1. Learning before and after the lecture:
the role of learning technology
Matt Cornock
E-Learning Development Team,
Academic Support Office

2. Module life
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Student Work
Key: Lecture. Workshop/Seminar. Assessment.
Lectures may be sequential or
discrete (team taught,
individual topics)
Lectures and seminars/
workshops/ labs may
connect indifferent ways
How does face-to-face time link
with independent study through
activity and resource provision?

3. Limitations of the lecture
Time to process Opportunity to discuss
Application to practice Engagement
Further studyForms of content
Fixed, one-time event

4. Lecture activities and independent study
Delivery of content, inspiration, engagement in lectures
Structured, scaffolded activity
Self-directed learning
Provision of resources

5. Edited/Reshot
Lectures
Video as a resource or activity?
Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning
Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Lecture Capture
Knowledge/
information with
discussion
Activity using
video clips
Live webinar or
video conference
Student-
generated video
LearnerIndependence
Higher Order Learning

6. Lecture Capture
Example: https://replay.york.ac.uk/ess/echo/presentation/4d744131-34a6-4a17-92b9-021052535d2a

7. Supporting independent study
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
LearnerIndependence
Higher Order Learning
Activity using
video clips
Lecture Capture
Edited/Reshot
Lectures
How can we move lecture capture up to higher order learning? It doesn’t have to be just about memorisation,
but by exploring student study practices, we find lecture capture becomes an embedded part of student activity.

8. Case Study: Psychology & Biology
‘It would have been nice to
have recordings of lectures.’
‘Class capture video
replays are very useful.’
BUT…
what does this really tell us?

9. Case Study: Psychology & Biology
Research project exploring…
 Resources and learning activities in class
 Resources and learning activities out of class
 Approach to using lecture recordings
 Expectations and motivations for using recordings
 Changes in study behaviour as a result of provision

10. Diaries
“To help with analysing the results of the
[Module B] practical. Looked up how to work
out standard deviation of residuals in linear
regression.”
Participant use of Module A recording
“I couldn’t write as fast as lecturer was
talking and missed a few points that was
made. Wanted to make sure I fully
understood the theory she was explaining”
“Curious about this workshop
that had been on at the same
time as [another] seminar.”
Participant use of CV Workshop recording

11. Interviews
obviously reading and listening at the
same time, it can be quite difficult
sometimes and lecture recording gives
you more of an opportunity to
understand more
“less pressure within the lecture”
“
“you can kind of just focus on what they’re saying rather than
like having to scribble notes all the time, which is good”

12. Interviews
I find usually the notes the second time
around are a lot more condensed and a
lot more useful rather than babblings
from listening to something the first
time round
“ “when you first make notes in a lecture it is fresh in
your memory… you don’t necessarily know straight
after a lecture how well you know the thing”

13. Interviews
if there is something I have completely
missed or there is nothing about it that
I understand I will just make that mark
on the printed lecture slide“

14. Interviews
get a different perspective and
coming from someone who is an
expert in that area
“
“it’s just like another text book”

15. Key themes
Students think about how they will use lecture capture
during the live lecture
Lecture captures are used in addition
to established learning resources
Lecture captures form part of an
overall study approach that is
dependent on the student

16. Supporting students’ independent study
How do you support students’ use of lecture
content in their independent study?
http://bit.ly/mc-ltconf15

17. Changing role for the lecture?
For your context, can the lecture time be used
for something different?
Does the lecture have to be for knowledge transfer, or can other
learning opportunities be designed-in to the face-to-face time.

18. Conclusion
Relationship between lectures and students’
independent study practice.
Learning design can support independent study
with activity and resource provision.