Neil berry l&t

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Neil berry l&t

  1. 1. Enhancing Student Learning: Providing Recordings of Chemistry Teaching – a HEA project <br />Neil Berry<br />29/6/11<br />
  2. 2. Outline<br /><ul><li> Introduction</li></ul> Background<br /> Influences and context<br />Benefits<br /><ul><li>Experiences</li></ul>Four years in chemistry department<br /><ul><li> Practical aspects</li></ul> Hardware, Software, Time, Effort<br /><ul><li> HEA project
  3. 3. Staff Reactions
  4. 4. Student Feedback & Statistics
  5. 5. Conclusions
  6. 6. Future work
  7. 7. Acknowledgements</li></ul>2<br />
  8. 8. Introduction - Background<br /><ul><li> Last four years lectures recorded in Chemistry
  9. 9. Initiated through my own interest
  10. 10. Video (“on-screen” activity – PowerPoint, animations, web pages etc.) and/or Audio
  11. 11. Recordings mounted on VLE
  12. 12. Initial idea</li></ul> Supplementary to “traditional” lecture to aid learning <br /><ul><li> Not lecture replacement</li></ul>Students miss opportunity for interaction and feedback<br />3<br />
  13. 13. Introduction – Influences and Context<br /><ul><li> Student diversity</li></ul> Different students learn in different ways (reading, writing, hearing, doing etc.)<br /> English not first language<br /><ul><li> Students engagement – increase variety of stimuli</li></ul> Maximise chances of engaging students => Increase retention rates <br /><ul><li> Students – generation Y</li></ul> Generally technologically savvy<br /> Desire to be connected 24/7<br /> Desire for face to face AND online contact with students and staff <br /> See no difficulty in surfing between media<br /><ul><li> Students - learner entitlement</li></ul> Enhance equity between students (audio/visual impairments)<br /> Platform independent (Windows/Macintosh/Linux)<br />4<br />
  14. 14. Introduction – Benefits<br /><ul><li> Benefits for staff AND students
  15. 15. Students</li></ul> Increase student engagement (individual/group) especially outside “contact hours”<br /> Promoting personalisation of learning<br /> Support for flexibility of learning in a diverse student body<br /> Encouragement of active learning on the part of the student <br /> Support student progression <br /> Improved contact between student and staff<br /> Promote lifelong learning<br /><ul><li>Staff</li></ul> Higher levels of student engagement <br />Increased rates of student progression<br /> Provision of recordings such will also improve the attractiveness of programmes <br />5<br />
  16. 16. Introduction - Background<br /><ul><li>Last four years of lectures recorded</li></ul> Range of years (1-4) and courses (chemistry and subsidiary subjects)<br /><ul><li> Video (“on-screen” activity – PowerPoint, animations, web pages etc.) and/or Audio
  17. 17. Recordings mounted on VLE
  18. 18. Recordings in format which can be downloaded/played on variety of platforms</li></ul>Windows computers (Realplayer, Quicktime etc.)<br /> Portable media players (iPod, iPhone etc.)<br /> Windows/Macintosh/Linux computers<br /><ul><li> Initial idea</li></ul> Supplementary to “traditional” lecture to aid learning<br /> Aid to student learning if student misses lecture<br /><ul><li> Not lecture replacement </li></ul> Students miss opportunity for questions and feedback<br />6<br />
  19. 19. 7<br />Examples<br /><ul><li> VITAL
  20. 20. iPhone</li></li></ul><li>Practical Aspects<br />Hardware<br /><ul><li>University lecture theatres equipped with capable Windows MWS PC
  21. 21. Microphone required, e.g. webcam (~£10)
  22. 22. VLE capable to store and stream content</li></ul>Software<br /><ul><li>Screen and audio capture – DebutVideo Capture (Free) (Mac – Quicktime)
  23. 23. Format conversion – ffdshow codec (Free, Opensource)</li></ul>Time/Effort<br /><ul><li>Set up – <2 minutes
  24. 24. Capture – length of teaching session
  25. 25. Uploading to VLE – couple of mouse clicks (<2 minutes)</li></ul>Quick, Easy and Cheap<br />8<br />
  26. 26. Call for proposals 2 years ago<br />Enhancing learning and teaching through the use of technology: a revised approach to HEFCE's strategy for e-learning<br />HEFCE funding for 24 discipline-focused ‘Enhancement Academy’ style projects, organised in 2 rounds<br />“Middle out” rather than “top down” change management<br />Project supported via series of events and advice<br />9<br />Discipline-focussed Learning Technology Enhancement Academy<br />
