Title page
Three things to cover
Reinventing
the lecture:
how video technology
and learning analytics
are transforming the...
Title page
Three things to cover
Reinventing
the lecture:
how video technology
and learning analytics
are transforming the...
University lectures, by numbers…
eg: 200 teaching rooms
5 teaching sessions / room / day
…5,000 sessions / week
…100,000 s...
Anatomy of a lecture
Learning
Space
Time
Technology
Wi-Fi
Mobile devices
Capture appliance
AV equipment
Clickers
Lecture h...
“Without the skills to stay
useful as innovations
arrive, workers suffer –
and if enough of them
fall behind , society
sta...
…enabling choice and responsiveness in the
pace, place and mode of learning
“Flexible Pedagogies: part-time learners and l...
“Sometimes disruption
comes from technology
transforming human
activity. …The Fitbit
approach to educational
data gatherin...
So, what is the problem with lectures ?
teaching learning
the lecture…
teaching
group learning
the lecture…
teaching
individualised learning
the lecture…
teaching
confused
?
high-achiever
the lecture as a black box for learning
at risk
no feedback
the lecture…
Current Platforms Missing Critical Learning Information
• Are students actually
grasping key concepts day
in and day out?
...
Active learning in the lecture – the solution?
CAPTURE ’live’ lecture
Record audio/video
STAFF
- Teach
STUDENTS
- Make notes
- Post questions
- Declare if ‘confused’
dur...
STUDENTS
- Replay on demand
- Update notes
- Review quiz results
- Revise from video and notes
- Review question responses...
during lecture
post lecture
before lecture
STAFF
- Upload video/files
- Lead discussions
STAFF
- Include ‘external’ studen...
during lecture
post lecture
before lecture
Connected teaching,
personalised learning
Active learning in the lecture – does it work?
Some examples:
Dr Colin Montpetit, University of Ottawa
- 200 students, Cell biology module
Dr Rob Phillips, Murdoch Unive...
Student engagement in lectures
Three examples:
Phillips
Rientes
Samson
Questions posted by
students during a
lecture
(Montpetit, 2016)
Students declaring
themselves ‘confused’
during a lecture
(Montpetit, 2016)
Student engagement post-lecture
Evaluation of student
behaviours with lecture
recordings following the
lecture
(Phillips, 2010)
Evidence of learning gain
Learning gains
compared across
different active learning
systems
(Montpetit, 2016)
Evidence of improved exam grades
Final exam results
following active learning
on course module, from
2011-2016
Using analytics to predict progress
Activities Correct
68
75
82 82
93
AverageExamGrade
%Questions Answered Correctly
The accuracy of quiz
responses on final
e...
Note-Taking
75 77 78
85 86
60
65
70
75
80
85
90
95
100
AverageExamGrade
Total Words Typed in Notes
Words typed in lectures...
Predicting student
outcomes, based on
classroom engagement
(Samson, 2016)
Some benefits
of reinventing
the lecture
For Students
For Educators
For Organisations
• In-class tools to interact with te...
Challenges
• Institution-wide academic engagement;
• Finding the right learning analytics;
• Balancing progress developmen...
Conclusions
Reinventing the lecture can transform learning
pathways, giving greater flexibility for learners.
The lecture-...
Reinventing the
lecture:
how video technology
and learning analytics
are transforming the
learning experience for
traditio...
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Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners

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  • Introduction: much talk of replacing the lecture in higher education and replacing it with more personalised, authentic learning opportunities. It fully agree with the need for greater authenticity in learning, but my thesis today is that the lecture offers a valuable inter-personal role in education. Rather than replacing the lecture we should be considering reinventing the format. The technology, pedagogies and strategies already exist and the benefits to staff and students are compelling. I’d like to spend the next 20 minutes outlining the challenges to the current format, the options available for change, and the evidence available to illistrate it’s effectiveness.
    About me –
    About Echo360 and this presentation



    http://www.washington.edu/teaching/files/2016/03/ctl-classroom-interaction-forweb-AdobeStock_79971582.jpg
  • Structure of the talk: three things


    http://www.washington.edu/teaching/files/2016/03/ctl-classroom-interaction-forweb-AdobeStock_79971582.jpg


  • 55% - Active learning increases student performance in science, engineering, and mathematics, Freeman et al 2014, http://www.pnas.org/content/111/23/8410.abstract
  • Pain points:

    1/3: Future workplace and importance of effective education


    8.5M workers are single mothers
    1/3 of undergraduates work full-time

    Pain: employability, jobs market, etc
    Why important to lectures?
    Some sample benefits: satisfaction, retention, progress
  • Pain points:

    2/3: Traditional and non-traditional learners, flexibility, choice,

    Quote” https://www.heacademy.ac.uk/system/files/resources/npi_report.pdf|”
    Image: https://medium.com/startup-grind/cognitive-bias-ad5f9fe7f59b#.9ujqikl94
  • Pain points:

    3/3: big data, progress monitoring, effective feedback, support and guidance. Time spent in the lectures needs to be impactful and purposeful.

