This document discusses a project to enhance the pedagogical value of lecture capture. Preliminary results from the project found that students were generally satisfied with lecture capture and found it useful for their studies, especially for making up missed classes and preparing for exams. However, challenges remained in understanding how students used the recordings to support their learning and developing formats to help students engage with the content. The project gathered usage data, discussions, and notes to analyze how lecture capture impacted learning outcomes and student study strategies with the goal of improving the technology's educational value.
EdD Participants: this is an 11-slide presentation with a brief overview of the Cohort-8 EDDE801 course based on the course site information (disclaimer by RZP June 2015)
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
EdD Participants: this is an 11-slide presentation with a brief overview of the Cohort-8 EDDE801 course based on the course site information (disclaimer by RZP June 2015)
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How can a research-based approach to pedagogy improve the way we use digital resources? Learn how Cambridge has drawn on second language acquisition research to produce guidance on digital pedagogy, helping us identify where digital technology truly adds value to language teaching and learning and where it doesn't. This talk will be given on June 19th at IATEFL 2021.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
RAT & Blended Learning - Blended Learning is NOT about the combination of media or technologies. The mixture of digital and analogue media won't necessarily improve learning. Neither will the combination of Wi-Fi, phones and apps substantially shift our teaching.
We need to shift our gaze from "shiny gadgets" and focus on how we can thoughtfully integrate our learning and teaching activities, whether they be in the classroom or online or both.
The RAT continuum is a useful way to start thinking about the blend. RAT is a framework to describe how ed tech is used. We either replace, amplify or transform our teaching and learning with tech. Often our tech use is focused our replacement. E-books instead of a textbook. An online quiz instead of a test. A video instead of a lecture. The delivery vehicle is different, but the form remains the same. Replacement tech might have novelty value, but it won’t change practices in a typical normal room.
To blend in a way that takes advantage of the affordances of tech, then we should be re-thinking how we want to use technology in the blended learning classroom. RAT is a good place to begin re-conceptualizing our un-examined assumptions about technology can be useful.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How can a research-based approach to pedagogy improve the way we use digital resources? Learn how Cambridge has drawn on second language acquisition research to produce guidance on digital pedagogy, helping us identify where digital technology truly adds value to language teaching and learning and where it doesn't. This talk will be given on June 19th at IATEFL 2021.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
RAT & Blended Learning - Blended Learning is NOT about the combination of media or technologies. The mixture of digital and analogue media won't necessarily improve learning. Neither will the combination of Wi-Fi, phones and apps substantially shift our teaching.
We need to shift our gaze from "shiny gadgets" and focus on how we can thoughtfully integrate our learning and teaching activities, whether they be in the classroom or online or both.
The RAT continuum is a useful way to start thinking about the blend. RAT is a framework to describe how ed tech is used. We either replace, amplify or transform our teaching and learning with tech. Often our tech use is focused our replacement. E-books instead of a textbook. An online quiz instead of a test. A video instead of a lecture. The delivery vehicle is different, but the form remains the same. Replacement tech might have novelty value, but it won’t change practices in a typical normal room.
To blend in a way that takes advantage of the affordances of tech, then we should be re-thinking how we want to use technology in the blended learning classroom. RAT is a good place to begin re-conceptualizing our un-examined assumptions about technology can be useful.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
AIIM Conf - Work, Content and Next 10 YearsJohn Newton
The transformation of work will accelerate faster in 10 years than ever before and content will be even more important for that work. New technologies will simplify and focus our working lives allowing us to be more creative, collaborative and productive. The very nature of work and work-related software will not necessarily resemble the way we do things today. Over the next 10 years, the way we collaborate, share and create will be turned upside down from the complex environment of today to a future of simple execution. John Newton will explore the business transformation that is entering office environments today to inspire attendees to envision what it will be like to work in a future of easy, intelligent technology.
Since late 2009 there is Spring 3 published. Some things are new, something keep and something was removed.
Thos talk discuss the changes of the 3rd edition of Spring and introduce Spring Roo, Grails and the SpringSource Toolsuite.
Social Products Require Social Marketers.Jon Gatrell
Social Media isn't about just adding another task to the list. To be effective a strategic approach is needed which integrates all of the processes - buying, service and innovation.
Hide you Important behind a image. So any body cannot access it and also you can stop unauthorised access.
HOW TO DO IT
First rar you file or files. P;ace a image file. Then use the DOS copy command
copy /b Image_file + Your_Rar_File New_Image_File
Now double click on newly created image you can see the image not the you hidden file.
HOW TO SEPARATE THE FILE
Open the Winrar software then drag the newly created image file into the Winrar. now you can see your file or files and extract it or them.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Community College Consortium OER Panel eLearning 2013Una Daly
Community College Consortium Colleges OER Panel at eLearning 2013. Featuring Jean Runyon, Anne Arundel CC, Carol Laman, Houston CC, Kathryn Rhodes, Roane State CC, James Glapa-Grossklag, College of the Canyons, Una Daly, Open Courseware Consortium
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Presentation by the Community College Consortium for Open Educational Resources Advisory Members on various aspects of OER Usage. Presenters: Andrea Henne, Barbara Illowsky, Lisa Storm, James GlapaGrookag, and
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Digital Tools and AI for Teaching Learning and Research
Enhancing the pedagogical value through lecture capture
1. Enhancing the pedagogical value
through lecture capture
Development Manager Ilkka Kukkonen
@ilkkakukkonen
Online Educa Berlin 2011
2. New challenges to continuing
education for teachers
• Improve overall quality, commitment and effects
• Flexibility and democracy in participation
• Support personal learning paths
• Integration of ICT in education
• Mobility and technology development
• Systematic data collection for improvement
3. Traditional purposes for lecture capture
• Compensation of attendance
• Supporting retention and clarification of complex
concepts
• Supporting notetaking ability and quality
• Supporting linguistic understanding
• Supporting learning difficulties or disabilities
• Supporting homework and assignments
• Preparing for examinations
17. Pedagogical challenges
• ”Does it create better learning outcomes?”