  27. 27. Discipline-focussed Learning Technology Enhancement Academy<br />Project<br /><ul><li> Use technology to enhance student learning and teaching
  28. 28. Provision of audio and video recordings of teaching sessions</li></ul>Scale of change<br /><ul><li> Aim to have 10 academics within chemistry providing recordings by end of project
  29. 29. Across a range of disciplines and year groups</li></ul>Project Deliverables<br /><ul><li> Implementation plan for technology-enhanced approach to teaching and learning
  30. 30. Plans for both staff and infrastructure
  31. 31. Reports</li></ul>10<br />
  32. 32. Discipline-focussed Learning Technology Enhancement Academy<br />Team Members<br />Dr Neil Berry Academic, Chemistry Department<br />Dr Nick Greeves Academic, Chemistry Department<br />Dr Helen Aspinall Academic, Chemistry Department<br />Nick Bunyan Learning Technology Developer<br />Kirsty Barnes Recent graduate of Liverpool Chemistry<br />Paul Chin HEA Physical Sciences Subject Centre<br />Michael Bradford Critical Friend (former PVC T&L Manchester, Geography)<br />Essentially a change management challenge <br />– shaped and implemented by team<br />11<br />
  33. 33. 12<br />Discipline-focussed Learning Technology Enhancement Academy<br />Achievements<br /><ul><li>Computer purchase
  34. 34. Staff informed – email, staff meeting
  35. 35. Awareness heightened – T&L committee, staff meeting, informally
  36. 36. “Training”, documentation and follow ups
  37. 37. Through ups and downs over 12 month period – AV infrastructure, central timetable
  38. 38. 12 Colleagues now recording lectures routinely – easy to do
  39. 39. >25 modules
  40. 40. >100 lectures
  41. 41. Across all areas of chemistry and years groups</li></li></ul><li>Staff Reactions<br />13<br /><ul><li>Initial staff reactions – mainly positive, occasional concern
  42. 42. Concern – Attendance</li></ul>Similar story across range of modules<br /><ul><li> Concern - recording being used as “evidence”</li></ul> Any difference to errors in handouts, or errors made by student notes? <br />
  43. 43. Student Feedback<br />Anonymous VLE Feedback<br /><ul><li>No specific questions about the recordings
  44. 44. “Things liked about the module” – free text answer</li></ul> “Audio files on VITAL”<br /> “Online video and audio support provided extremely valuable support in revision for exams especially as learning abilities demanded different forms of media.”<br /> “Recorded lectures helped if you missed something“<br />14<br />
  45. 45. Student Feedback<br />Email feedback<br />“I just thought I'd let you know that your recorded lecture really helped me today!”<br />3rd year student – Chemical Databases<br />“The lecture screencasts are brilliant, thanks!” <br />3rd year student – Organic Chemistry (distance learner)<br />“Just to let you know that I have been using your screencasts and find them really useful.” <br />3rd year student – Organic Chemistry (distance learner)<br />“One word. Brilliant!”<br />3rd year student – Organic Chemistry (distance learner)<br />“I've just put lecture 1 on my phone … it's brilliant! Do you think the other lecturers will follow suit? It would help us all immensely.” <br />3rd year student – Organic Chemistry (distance learner)<br />I just thought I'd let you know that your recorded lecture really helped me today! I'd spent about an hour trying to figure out how to insert an "L" in question 3 for this weeks assignment, I couldn't figure it out from the notes, then remembered you'd recorded the lecture! I could only get audio but I got what I was looking for! Thanks!<br />3rd year student – Chemical Databases<br />“The lecture recordings are brilliant, thanks!”<br />“The recorded lecture really helped me.”<br />“The recordings are really useful.”<br />“I just watch the sections I am having difficulty with - probably making notes.”<br />“I watched all of the recording for a missed lecture, and made notes. For revision – I skipped to relevant parts.”<br />“I used the recordings for revision.”<br />“I watched several bits on sections I did not understand and made notes.”<br />“Generally I go to relevant part or recording - sometimes listening to those bits more than once.”<br />“The recordings are very useful as I can go back over the material - would be very useful in most modules”.<br />
  46. 46. Student Feedback<br />Focus Group and Staff Student Liaison Committee<br /><ul><li>Extremely positive
  47. 47. Across all modules and year groups – large proportion of students use recordings
