 6. The recording will replace the lecturer 7. I will lose face-to-face time with students 8. Recording lectures is for distance learning institutions 22
  23. 23. It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns: 1. I will be recorded without my permission - policy 2. My recordings will be used for performance management – policy 3. Students won‟t come to class – yes, they will 4. I don‟t have time to learn how to record – automatic 5. I won‟t be able to edit the recording – yes, you can 6. The recording will replace the lecturer 7. I will lose face-to-face time with students 8. Recording lectures is for distance learning institutions 23
  24. 24. It exposes anxieties…What is a lecture? Whatis it for? That anxiety manifests itself as specific concerns: 1. I will be recorded without my permission - policy 2. My recordings will be used for performance management – policy 3. Students won‟t come to class – yes, they will 4. I don‟t have time to learn how to record – automatic 5. I won‟t be able to edit the recording – yes, you can 6. The recording will replace the lecturer 7. I will lose face-to-face time with students 8. Recording lectures is for distance learning institutions 24
  25. 25. They‟re actuallyconcerned about losinginteraction with students 25
  26. 26. “I ONLY want toteach face toface - I want THEIRinteraction as ithelps me toteach” 26
  27. 27. Students back this up… “Recordings should be a“It is much more back up like a cd. it ismotivating and inspiring to like music, it is better livesee the actual EXPERT but after the concerttalking in real life about replaying a cd helpstheir subject <rather than refresh the memories”just see videos>!” “Dont just record the“The viewpoint of a tutor years lectures and thenor lecturer is essentially put them up online, forwhat a university student Gods sake - this isnt thepays for” bloody OU you know!” "...It helped us to check whether weve done it right... But I also would have liked it if there was an actual revision class, where we can ask questions” 27
  28. 28. Arthur C. Clarke “Any teacher who can be replaced by a computer...should be”OR… we need to let teachers do what only they can do by letting computers do all that they can do. ”… But I also would have liked it if there was an actual revision class, where we can ask questions” 28
  29. 29. Larry Summers  “Surely watching a video of the expert on the topic would be better?”  No, because our students want our lecturers.“It is much moremotivating and inspiring tosee the actual EXPERT “The viewpoint of a tutor or lecturer is essentiallytalking in real life about what a university studenttheir subject <rather than pays for”just see videos>!” 29
  30. 30. We need to build something that… … meets massive numbers, And also maintains teaching quality through interaction at scale … and keeps the ethos and „flavour‟ of our institution intact. 30
  31. 31. 31
  32. 32. Enterprise-level learning („post stuff‟) We have enterprise-level integrated systems…. But what about the massive learning that takes place inside these systems? 32
  33. 33. Blended Learning in Genetics An example with Dr. Brendan Curran with a class of 150Day EventMonday Recordings are made in advanceTuesday to  The recording is released to students inside the VLEFriday  An online quiz is also released to students  Upon passing (85% or higher) the student gains access to two discussion fora: 1. A group forum groups selects one question they cannot answer 2. A main forum, open to the entire class, where each group posts one questionFriday The video, quiz and discussion forums are automatically hidden from students at noon on Friday.Monday The face-to-face lecture time is used to answer the questions 33
  34. 34. What happened? - students Students read their text books more Students collaborated more They argued for the method stating that “the idea is that we think for ourselves” They felt it should be used in other modules where facts were not immutable 34
  35. 35. What happened? - lecturer"The most exciting lecture I have ever had""Deeper questions that Ive ever had before” 35
  36. 36. Landmark Optional lecture modules Rolling blended learning1. Discussion forums,2. Formative Landmark online tests, lecture3. Materials repository,4. etc. Rolling blended learning Landmark lecture 36
  37. 37. Optional modulesOptional modules 37
  38. 38. 38