• Lecture treats the members of audience equally by
default
• Providing just the right amount of challenge to right
audience
• Recordings are long, students prefer short videos
• Highlighting certain parts of the lecture from the
recording
• Lectures are also social events
• Measurement and development
18. Project approach to support the development
(”MOVIE”, 2011-2012)
• The development of pedagogical quality and
effectiveness of lecture capture
– How modern video technology can support learning
and teaching while enhancing pedagogical value
and advances in learning results?
– How the students are using the recorded lectures to
support their studies?
– How can we measure of the impact in various
contexts?
19. Student profiles: data collection
• Questionnaire
?
– Demographic characteristics
– Educational background
– Study strategies and learning preferences
– Beliefs, wants and wishes
– Experiences and experienced added value
– Expected grades and final results
• Usage data
• Discussions, notes, bookmarks
• Supplemental Interviews
20. Learning analytics
Usage Discussion Notes &
data threads bookmarks
The need to develop the framework for
continuous and comprehensive analytics for
modern learning environments
27. Encouraging preliminary results (N=48)
• 78% was satisfied with the implementation
• 79% found lecture capture useful for their studies
A. Possibility for independent studies
50% 46% B. Retention and repetition of classes
40% 40%
C. Opportunity to make up a missed class
D. Helped to prepare for final exams
A B C D
28. Summary on preliminary results and challenges
• Students seem willing to increase the use of lecture
capture in their studies
• Use of LC is seen as democratic method for participation
• No significant impact on lecture attendance
• The recordings are viewed mostly from home, usually just
before exams
• No clear insight on how to use the recordings to support
their learning processes
– Need to clarify motives and study preferences with LC
– Need to develop coherent pedagogical formats regarding LC
29. Summary on preliminary results and challenges
• Lecture capture seems to be more efficient for lower
achieving students
– Supporting conceptual understanding for content,
metacognition and efficient study strategies
• Viewing volumes seem to have correlation to
experienced value and grades
• Challenge is to create meaningful contexts for
students
– Include lecture capture in learning design
– Summarize, contextualize and engage interaction
30. "Give students the
best possibilities to
improve themselves“
Neelie Kroes, 1.1.2011, Online Educa 2011
31. PROCESS DESIGN GATHERING ANALYSIS
2003 2010 2011 2012
Development Background Conducting the Data analysis and
begins study study Interpretation
Experimenting Developing and Lecture capture Synthesis with
with various testing the in research learning
technologies research framework analytics
framework
“Simultaneus Data gathering Benchmarking
Space”-concept Project proposal and analysis
Reporting and
Networking in Partnering, Reporting and dissemination
SIG’s funding dissemination
Whatschanged? Seats and Desks, but the main conceptremains the same.
Whats the addedvalue?LiveexperienceEffects of the lecture hall as teaching and learning contextOn the premisethatitwillimprove learning outcomesorbecauseotherpeoplearedoingittoo, or just in caseAnchosing, referencing, producingsupportmaterialregardinginclusionNeed to include the capturedrecordingswith the lectures and supportmaterialTaulutyöskentelyn ja projektioiden haasteIncreaseinteractionLearning analytics? Whatcanwemeasure, what’suseful to capture and measure?
Project is funded by European Regional Development Fund (ERDF), Aducate, Centre for Training andDevelopment of University of Eastern Finland,IlonaIT Oy and City of Savonlinna (Finland)
Studystrategies and learning preferences (incl. social media)Need to understanddifferentpreferences and studentprofiles in mathematicalsubjectsPreviousexperiencesusing video for study
Studentsstudyingadvancedsyllabusseem to bemoresuccessful to students in basicsyllabus,Studentswithadvanced syllabus in mathematics seem to prosper to students with short syllabus in physics.“Are we really doing all we can? Are we using the possibility to the maximum”"Give students the best possibilities to improve themselves"LC is usuallyexperiencedinterestingifviewedmorethanoncePersonallyexperiencedadvantage/benefitcreatesfoundations for meaningful learning experiencesCorrelationseems to beverysignificantafter the thirdviewingtime to finalgrades.Maximizingdifferentkind of possibility to createaffordances, wearealldifferent and havedifferentkind of strategies for learning, wemust design the learning possibilities to supportthisbytechnology and pedagogy. And monitor and collect data for learning analytics to supportcontiuousimprovement of the implementationChallenge is to supportthesecontexts in optimalway and anchor the teaching to lecturecaptureprocessesExperiencedbenefits and satisfaction to LC correlate in sameinterestreview regularlyrecite (repeating key concepts from class)reflect (connecting class ideas to other notes and readings)Engagingstudents to interactionwithpeers and teachersWhats writing for comprehension and learning?Supporting and developing multimodal capacity?Creatingmeaningfulusagecontexts and ways of using and engaginginteractionWorkbooks, designingsupportivematerialOutlineeffective ”table of contents” for recordingsEvaluating the possibilites to addteachers’ remarks as well as utilize the studentscommentsTallenteiden liittäminen yhteen ja linkittäminen tiettyyn kohtaanEditing the recordings and addingvalue, summarizingCreating and usingsharednotes in collaborationHow to supportretention and preparing for exams.Semanticrelations and supportingmultimodalityFor optimalsetting, theseneed to betaken into account in courseplanningNeed to constantlygather and receive feedback for develope and improve the implementation, systematicalway, alsoprovidesopportunities for extending the learning analytics.