3.5 Use of lecture capture for recording assessment briefs
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3.5 Use of lecture capture for recording assessment briefs
- 1. Click to edit Master title style Use of Lecture Capture for Recording Assessment Briefs Martin Skivington & Ali Hill - SSHSS Edd Bolton - SLTI 24th June 2016
- 2. Click to edit Master title style What is lecture capture and how is it used to record assessment briefs?
- 3. Click to edit Master title style Context • Used for the first time this academic year. • Used on 6 units. Level Unit Leader Nutrition, Obesity and Weight Management 4 Ali Hill Diet and Nutrition (HESS) 5 Ali Hill Diet and Nutrition 5 Ali Hill Sports Nutrition and Performance 6 Ali Hill Functional Movement & Corrective Exercise 5 Martin Skivington Professional Practice in Personal Training 6 Martin Skivington
- 4. Click to edit Master title style PPPT Lecture Capture Videos 1. Part 1 – guidance (11.42) 2. Part 2 – guidance (7.50) 3. Poor example from previous year (6.49) 4. Good example from previous year (8.55) Video Number of views Minutes viewed Part 1 guidance 55 212 Part 2 guidance 23 105 Poor example 47 159 Good example 297 1101
- 5. Click to edit Master title style Timing of Views (Good Example)
- 6. Click to edit Master title style Timing of Views (Good Example)
- 7. Click to edit Master title style 2014 – No lecture capture 32 students 10 x Fails (3 x A grade) Average mark = 47.6 2015 – Lecture capture 35 students 3 x Fails (2 x A grade) Average mark = 52.3 Professional Practice in Personal Training (PPPT) – Written Assignment
- 8. Click to edit Master title style Students Who Failed – Minutes Viewed Student 1 Student 2 Student 3 Part 1 guidance 1 1 22 Part 2 guidance 0 0 0 Poor example 2 9 9 Good example 19 28 127
- 9. Click to edit Master title style Student Perspective – Focus Groups • 2 focus groups. • First and second year students on nutrition units. • Third years were not involved as dissertation deadline was close.
- 10. Click to edit Master title style Insert picture here
- 11. Click to edit Master title style Student Questionnaire • 6 students across 3 nutrition units Level Number of responses Nutrition, Obesity and Weight Management 4 3 Diet and Nutrition (HESS) 5 2 Diet and Nutrition 5 1
- 12. Click to edit Master title style Student Questionnaire 0 1 2 3 4 5 The WRITTEN brief contained all the information I required to complete the assessment. The VIDEO brief contained all the information I required to complete the assessment. I would have been happy with ONLY the written information around the assessment. I would have been happy with ONLY the video information around the assessment. The written assessment brief was easier to understand than the video. I preferred watching the videos than reading the assessment brief I found it easy to access the videos I found it easy to pause and rewind the video Having the video meant that I didn't have to book tutorial session with the lecturer about the assessment. There was content in the video that i did not find useful The videos were an appropriate length of time.
- 13. Click to edit Master title style Student Questionnaire “Useful to guide through assessments, more engaging than reading” “How simple it was to watch and saved me from asking lecturers a load of questions”
- 14. Click to edit Master title style (Why) Did You Watch It Multiple Times? 0 1 2 3 4 5 To understand concepts being explained To check I had done everything To refresh my memory To make notes N/A (only watched once)
- 15. Click to edit Master title style Lessons Learned – staff perspective • Needs an initial time investment • Fewer student queries, less emails, unless they haven’t watched the videos. • Less students failing • Turn off phone, emails and put a “do not disturb” sign on your door. • Make videos short!
- 16. Click to edit Master title style Future Plans • Roll out across all SSHSS Level 4 units in 2016 • Quantitative data analysis Any questions?
Editor's Notes
- N.B. I haven’t got any data from my level 6 unit because we were evaluating at the end of the year when dissertations were due.
- 4 videos recorded, split into logical divisions
- Is it worth putting an arrow or something on this to show when the assignment was due and when the brief was released (or is that obvious?!)
- 2014 cohort were a better group academically but the information on the assignment was only covered once in a seminar (and then in follow up tutorials which not everyone attended, plus they were programmed early in the process when students hadn’t done much work towards them)
- Part 1 worth 65% overall with part 2 worth 35% However, part 2 contained the single largest weighted section, worth 25% of the final mark, and this is where most students lost marks
- I wordled the themes. Happy to change it though!
- I think this is important to include here, because it shows that the results from the questionnaire doesn’t really give us any meaningful data.
- Black lines show median. 1 = completely disagree 5 = completely agree Dodgy data points from one person – they ticked 1 for everything…
- Probably worth explaining that students could select more than one option.