  39. 39. ConclusionChallenge: We have to face a reality of increasing student numbers matched to dwindling finances and a wealth of free high quality materials available to anyone with an internet connection. They will ask „what is a university for‟? And we need a better answer than a piece of paper.Solution We have to overcome the idea that questioning methods is a centralist dogma and teaching methodologies are vital and sacrosanct. We have to build new teaching models that accept the massificaiton of education and focus on interaction with subject experts. 39
  40. 40. Questions? I hope this has given some food for thought. I hope you enjoy today and I‟m open to any questions you may have. Email me to ask questions (or slate the whole idea) at eoin.eoin@gmail.com @EoinMcDnnll using #ITTC 40
  41. 41.  All images licensed under Creative Commons Nuts and bolts image - http://openclipart.org/detail/78445/nuts-and-bolts-by- mazeo Lecture hall – http://www.flickr.com/photos/andriux_uk_events/473026 5732/ 41
  42. 42. Appendices / extra slides 42
  43. 43. Reporting •Business Intelligence •Echo Engage ? •Custom Reporting tools View and Publish •SharePoint Repository of Learning Materials ? •Mobile Devices EchoPlayer •Moodle / EchoEngage ? •RSS •Portal •Echo360 Direct Access ? •iTunes UDatabase •College Websites 43
  44. 44. Will students still take notes? “They allow a review of the lecture in full, freeing me to fully concentrate on and consider what is being said, rather than scrabbling to take notes!!!” “The more notes I take, the more I“Taking notes helps learn”me concentrate” 44
  45. 45. Attendancehttp://universityblog.files.wordpress.com/2008/03/lecture-time-photo-by-kitsu.jpg 45
  46. 46. Attendance •Attendance “Recordings are helpful when you‟re absent – recordings aren‟t the cause for absence” It will not effect my attendance “because if I havent gone to the lecture, chances are I wont bother to watch the“I would be annoyed if recording either”tutors thought they couldhave less face timebecause of recordings” 46
  47. 47. Joy Hinson on Attendance One academic, who routinely films and uploads her lectures, Professor Joy Hinson, commented that it has made "not a scrap of difference" to attendance, and that her students use recordings both to revise and fill in any missed concepts, not to skip class. The same academic also reported overwhelmingly positive and encouraging feedback on the recordings from students; “they really want this,” she said, “and appreciate it.” 47
  48. 48. Attendance The evidence (both anecdotal and quantitative) indicates that this will not happen. 94% of students at LSE (where lectures are routinely recorded) stated that the availability of recorded lectures had not changed their lecture attendance. 82.2% of student survey respondents indicated that their attendance would remain the same. 48
  49. 49. Institutional concerns I will be recorded without my permission My recordings will be used for performance management I won‟t be able to remove the recording if I don‟t like it I won‟t be allowed to edit the recording Recordings don‟t help student learning 49
  50. 50. First Principles of Policy1. Q-Review is opt-in service for staff to use when they want to record their own lectures for educational purposes2. Recordings will be accessible for no more than twelve months unless through prior agreement between the presenter and the DELU3. It aims to encourage innovative teaching methods4. It aims to encourage excellence in learning and teaching in line with the College mission and is not a tool to monitor staff 50
  51. 51. Delivery Style 83.4% would choose a recording without edits made available rapidly over a more polished “Straight away unless major production. needed to be made, like a changes mistake in speech or query not answered during lecture. ” 51
  52. 52. 52
  53. 53. GENERATING THE QUESTIONS REQUIRED TO RE-ANIMATE OUR STUDENTS‟ MINDS.  WE NEED TO USE QUESTIONS (TO INITIATE DIALOGUES WITH AND BETWEEN STUDENTS.)  WE NEED STUDENTS TO USE QUESTIONS (TO INITIATE DIALOGUES WITH OTHER STUDENTS AND WITH US.) 53
  54. 54. HOW SHOULD WE BE „NOURISHING‟ OUR STUDENTS‟ MINDS? BY TEACHING FAR FEWER FACTS. BY ASKING LOTS MORE QUESTIONS. BY GETTING STUDENTS TO ASK QUESTIONS. 54
  55. 55. Students at QMUL say... 96% of us think recording lectures is a good idea  Students at QMUL said.... 47% of us came to QM with45% of us have the expectations that onlinepreviously accessed video and podcasts wouldonline recorded seminars form a part of our studiesor lectures as part ofyour studies in anotherinstitution “It’s 2010… Come 73% of us have, during our time at QM, accessed online join the rest of the videos and podcasts from world in the 21st another institution to help in our studies century” 55
  56. 56. Have you used podcasts from otherinstitutions? 57

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