Enhancing astronomy studies

ENHANCING ASTRONOMY
STUDIES BY USING I.U.C.A.A
VIDEO LECTURES IN
STUDENT’S COMMUNITY
By
Nageswaran Narayanasamy
Inter-University Centre for Astronomy and Astrophysics,
Pune, India
LISA VII, 17-20 June 2014, Naples, INAF, Italy

Outline
6/24/2014LISA VII, 17-20 June 2014, Naples, INAF, Italy
2
 About IUCAA
 Video Lectures
 Need of Video Lectures
 Types / Forms of Video Lectures
 System and software
 Video Archives
 Merits
 Limitations
 Reviews
 Conclusion

IUCAA
3
The Inter-University Centre for Astronomy and
Astrophysics (IUCAA) is an autonomous institution set up
by the University Grants Commission (UGC) of India to
promote the nucleation and growth of active groups in
astronomy and astrophysics at Indian universities.
IUCAA's activities include basic research, the PhD
programme, advanced research workshops and schools,
the giant metre-wave radio telescope and guest observer
programmes. refresher courses for teachers and helping
the nucleation and growth of astronomy and astrophysics
at Indian universities.

IUCAA Video Lectures
4
 IUCAA video lectures are started 2009 on wards
request from research scholars.
 Initially we collect TED talks, important YouTube
videos, Science popularization Videos.
International ICTS-CMB series school seminar
sessions are traditional way recorded using
Sony camcorder,
21st Jul – 31th Aug 2008, IUCAA, Pune.

5
 A video lecture is a video which presents
educational material for a topic which is to be
learned. Such videos might then be loaded
onto the Internet .
 Podcasting is online audio content made
available through the Internet using a
subscription "feed". Vod casting (video-on-
demand casting) is the same principle as
Podcasting with the addition of video.

6
 In education podcasting and vodcasting opens
many doors for students and teachers. It
allows educators to reach students using a
medium they are accustomed to. Student
today are digital natives. Even very young
students have spent time online reading email,
playing games, looking up information, or
communicating with friends.
 Podcasting/Vodcasting is an inexpensive way
to create digital content for your classroom.

Need of video lectures
7
 Students largely use recorded lectures to
catch up on missed lectures and as a
revision tool for exams and assessments,
and often find recorded lectures to be a
useful learning tool.
 Students prefer blended teaching methods
which incorporate both lecture recordings
and live lectures, and often do not view
recorded lectures as a replacement for
attending live lectures.

Cont….
8
 Lecture capture systems offers three important
benefits: an alternative when students miss
class; an opportunity for content review; and
content for online course development.
 Lecture capture enhances and extends
existing instructional activities, whether in
face‐toface, fully online, or blended learning
environments.”

Types / Forms of Video
Lectures
9
 Podcasting / VideoCasting
 Webcast
 Webinar
 E-Learning
Ex. Coursea , edx, khan academy

VIDEO’S Archives
10
 LISA VI sessions are lively recorded by using
OpenEyA provided by ICTP
 Academic lectures provided by Prof. T.
Padmanabhan, Dean Core Academic
Programmes, Distinguished Professor IUCAA

System and software
11
 The lectures are given by distinguished
scholars and scientists at the most important
and prominent events like conferences,
summer schools, workshops .
 Network Attached Server (NAS) has
embedded Linux OS. Inbuilt virus protection
software.
 Video lectures are mirrored in NAS Server.
Provide access to Internet and Intranet through
User-id/ password

Video lecture merits
12
 Results also show that many students are
comfortable
 reading course materials rather than viewing
the lectures
 information more readily available on the
Internet, the need for students to learn how to
find and evaluate reliable sources takes on a
greater importance

Contd…
13
 Students anywhere can access video lectures put on the
internet. This is important because good teachers are
not available everywhere.
 The same lecture can cater to a much larger number of
people. A student is able to pause and also go back to
some part of the lecture.
 The lectures can be watched anytime, anywhere. With
the widespread use of mobile devices, they may even
be watched on buses and trains, enabling students to
manage their time more effectively.


Merits
14
 Students may not learn most effectively from
instructors’ verbal explanations in a classroom
lecture or from written materials (e.g.,
textbooks)
 Video lectures are expected to appeal to many
students in the modern media culture, where
the medium of information delivery may
improve study effectiveness and learning.

