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The impact of video becoming mainstream across the whole UCL campus

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Media & Learning Workshop, Brussels, March 2016

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The impact of video becoming mainstream across the whole UCL campus

  1. 1. The impact of video becoming mainstream across the whole UCL campus Clive Young Digital Education University College London
  2. 2. Context • Est.1826 (1st in London) • One of top 10 global universities • Research intensive (LERU member) • 6000 staff • Multidisciplinary • Growing fast
  3. 3. Video in the 2016-21 UCL Education Strategy
  4. 4. How did video become mainstream? • Lecture recording for seven years • Echo 360 (“Lecturecast”) • 90+ spaces – half local • 2000+ recordings per annum, 15% of events • Never compulsory just available (…originally!)
  5. 5. 1. perpetuates an outdated and discredited passive learning experience (the classroom lecture). 2. does not engage the student. 3. traditional lectures aren’t designed for online delivery. 4. it diverts resources Why?
  6. 6. The uninspired label “lecture capture,” fails to convey the disruptive potential of this tool Janet Russell, September 2012 Georgetown U Center for New Designs in Learning and Scholarship
  7. 7. “We have always thought of lecture capture as a way of changing pedagogic practice” Jason Norton UCL Digital Education Services Manager Our ethos – taking a pedagogic focus
  8. 8. • Self-reflection – what are we really doing? • Better design of resources - quality • Support – DIY vs central? • Scalability – from project to mainstream • Sustainability – is it worth funding next year? • Evaluation – do students learn (more/better)? • Helping students use the recordings better Our ethos – taking a pedagogic focus
  9. 9. Student engagement • Students’ Union (UCLU) • Students’ practice
  10. 10. transforms an ephemeral event into a learning object Clarification Consolidation Time Views Event Exam Students interact/engage with the recording • Access – own devices • Choice – on-demand, search • Control – start, stop, pause, review
  11. 11. Staff engagement • Builds media familiarity, capacity & activity • Grows interest from staff (…beyond lectures) • Drives traffic to Moodle – important side effect!
  12. 12. Leading to growing use of…
  13. 13. • Lecturer as producer - not event-driven • a stand-alone desktop application • narrated screen captures • easy-to-use • media import But more pedagogically demanding Echo360 Personal Capture
  14. 14. http://lecturecast.ucl.ac.uk:8080/ess/echo/presentation/adc1491d-6554-49fc-a595-74a9093a3be5
  15. 15. Getting ever more sophisticated… Briefing + task online
  16. 16. Getting ever more sophisticated… Analysis of responses + continuation in class
  17. 17. Flipping Ideas • Prepare or motivate • Elaborate on and further explain • Recall and integrate • Lead-in to an assignment • Learning guidance and strategies • Content to encourage analysis Even more ideas • dial-e designs (JISC) ….and there’s more….
  18. 18. “The use of video at UCL is about transitioning to the future” Dr Graham Roberts UCL Computer Science Becoming mainstream MIT 90s transformational model http://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf
  19. 19. http://www.flickr.com/photos/wfryer/1342355056/ Mainstream means….
  20. 20. Mixed emotions
  21. 21. More and different people involved “The characteristics of late adopters are profoundly different from those of early adopters” (McKenzie 1999) • Realise what worked for pioneers does not work for the later groups • New barriers will emerge (e.g. skills, funding) • Rebuild systems and processes...
  22. 22. Role of the student has changed • Sit back film and TV • Sit forward internet video • Stand up producers and ‘social video’ New themes at UCL – support model • Students as producers of research outcomes (UCL Connected Curriculum) • New modes of assessment Beyond mainstream - students as producers
  23. 23. UCL Integration projects • Computer Science • Anthropology • UCL Doctoral School Trending @ UCL • Programming • Adobe suite • Web design/development • Film and Photography • Office • Mac • 3D Animation & modelling • Microsoft • Management and Leadership Digital capabilities
  24. 24. Kaltura report 2015 • easy-to-use tools for video capture (79%) • integration with VLE (72%) • simple workflows to publish videos (61%) • a centralized video system (52%) UCL Media Manifesto 2015 “To unlock this potential staff and students need easy-to-use tools for video production and simple workflows to publish media to a centralised system for delivery for example via Moodle.” New systems
  25. 25. • MediaCentral - central media server (May 16) • Online and hands-on training environment • Easy access to support by specialists • Loan equipment ‘prosumer’ quality (May 16) • Mini-studio ‘media rooms’ distributed DIY suite • High-end studio space, supported/bookable. • Media user group/special interest group ( • Programme of evaluation Our 2015 “manifesto”
  26. 26. “It is not easy to do but it shouldn't bar you from having a go, and I think you learn by doing and you learn iteratively in making video and you learn alongside students. Dr John Potter Education and New Media UCL Institute of Education To conclude

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