  48. 48. Revision
  49. 49. Revisiting portion of lecture Found challenging </li></ul>Lecturer going too quickly <br />Further annotate notes<br /><ul><li> Like “Skip” to appropriate portion of lecture</li></ul> Turn volume up<br /> Particularly valued by distance learning students<br /><ul><li> Generally accessed on laptop/desktop
  50. 50. Students did not want recordings to replace lectures – miss opportunity for interaction (staff and students) and feedback
  51. 51. Students want more of it</li></ul>16<br />
  52. 52. Student Statistics<br />VITAL Statistics<br /><ul><li>CHEM012 – Organic Chemistry for Biological Sciences
  53. 53. Weeks 7-12 Second semester
  54. 54. 6 lectures recorded
  55. 55. ~150 1st year non-chemistry students
  56. 56. 1285 hits</li></ul>Examination<br />Start of summer term<br />1st recorded lecture<br />Course start<br />Easter<br />17<br />
  57. 57. Student Statistics<br />VITAL Statistics<br /><ul><li>Wide variety in times of access
  58. 58. Wide variety in day of access
  59. 59. Flexibility and personalisation of learning(?)</li></ul>18<br />
  60. 60. Student Statistics<br />VITAL Statistics<br /><ul><li>CHEM170 – Introductory Spectroscopy
  61. 61. Weeks 1-10 Second semester
  62. 62. 5 lectures recorded
  63. 63. ~90 1st year chemistry students
  64. 64. 495 hits</li></ul>Examination<br />Start of summer term<br />Course start & 1st recorded lecture<br />Easter<br />End of recorded lectures<br />19<br />
  65. 65. Student Statistics<br />VITAL Statistics<br /><ul><li>CHEM385 – Chemical Databases
  66. 66. Weeks 1-6 First semester
  67. 67. 5 lectures recorded
  68. 68. ~50 3rd year chemistry students
  69. 69. 347 hits</li></ul>End of recorded lectures<br /><ul><li> Resource used “inside” module</li></ul> AND “outside” module<br />1st Report<br />Course start & 1st recorded lecture<br />End 2nd Semester<br />2nd Report<br />2nd Semester<br />20<br />
  70. 70. Conclusions<br /><ul><li> No reason not to record lectures and make them available to students
  71. 71. Provision of recordings has many benefits for both students and staff
  72. 72. Quick, easy and cheap to achieve
  73. 73. Students use it, like it and find it useful</li></ul>21<br />Future Directions<br /><ul><li>Spread wider in School of Physical Sciences
  74. 74. New Central Teaching Laboratory and Science Lecture block
  75. 75. Technology to capture other lecture components, e.g. overhead projector
  76. 76. Change what “lecture time” is used for (workshops, tutorials etc.)?</li></li></ul><li>Acknowledgements<br />Dr Nick Greeves Academic, Chemistry Department<br />Dr Helen Aspinall Academic, Chemistry Department<br />Nick Bunyan Learning Technology Developer<br />Kirsty Barnes Recent graduate of Liverpool Chemistry<br />Paul Chin HEA Physical Sciences Subject Centre<br />Michael Bradford Critical Friend (former PVC T&L Manchester, Geography)<br />Colleagues now lecture recording<br />Software<br />Debut Screen Capture Quicktime<br />ffdshow<br />22<br />
  77. 77. References<br />Bologna http://www.leeds.ac.uk/educol/ncihe/<br />Dearing http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf <br />HEFCE http://www.hefce.ac.uk/news/hefce/2009/elearn.htm<br />JISC e-learning http://www.jisc.ac.uk/whatwedo/themes/elearning/programmeelearning.aspx<br />Institutional audit 2004 http://www.qaa.ac.uk/reviews/reports/institutional/liverpool2004/RG049Liverpool.pdf<br />Learning styles http://www.vark-learn.com/english/index.asphttp://tlt.its.psu.edu/suggestions/research/learning_styles.shtml<br />Vice chancellor priorities http://www.liv.ac.uk/staff/strategies_policies/strategic-plan.pdf<br />University e-learning policy https://www.liv.ac.uk/staff/strategies_policies/e-learning-policy-november-2008.doc<br />Blended learning http://amps-tools.mit.edu/tomprofblog/archives/2008/11/904_the_future.html#more<br />Institutional audit http://www.qaa.ac.uk/reviews/reports/institutional/liverpool2004/RG049Liverpool.pdf<br />E-learning and retention rates http://www.jiscinfonet.ac.uk/case-studies/tangiblehttp://www.echo360.com<br />Generation Y Redmond, P. “Talkin’ ‘bout my generation” Generation Theory and the brave new world of the ‘Yers’, University of Liverpool Careers and Employability Service, 2007.<br />ffdshowhttp://sourceforge.net/projects/ffdshow/<br />Debut Screen Capture http://www.nchsoftware.com/capture/index.html<br />23<br />

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