    Image: An Atlas of Outline Maps of the Heavens, Jamieson, 1824
  • Faculty cannot see the detailed behaviors and usage patterns of students in each teaching and learning moment.

    Makes it difficult to do granular evaluation and optimization of pedagogy, content, activities, courses, and programs.

    We are giving the professors the data they truly deserve to drive educational outcomes, as long as this data gap persists.



  • Category Typical Profile Conscientious Students access the current lecture in the majority of weeks where there is a lecture posted High-achieving Sub-category of conscientious. Students access the current lecture in the majority of weeks where there is a lecture posted and revisit most of the lectures Good-intentioned Students start with a regular/weekly access pattern for the first part of the course, and this reduces during the semester Repentant A systematic profile, or extended activity is recorded sometime after Week 5 of the semester with little or no activity before this Binging Students access multiple lecture recordings in a single week followed by weeks with no access Free-timers Sub-category of binger. The majority of the hits fall during weeks where there are no new lectures posted/semester breaks etc. Cramming Students have the majority of their usage in the two weeks immediately prior to major exam/assessment tasks of the course One-hit wonders Students have only a single successful access of a single lecture Random No typical profile Disengaged No Lectopia activity - Student Number is present on enrolment list with no hits on the Lectopia system
  • Introduction: much talk of replacing the lecture in higher education and replacing it with more personalised, authentic learning opportunities. It fully agree with the need for greater authenticity in learning, but my thesis today is that the lecture offers a valuable inter-personal role in education. Rather than replacing the lecture we should be considering reinventing the format. The technology, pedagogies and strategies already exist and the benefits to staff and students are compelling. I’d like to spend the next 20 minutes outlining the challenges to the current format, the options available for change, and the evidence available to illistrate it’s effectiveness.
    About me –
    About Echo360 and this presentation



    http://www.washington.edu/teaching/files/2016/03/ctl-classroom-interaction-forweb-AdobeStock_79971582.jpg
  • Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners

    1. 1. Title page Three things to cover Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non- traditional learners Dr John Couperthwaite jcouperthwaite@echo360.com @johncoup Solutions Engineer (EMEA), Echo360
    2. 2. Title page Three things to cover Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non- traditional learners The problem: low student engagement and poor understanding of learning The solution: video, interaction and analytics stimulates active learning The evidence: improved retention, satisfaction and learning gain
    3. 3. University lectures, by numbers… eg: 200 teaching rooms 5 teaching sessions / room / day …5,000 sessions / week …100,000 sessions / academic year circa 15,000 undergraduate students This work is licensed under a Creative Commons Attribution-NoDerivs 2.0 Generic License
    4. 4. Anatomy of a lecture Learning Space Time Technology Wi-Fi Mobile devices Capture appliance AV equipment Clickers Lecture halls Wi-Fi Timetabling VLE VLE Clickers Onsite/Offsite Preparation Flipped Off-campus learners Post lecture activity Live/recorded Sync/Asynch discussion Reflection Revision Revision Update notes Feedback Quiz/polling Note taking ’Informal curriculum’ In-class interaction Conversation Evaluation Live streaming
    5. 5. “Without the skills to stay useful as innovations arrive, workers suffer – and if enough of them fall behind , society starts to fall apart” (The Economist, p.9, 14/01/17)
    6. 6. …enabling choice and responsiveness in the pace, place and mode of learning “Flexible Pedagogies: part-time learners and learning in higher education”. McLinden 2013, Changing the Learning Landscape, HEA
    7. 7. “Sometimes disruption comes from technology transforming human activity. …The Fitbit approach to educational data gathering may possibly be a key missing link.” Fred Singer, 2016 https://www.edsurge.com/news/2016-01-04-what-higher-education-can-learn-from-fitbit/
    8. 8. So, what is the problem with lectures ?
    9. 9. teaching learning the lecture…
    10. 10. teaching group learning the lecture…
    11. 11. teaching individualised learning the lecture…
    12. 12. teaching confused ? high-achiever the lecture as a black box for learning at risk no feedback the lecture…
    13. 13. Current Platforms Missing Critical Learning Information • Are students actually grasping key concepts day in and day out? • Which learning activities are effective? Which confuse more than enlighten? • What approaches lead to better outcomes? • When should we intervene with a student? Instructors need to know what’s working – and what is not.
    14. 14. Active learning in the lecture – the solution?
    15. 15. CAPTURE ’live’ lecture Record audio/video STAFF - Teach STUDENTS - Make notes - Post questions - Declare if ‘confused’ during lecture post lecture STAFF - Review engagement analytics STUDENTS - Replay on demand - Update notes - Revise from video and notes - Post question and review responses
    16. 16. STUDENTS - Replay on demand - Update notes - Review quiz results - Revise from video and notes - Review question responses ACTIVE LEARNING during and after lectures Record audio/video Use polls and discussion STAFF - Respond to questions - Review analytics STAFF - Include quizzes - Upload presentation before during lecture post lecture before lecture STAFF - Teach - Use quizzes - Time for discussion STUDENTS - Make notes - Post questions - Declare if ‘confused’ - Respond to quizzes
    17. 17. during lecture post lecture before lecture STAFF - Upload video/files - Lead discussions STAFF - Include ‘external’ students BLENDING ACTIVE LEARNING Record audio/video Use polls and discussion Live, Flipped and MOOC-style STAFF - Respond to questions - Review analytics STUDENTS - Replay on demand - Update notes - Review quiz results - Revise from video and notes - Review question responsesSTUDENTS - Make notes - Post questions - Declare if ‘confused’ - Respond to quizzes
    18. 18. during lecture post lecture before lecture Connected teaching, personalised learning
    19. 19. Active learning in the lecture – does it work?
    20. 20. Some examples: Dr Colin Montpetit, University of Ottawa - 200 students, Cell biology module Dr Rob Phillips, Murdoch University - 400 students, three programmes, two Universities Professor Perry Samson, University of Michigan - 200 students, Meteorology module Others: • Multiple university report on staff and student attitudes to lecture capture (Gosper, et al, 2008) • Strategies for implementing lecture capture (Couperthwaite, 2011) • Curated resources on research, policies and reports on lecture capture
    21. 21. Student engagement in lectures
    22. 22. Three examples: Phillips Rientes Samson Questions posted by students during a lecture (Montpetit, 2016)
    23. 23. Students declaring themselves ‘confused’ during a lecture (Montpetit, 2016)
    24. 24. Student engagement post-lecture
    25. 25. Evaluation of student behaviours with lecture recordings following the lecture (Phillips, 2010)
    26. 26. Evidence of learning gain
    27. 27. Learning gains compared across different active learning systems (Montpetit, 2016)
    28. 28. Evidence of improved exam grades
    29. 29. Final exam results following active learning on course module, from 2011-2016
    30. 30. Using analytics to predict progress
    31. 31. Activities Correct 68 75 82 82 93 AverageExamGrade %Questions Answered Correctly The accuracy of quiz responses on final exam results (Samson, 2016)
    32. 32. Note-Taking 75 77 78 85 86 60 65 70 75 80 85 90 95 100 AverageExamGrade Total Words Typed in Notes Words typed in lectures as predictors of final exam results (Samson, 2016)
    33. 33. Predicting student outcomes, based on classroom engagement (Samson, 2016)
    34. 34. Some benefits of reinventing the lecture For Students For Educators For Organisations • In-class tools to interact with teacher and peers • Mobile-friendly access to lecture resources • Real-time data on progress analytics • Connecting pre-, during- and post-lecture learning • Increased student engagement in lectures • Real-time feedback from students • Ability to deliver teaching as in-class, flipped, live and MOOC-style • Sophisticated analytics to evaluate teaching effectiveness • Positive impact on TEF-related metrics (eg: NSS, retention, grades) • Integration with other learning systems • Earlier predictive data on student progress • Ability to effectively teach off-campus learners
    35. 35. Challenges • Institution-wide academic engagement; • Finding the right learning analytics; • Balancing progress development with personal privacy; • Managing success! This work is licensed under a Creative Commons Attribution 2.0 Generic License.
    36. 36. Conclusions Reinventing the lecture can transform learning pathways, giving greater flexibility for learners. The lecture-based learning experience can be personalised through enhanced tutor feedback and interaction. Improvements to learning outcomes, students engagement and satisfaction scores are achievable.
    37. 37. Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non- traditional learners Dr John Couperthwaite jcouperthwaite@echo360.com @johncoup Solutions Engineer (EMEA), Echo360 Any questions ?

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