Video on line as replacement of traditional lectures

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A methodology for using video-lectures to change the traditional, frontal teaching model

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Video on line as replacement of traditional lectures

  1. 1. VOLARE Video On Line As Replacement of traditional lEctures Marco Ronchetti, Università di Trento, Italy marco.ronchetti@unitn.it
  2. 2. Introducing innovation
  3. 3. Where should the car engine be?
  4. 4. Introducing innovation Cooper, late fifties
  5. 5. Introducing innovation…
  6. 6. …needs changing paradigm!
  7. 7. Rethinking video lectures
  8. 8. Recording live lectures - why?  recover entire lectures lost due to forced absence (e.g. illness, work (98%)  checking the notes taken in class (100%)  reviewing portions of lectures that are difficult to understand (97%)  recover portion of lectures in which they were distracted and lost concentration (94%)
  9. 9. Recording video lecture: how? LODE  Acquisition  Publication freely available!
  10. 10. Recording video lecture: how? A very lightweight setup
  11. 11. Recording video lecture: how?
  12. 12. Rethinking video lectures  A paradigm shift  Year N: The teacher is recorded  Year N+1:  The teacher dos not "lecture" any more!  Students watch the video BEFORE class  In class: discussions, Q/A, working in groups etc.
  13. 13. Isn't it too much load on the students? 1 ECTS: 25 hours, 1/3 of them in class The old model: The learning phases  KA - Knowledge acquisition  DU - Deeper understanding  KC - Knowledge consolidation. <= @ CLASS, WITH TEACHER <= @ HOME, ALONE <= @ HOME, ALONE
  14. 14. Is'nt it too much load on the students? 1 ECTS: 25 hours, 1/3 of them in class The old model: The learning phases  KA - Knowledge acquisition  DU - Deeper understanding  KC - Knowledge consolidation. <= @ CLASS, WITH TEACHER <= @ HOME, WITH TEACHER! <= @ HOME, ALONE
  15. 15. Evaluation
  16. 16. In the you-tube & iTunes-U era… 82% of the students never used videos for didactical purposes
  17. 17. Usability of the system  The video allows reading well the blackboard (yes 60%, no 34%)  Slides visualization is good (yes 86%, no 14%)  Audio is good (100%)  Video quality is fully satisfactory (yes 94%, no 3%)  Video navigation allows easily finding the searched portions of the lectures (yes 75%, no 16%)
  18. 18. Proficiency 86% of students regularly watched videos before coming to lecture 50% of students skipped some section 72% broke the lecture into pieces
  19. 19. About the methodology  Is it boring to watch videos?  54% NO, 14% much  Is the workload increased?  61% NO, 9% much  Classroom activity is useful  79% Much, 1% NO  Fear of being involved in discussion in front of peers:  YES 35%
  20. 20. Adapting the lecture's pace  Some students watch videos at higher speed (1.3 x)  Many students watch multiple times lecture segments  Some students do practical exercises while watching the videos
  21. 21. Maintainability of the material A mix of new lectures (recorded) and old ones (reused) allows evolving the lerning material
  22. 22. Conclusions  Recording video lectures allows cheap and quick production of e-learning material  VOLARE:  transforms traditional, frontal lectures into a blended approach  moves the physical presence of the teacher in the most critical learning phase  doubles the time that student and teacher spend together  allows for a self-paced, personalized learning environment

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