In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.

1. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
CAPTURING SCIENCE
Doing Lecture Capture Differently
Gemma Witton
eLearning Advisor, College of Learning and Teaching
Matthew Green
Assistant Director, Directorate of Academic Support
University of Wolverhampton

2. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
About University of Wolverhampton
• ~ 21,000 Students
• ~ 2,500 Staff
• Widening
Participation
• 4 UK Campuses
82% of UG
students
from within
25 miles

3. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Dipping Our Toes - “The Experiment”
• Past Experiences
• The Trolley
• Effort vs Reward (ROI)
• Record, Edit, Distribute
• Leads to
• Cameras Everywhere
• And that’s ok…

4. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
But What If…?
• The challenge: Teaching science without teaching spaces
• The Rosalind Franklin Science Centre
• New Building
• New Pedagogy
• New Challenge

5. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
• A radical change
• The old laboratories
• Traditional video production techniques
The TraditionalApproach

6. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
The Journey – Old to New (1)
• Workstreams
• SYSTEMS
• Authentication, Grouping, Cloud Provision, etc.
• DEVICES
• Hardware & Software, Configuration, Management
• CONTENT
• Compliance, Copyright, IPR

7. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
The Journey – Old to New (2)
• Workstreams
• STAFF DEVELOPMENT / TRAINING / COMMS
• Identifying Champions, Briefings, Training, User Groups
• SUPPORT
• Sustainable model (next slide)
• EVALUATION
• More later…

8. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Sustainable Support Model

9. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
A Laboratory in Rosalind Franklin
• Opened in 2014/15
• State-of-the-art technologies –
Panopto one of many
• Small-scale, closed pilot during Sem 2
14/15 in Rosalind Franklin and
Millennium City Lecture Theatre

10. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Science-Proof Recording and Playback
• 3 recording
locations
• Touch-screen
interfaces
• Multi-camera
capture
• High Definition
audio and video
capture devices
• Live stream to other
teaching
laboratories and
other locations

11. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Autonomous Capture & Flexible Playback
• Recording spaces are
“easy to use”
• Record what they
need when they need
it
• Stream live or make
available via the VLE
• (almost) Instant
availability

12. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
System Usage Data
• “You guys are a bit weird!” (D. Garretson, 2015)
• Typical recording: viewing ratio for captured lectures 1:2 to 1:4
• Average ratio for WLV 1:29 – science subjects significantly higher!
School / Department
Sessions
Recorded
Hours
Recorded
Number of
Views
Hours
Viewed
Recording:
Viewing Ratio
Biomedical Science &
Physiology
40 28.39 11,269 2,287 1:80
Biology, Chemistry &
Forensics
3 0.34 2294 168.96 1:497
Mathematics and
Computing
22 18.62 821 48.8 1:2.6
Business 12 14 71 0.62 1:0.04

13. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Evaluating the WLV Capture Pilot
• What did the consumption data mean for WLV?
• Do our Student and Staff experiences match yours?
• How we evaluated – draw from published literature
• Staff and Student
Surveys with
parallel questions
to compare
perceptions

14. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
What Our Students Say
• Students found all types of captured materials useful
• Students are adapting the way they use materials depending
on their learning need
• Students say they value the flexibility and playback control
provided by captured materials,
• Students are claiming better concentration, improved
understanding, and increased confidence in their own learning.
• 100% of students want to see the university continue with
capture technologies

15. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
What Our Students Say

16. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
What Our Academics Say
• Staff tell us that the capture system is easy to use
• Staff would like to make more use of the technology in the
future
• Staff say that time was the main barrier to greater engagement
– but that it would ultimately save time
• Staff felt being able to have capture software available for their
own computers and devices would be most important to their
future academic practice
• Staff reported greater levels of engagement from students who
were more prepared for practical sessions

17. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
What Our Academics Say

18. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
What did we learn?
Published Literature WLV Evaluation
Captured Lectures lead to increased
Student Satisfaction (Franklin et al,
2011; Missildine et al. 2013)
Students found all types of captured
materials helpful to their learning with
the highest preference for pre-
recorded science demonstrations
Capturing lectures have little to no
impact on student attainment
(Leadbetter et al. 2013; Franklin et al.
2011;)
More engaged and prepared students
in sessions means academic staff are
able to facilitate deeper learning
experiences in Rosalind Franklin
Captured materials have the most
positive impact on students when they
are deliberately incorporated into the
educational approach. (Marchand et
al, 2014)
Higher levels of student engagement
with captured materials that have a
specific purpose and/or are associated
with other learning tasks

19. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Volume
Impact
Flipped Classroom
Captured Lectures
Captured Feedback
Demonstrations
Online Distance LearningCapture On-Location
Live-Streamed Lectures
Assessment Unpacking
Supplementary Materials
Impact=Consumption+Integration
The Capture Value Model (Witton, 2015)
Volume = Recorded Hours + Workload

20. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Development Ideas
• Focus on adding value in discipline-specific learning
spaces
• Performance
• Engineering
• Sport
• Health

21. @wlv_uni | @uowmag | @gemmawitton www.wlv.ac.uk/capture
Q&A