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Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording of lectures

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Slides from a presentation given at the International Federation of National Teaching Fellows summit in Halifax, Nova Scotia (May 2018)

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Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording of lectures

  1. 1. Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording of lectures Dr Gemma Mitchell*, Matthew Mobbs+, & Dr Chris Willmott* * Dept of Molecular & Cell Biology & +Leicester Learning Institute University of Leicester, UK cjrw2@le.ac.uk IFNTF World Summit, Halifax (May 2018)
  2. 2. Overview • “Standard” lecture capture (LC) • Other uses of capture technology (CT) • Methodology • Preliminary findings from current project • Initial reflections
  3. 3. The Rise in Lecture Capture (LC) • Recording of conventional lectures has become very common • 69% of UK HEIs have institutional LC system (Walker et al., 2016) • Opt in v Opt out • Literature examining: - student satisfaction - exam performance - attendance (Witthaus & Robinson, 2015) Walker et al. (2016) 2016 Survey of Technology Enhanced Learning for Higher Education in the UK. Oxford, UK: Universities & Colleges Information Systems Association Witthaus G. & Robinson C. (2015) Lecture Capture Literature Review: A review of the literature from 2012 to 2015 (Centre for Academic Practice, Loughborough University)
  4. 4. Uses of Capture Technology (CT) • Witton (2017) identified several potential uses - Flipped classroom - Pre-recorded demonstrations - Ad hoc supplementary materials - Assessment advice - On location filming, e.g. fieldwork Witton G. (2017) The Value of Capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. British Journal of Educational Technology 48:1010-1019.
  5. 5. Methodology • Literature review and design of project (CW & MM) • Invitation for participating academics, sent via College Academic Directors (CW) • Interviews with staff (GM and CW) • Focus group and student interviews (GM) • Access to module survey data and Panopto usage statistics
  6. 6. “Flipped” Teaching - examples • Various examples, including: - Bioethics in core module (Yr 2 Bioscience) - Hate crime module (MSc Criminology) - 20 min Thermodynamics mini-lectures (Yr 2 Chemistry) Will consider two of these in more detail later
  7. 7. Worked Calculations • Maths-based disciplines using CT to record staff walking students through calculations – Prior to assessment: demonstrating tasks – After assessment: part of generic feedback
  8. 8. Student Presentations Variety of identified reasons for recording talks • When students have anxiety issues re presenting in public (Psychology) • When logistical issues gathering academics for assessing talks live (Politics) • Made available to External Examiners for Quality Assurance
  9. 9. Diversifying Lecture Content • Unanticipated significance at start of project • Creative use of Visualiser/Data camera • Tends to involve over-riding the automatic recording system • Various examples
  10. 10. Visualiser use: Example (1) • Protein expression lectures for bioscientists • Mini dry-wipe board as hard to capture material written on main board
  11. 11. Visualiser use: Example (2) • Mathematical Physics lecture • Addressing same issue re capturing board-work
  12. 12. Visualiser use: Example (3) • Anatomy lectures for medics
  13. 13. “Flipped” Teaching - example (1) • Hate extremism and everyday prejudice • The problem “What students were saying to me, particularly those who are international, is that they’re finding it’s information overload within the lectures… it’s just about being there and writing things down so they’re not enjoying it… They find the reading list just too cumbersome they don’t know where to begin” Module convenor
  14. 14. “Flipped” Teaching - example (1) • Hate extremism and everyday prejudice • The intervention - No traditional lectures - One 1-hour seminar per week - Two or Three 15-20 min videos each week - One video = introduction - One video = theories - One video = guest lecture, or victim lecture, or further context - Connection to set readings overt - Students encouraged to pause videos
  15. 15. “Flipped” Teaching - example (1) • Hate extremism and everyday prejudice • The impact - convenor “The difference – the *quality* of the discussions is unbelievable. Because they are coming already having not only watched the lectures, done more reading than I’ve ever known students to do reading because they’re like ‘you’ve been clear about why I should read that’ and I’m very specific, like ‘in this chapter only read page 8 to16, there’s no reason to read any further’, the discussions are phenomenal and it is – I take a back step…”
  16. 16. “Flipped” Teaching - example (1) • Hate extremism and everyday prejudice • The impact - student “I absolutely loved it, which is partly why I wanted to do this [interview] because I like the way it has been delivered” … You can sit down, watch that 20 minute [video], I mean for me that would kind of span out to about an hour because I’m stopping it every few minutes to make sure I’ve understood… and then you can stop and that’s one little discrete part done, so it’s not as overwhelming as either going into a lecture room or sitting at home and listening to someone do 2 hours of just someone talking”
  17. 17. “Flipped” Teaching - example (2) • Bioethics in core Research Topic module for Yr 2 Bioscientists • 15 online videos (duration 3:30 to 23:30 mins) replacing 3 previous F2F lectures • Formative online quiz • Complete ethics form as part of team-based assessment
  18. 18. Not so flipping easy? 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 Humans i Humans ii Humans iii Humans iv Humans v Animals i Animals ii Animals iii Animals iv Animals v GMOs i GMOs ii GMOs iii GMOs iv Ethics form Percent of cohort viewing "flipped" video 2015 as % 2016 as % 2017 as % What factors underlie difference in engagement?
  19. 19. Differences? • Criminologist = Masters level, elective module Bioscientists = Undergrads, compulsory unit • Criminology = regular videos across module Bioscience = glut of videos • Bioscience focus group not used to watching captured lectures • “I really enjoyed the bioethics. I can’t say I watched the videos…I wish I’d sat and watched them because they did look interesting” … answered the quiz using “common sense and Google” instead!
  20. 20. Differences? • Context in module Criminologist = integral to weekly F2F discussions Bioscientists = background for team assignment • Two (of five) students in focus group said their team had allocated one person to “do the bioethics”, rest did other components • Those who did watch cherry-picked items they felt linked to their allocated research topic • “It was interesting…but half of it was not relevant” • “As interesting as it was, in terms of prioritising my time, I guess that it did not become my priority ”
  21. 21. Conclusions • Pockets of excellent practice exist • Staff need clearer vision for what is possible and guidance on how to achieve it • Production of staff guide will help these aspects • (Lack of) student engagement with “flipped” material remains a concern • Students need “expectation management”, with clear advice on why this approach is being taken and requirement for their participation
  22. 22. E-mail: cjrw2@le.ac.uk Twitter: cjrw Slideshare: cjrw2 Blogs: www.bioethicsbytes.wordpress.com www.biologyonthebox.wordpress.com www.biosciencecareers.wordpress.com www.lefthandedbiochemist.wordpress.com Thank you Any questions?
  23. 23. Implications for Institutions • Use of LC likely to increase • Maximising investment by other uses of CT • Increased expectation may require standard provision of more equipment (e.g. webcams & microphones) • CT currently spearheaded by innovators, other staff will require appropriate training & guidance
  24. 24. Panopto as Delivery Vehicle • Possible to upload materials produced (or edited) using other tools • Advantages: - resources is same place as recorded lectures - better usage analytics than YouTube • Disadvantages: - “costs” against institutional license
  25. 25. “Flipped” Teaching - example (3) • Thermodynamics module for Yr 2 Chemists • Previous lecture content summarised into series of 20 minute videos • Leaves more time in F2F session for working through questions and greater interaction

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