Merits….
15
 A classroom setting typically imposes behavior
and physical constraints on students
 Video lectures may make better learning
possible by enabling individuals to choose
locations
 where they can take frequent breaks, move
around, eat/drink, and enjoy physical comfort.

Merits…
16
 student may have a learning preference for
repeatedly studying one section of subject
material until it is learned and then moving to
the next section.
 Classroom lectures necessarily move through
a large amount of material at one sitting. Video
lectures allow pauses and repetition until
sections of the material are learned.

Merits….
17
 To understand better the concepts and
problems presented in the classroom lectures.
 To do homework.
 To prepare for periodical @ mid-term exams
 To obtain tutoring help
 enable classroom lecture time to be reduced
and converted to problem-solving laboratory's
that emphasize active learning.

Limitations
18
 Since the lectures are going to be video
recorded, the lecturer has to be more
careful to make everything right,
demanding extra preparation.
 Students have a tendency to resist asking
questions if they know the lecture is being
recorded.

cont…
19
 If the lecture is not accompanied by notes, it is difficult
for the
student to go back and see where exactly a particular
point is discussed.
 If a system for asking questions to the lecturer is not
available
student will have to look elsewhere to clear his
doubts. Even if some such system is available, like
through email for e.g., they will still miss a personal
interaction.
 If the student is part of a class, he or she has the
chance to discuss with other students who have
attended the lecture.

Video Collection
20

Video Collection – Prof. T.
Padmanabhan
21

Videos - Usage Counts
22

Video Lectures – Access
statistics
23

Reviews related video lectures
24
 Soong et al. (2006) identified key themes for why
students use recorded lectures. These included:
 I can watch selected parts of the lectures which I
don’t understand (34.51%)
 I find that video recorded lectures help me in
preparing for exams (21.46%)
 I can view the recorded lectures anywhere, anytime
(18.14%)
 I access video recorded lectures when I am on MC
(Medical Certificate – i.e. off sick) (10.73%)
 I do not have to get up for lectures (7.52%)
 I am too busy/ unable to attend classes (4.54%)

E-Learning
25
Online Astronomy Courses for Credit
 Free online astronomy courses and learning
materials are available through OpenCourseWare
programs at many universities. These courses are
offered free of charge and do not award grades or
credit.
 There are also online astronomy courses that can
prepare students to earn college credit in
exchange for a fee. Education Portal offers such
a resource to online learners who would like to
offset the costs of their college education by
pursuing an affordable alternative to traditional
courses.

E-Learning
26
Free Online Non-Credited Astronomy
Courses
Astrobiology at Stanford University
 The class approaches human biological
history from an astronomical standpoint to try
to answer questions about the origins of
humanity and whether or not humans are
alone in the universe. It's designed for
students with a background in science.
Students may download lectures from iTunes.

E-Learning
27
Astronomy Lecture Series at the University
of California - Berkeley
 Berkeley offers several free astronomy
lectures that cover a wide range of topics.
Students can experience lectures focused on
astrophysics, general astronomy, X-rays and
ultraviolet radiation. These lectures are
available as both audio and video files that
one can watch through YouTube or download
from iTunes.

E-Learning
28
Essential Radio Astronomy at the National Radio
Astronomy Observatory
 The course is designed for advanced
undergraduate students and graduate students
with some prior knowledge of astronomy,
engineering or physics. It introduces the concept
of radio astronomy and then covers topics like
using antennas, radio telescopes and
radiometers. The course also covers pulsars and
spectral lines. All of the lessons are accessible
through the website, though it's encouraged that
students obtain a copy of the course's
recommended textbook for additional training
materials.

E-Learning
29
Hands-On Astronomy: Observing Stars and
Planets at the Massachusetts Institute of
Technology
 This is an introductory course that teaches
how to use small telescopes. This class is
designed for both researchers and hobbyists
alike. Students receive instruction and
information about electronic imaging,
spectroscopy and data processing, as well as
tips for better observations. Free lecture notes
are available from the course website.

Conclusion
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 Current Scenario Video lectures are important
role in Teaching and Learning Process
 Many universities upgrading teaching through
video lectures.
 Student community effectively use video
lectures for research and presentation.

Thank you !
31
Nageswaran Narayanasamy
Email: nagesh@iucaa.ernet.in
I.U.C.A.A Library, Pune, India

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