Lecture Capture ALT ProjectCraig Despard @despard1974 firstname.lastname@example.org despard.wordpress.com
In the beginning (2011)• Actively captured full length lectures for a number of years, Reasons were: - to critique own delivery style - to aid the student in the recapping of class activities - to increase teaching efficiencies so students that didn’t attend or don’t understand can go to the video to recap - help manage the differing abilities of students providing a resource which could be revisited especially for lower achieving students• Conclusion - Technological problems, hardware and quality of output. - Realisation that students were not using the videos as intended. 2011
• Research appearing undecided + - Dickson et al (cited in Purcel and Hong-Ning, 2011:5) suggests students like to attend lectures safe in the knowledge that they can re-cap and take notes later from the recorded lecture. - Stasko & Caron (2010), cited in Purcel & Hong-Ning (2011) the average time spent by a student watching a recorded lecture is 4 minutes. - Owston, Lupshenyuk & Wideman (2011) question whether institutions are wise to invest in technology, training and support for lecture capture as lecture capture only benefits some lower achievers. - Smithers (2011) in his blog where he suggests that digital duplicates of a lecture don’t enhance the students educational experience and money should not be wasted by institutions. - Young (2008) writes about a Professor, Dalton Kehoe who says “I had to sit to down and look at these lectures and realize that when you’re looking at _ someone online as a talking head and shoulders in video, you just want to kill yourself after about 20 minutes.
Moving up the triangle Set analytical exercises with Young (2012) refers to this game play taxonomy and suggests simple slant lecture capture only addressesEncourage the bottom of the triangle anduse in more we should be exploiting lecturemodules capture to see if we can think more deeply about pedagogical issues and practices pushing us up the triangle. Remembering and understanding can I push up?Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001) Under Creative Commons License: Attribution Non-Commercial No Derivatives.Moes, S., Young, C. (2012) The Pedagogy Framework. http://www.rec-all.info/events/rec-all-webinar-the-pedagogy-framework
Screencast with voice and video camera with Project Life-cycle voice. Shorter length approx 2 minutes. Capturing ‘Key’ concepts. Research suggest higher engagement. Several sessions captured on weekly basis.Blackboard Collaborate used with bluetooth Mug Shot addition.microphone and webcam, 2 hours in lengthpublished to Blackboard.Research suggests lack of student engagementwith long lecture capture. Read literature in surrounding areas, Further student engagement through multimedia, game based learning, and body Questionnaires, Focus Groups. language and interaction.
• Questionnaire results - ‘Theyre too long. When videos are that long, I skip through to certain parts I feel are more relevant’. ACTION: Add chapters to video -’They are better because they hold your attention and you remember what you have just seen’. Still low down on Taxonomy -Appears some students prefer longer videos I sense these may be students who struggle in the session, but most prefer shorter due to busy lives. -No indications given by student on how they could be improved. -Suggestions that the approach could be used in other skill areas of the course. -Mixed opinions on the face-shot addition. ACTION: Give them option to switch off.
What next?Barba (2012) suggests that as digital material becomes ‘open’ it enriches the experience of theon-campus students due to increased participation in the on-line forum.Kerrison (2012) suggested that online lecture material of 50 minute lectures just didn’t work andten minute lectures exploring key concepts worked much better. He added that the tutorsencourage a network of questioning and discussion through forums and the like. This wasduring his recent guest lecture on “Developing flexible learning and setting the Universitycompass. A case of knowing your products; your markets; your customers and your pedagogy” atthe University of Salford, Michael Kerrison, is Director of Academic Development for Internationalprogrammes at The University of London.ActionsNetwork of questioning and discussion using online social platform creating community- Twitter or BB forum?Game or play, augmenting the movies creating fun competition - Challenge, spot in built mistakes and solveMore movies – Explore other topic areas, sketching and renderingOpen educational resources – Can I explore offering further afield?Student co-creation with tutor helps them think about explaining the process to others then offer newmovies to all, increasing digital literacies