Dr. Clive Young, University College London Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery Date: Wednesday 14 December 2016 Nottingham Trent University

1. Clive Young
Digital Education
UCL - University College London

2. Background
• Advisory Team Leader,
Digital Education
– institutional change
• Associate Lecturer OU
– Masters in Online & Distance
Education
• Educational video
– media projects and interest
groups
• ABC Learning Design
– rapid design methods

3. Context
• Est.1826 (1st in London)
• One of top 10 global universities
• Research intensive
• 12000 staff
• Multidisciplinary
• Growing fast

4. “As we become increasingly accustomed to using
video in every aspect of our daily lives, students and
educators expect to encounter video in every
step of the educational process, and recognize
the importance of digital and video literacy for
success beyond the campus”. Kaltura 2016

5. Video both expected and ‘accepted’

6. Zac Woolfitt, October 2015
“Universities and Colleges find
their hand is forced by the
incessant trend of video. If they
do not embrace video as part of
their didactic approach they
could face lack of
competiveness in relation to
other institutions that do offer
this”.

7. Media in 2016-21 UCL Education Strategy

8. What do students expect from tech?
To make life easier
• Consistency
• Efficiency
• Flexibility
• Personalisation
Convenience or cognitive?
Linda Evans and Neil Morris, August 2016

9. Importance of lecture recording at UCL
 Lecture recording for eight years
 Echo360 (“Lecturecast”)
 123 spaces
 Only 15-20% of lectures recorded
 Challenging to link with room
bookings
 Never compulsory just available
(except)
o Medical School
o Economics
o Laws
o Biosciences
o Engineering
o ….

10. Importance of lecture recording to students
The fact that lectures are
recorded in the main course is a
big plus and has been helpful.
Almost every room has a camera
inside it, so pressing a button to
switch on the Lecturecast does not
sound like a big problem to me.
All of the lectures should be
recorded for review later. Not all
of the lecturers had the facility to
record the lectures.
Helpful to have recorded
lectures.Lecturecast was very useful.

11. 1. perpetuates an outdated and discredited passive
learning experience (the classroom lecture).
2. does not engage the student.
3. traditional lectures aren’t designed for online delivery.
4. it diverts resources
Why?

12. The uninspired label
“lecture capture,”
fails to convey the
disruptive potential of
this tool
Janet Russell, September 2012
Georgetown U Center for New Designs in
Learning and Scholarship

14. “We have always
thought of lecture
capture as a way of
changing
pedagogic practice”
Jason Norton
UCL Digital Education
Services Manager
The pedagogical secrets of Lecturecast

15. Why is pedagogy important?
• Self-reflection – what am I really doing?
• Better design of resources - quality
• Support – DIY vs central?
• Scalability – from project to mainstream
• Sustainability – is it worth funding next year?
• Evaluation – do students learn (more/better)?
• Helping students use the recordings better

16. Unpacking ‘classic’ lecture capture
Image
+ Interactivity
+ Input
[Asensio and Young, JISC Click and Go Video, 2002]
+ Integration
Film strip/slide
TV / VHS
Desktop video
Multimedia
Web media
Streaming
Lecture capture
Mobile video
Social video

17. Image
Why video in lecture capture?
• Emotion: enthusiasm, energy, authenticity, orientation
• Models of academic thinking, performance (e.g. maths)
• Clarification “sometimes I could not hear and understand
clearly” (international student)
• Ubiquity “students these days prefer to look at material on
video courses and so are very familiar with that format”
Problem – close up board work

18. Interactivity –
the jewel in the
crown
Rosenberg 2001
Interactivity is
• Access – own
devices
• Choice – on-
demand, search
• Control – start,
stop, pause, review
http://www.flickr.com/photos/nesster/3714783252/

19. Interactivity
• Davis (2009) students are "actively choosing specific sections of
content to review rather than passively revisiting entire
lectures”.
• “...an active learning activity [that] provides them with additional
control and interaction with the material“ – this is ‘engaged’
learning – what we want!
Hot spots of high viewing activity
http://www.flickr.com/photos/bredgur/1323025528/

20. Double dip (or more) learning
transforms an ephemeral event into a learning object
Clarification – needs
‘quick release’
Consolidation
Time
Views
Event Exam

21. Recap: Image + Interactivity
• selective view
• ‘double dip’ review
• note-taking
• assessment focus
• “supplementary” to
lectures
• but quickly becomes part
of study practices
Lecturecast is such an amazing
feature, really allows though who
want to learn be able to visit
lectures again that may have
been particularly tricky.
…would like it as an option even
as someone who attends vast
majority of lectures. Sometimes,
it's just impossible to keep up
and would be excellent for
revision purposes.
I believe all lectures should have
this feature. Otherwise, it is just an
experience scrabbling and rushing
to write… not enjoyable at all and
for lectures of 3 hours, just
unbearable...
Convenience or cognitive?

22. ...but that’s not the
most exciting stuff…

23. Helps faculty engage with video
• Builds media familiarity, capacity & activity
• Grows interest from staff (…beyond lectures)
• Encourages use of VLE – important side
effect!

24. The third I - Integration

25. (according to our students)
UCL is becoming more blended

26. http://lecturecast.ucl.ac.uk:8080/ess/echo/presentation/adc1491d-6554-49fc-a595-74a9093a3be5
Simple example – video + hot questions

27. Complex example – case study online
Briefing + task online

28. Analysis of responses
+ continuation in class
Complex example – case study online

29. Flipping Ideas
• Prepare or motivate
• Elaborate on and further explain
• Recall and integrate
• Lead-in to an assignment
• Learning guidance and strategies
• Content to encourage analysis
Even more ideas
• dial-e designs (JISC)
The toolkit

30. Echo360 Personal capture
• Lecturer as producer - not event-driven
• easy-to-use narrated screen captures
DIY video
• smartphone, tablet, camera
YouTube video
• lecturer as curator – needs research
Open Educational Resources
• shared video – early days though
But more pedagogically demanding
Practicalities

31. The third I – Integration revisited

32. Role of the student has changed
• Sit back film and TV
• Sit forward internet video
• Stand up producers and ‘social video’
• New modes of assessment
“72% are using video for student
assignments, and 10% of respondents
say more than half of students actively
create video”.
KALTURA 2016
The fourth I? - students as producers

33. How can you build digital media
into course design?
“The possibilities offered by new technology can appear
overwhelming, challenging and unsettling to traditional
teaching” (Wolfitt, 2015)”

34. “Gamestorming” – high-energy academic engagement
time-bound (90’)
activity-based design
deliberately analogue
conversational
shared vision
creative
narrative – storyboard
based on theory
ABC curriculum design
Adding video to learning design
(ABC workshop)

36. ABC curriculum design

38. ABC Learning types cards (back)
learning activity types on one side and examples of activities on the other
ABC curriculum design

39. Acquisition
Investigation
Production
Practice
Collaboration
Discussion
Adding video to learning design
(ABC workshop)

40. Video is designed in ‘naturally’ Acquisition
Investigation

41. Discussion
AcquisitionExamples
Practice

42. Assessment and feedback
http://www.cetl.org.uk/learning/neonatal/unit_2e/player.html
Practice

43. Showcase and promote research -
summaries
Video competition
showcasing students’
research in 2’ video
http://blogs.ucl.ac.uk/digital
-
education/2015/01/09/show
casing-the-research-from-
masters-students-using-a-
video-competition/
Production
Practice

44. Media in 2016-21 UCL Education Strategy

45. “The use of video at UCL
is about transitioning to
the future”
Dr Graham Roberts
UCL Computer Science
Becoming mainstream

46. More and different people involved
““The characteristics of late adopters are profoundly
different from those of early adopters” (McKenzie 1999)
• Realise what worked for pioneers does not work for the
later groups
• New questions will emerge (e.g. skills, funding)
• Rebuild systems and processes to make life easier
– Consistency
– Efficiency
– Flexibility
– Personalisation

47. Kaltura report 2015
• easy-to-use tools for video capture (79%)
• integration with VLE (72%)
• simple workflows to publish videos (61%)
• a centralized video system (52%)
UCL Media Manifesto 2015
“To unlock this potential staff and students need
easy-to-use tools for video production and
simple workflows to publish media to a
centralised system for delivery for example via
Moodle.”
New systems

48. • MediaCentral - central media server
• Online and hands-on training environment
• Easy access to support by specialists
• Loan equipment ‘prosumer’ quality
• Mini-studio ‘media rooms’ distributed DIY suite
• High-end studio space, supported/bookable.
• Media user group/special interest group
• Programme of evaluation
2016 “Manifesto” in progress

49. “It is not easy to do but it
shouldn't bar you from having a
go, and I think you learn by
doing and you learn iteratively
in making video and you learn
alongside students.
Dr John Potter
Education and New Media
UCL Institute of Education
To conclude