Slides from a presentation given at the International Federation of National Teaching Fellows summit in Halifax, Nova Scotia (May 2018)

1. Pedagogy Involving Capture Technology:
Uses of Panopto beyond the recording of
lectures
Dr Gemma Mitchell*, Matthew Mobbs+, &
Dr Chris Willmott*
* Dept of Molecular & Cell Biology
& +Leicester Learning Institute
University of Leicester, UK
cjrw2@le.ac.uk
IFNTF World Summit, Halifax (May 2018)

2. Overview
• “Standard” lecture capture (LC)
• Other uses of capture technology (CT)
• Methodology
• Preliminary findings from current project
• Initial reflections

3. The Rise in Lecture Capture (LC)
• Recording of conventional lectures has become
very common
• 69% of UK HEIs have institutional LC system
(Walker et al., 2016)
• Opt in v Opt out
• Literature examining:
- student satisfaction
- exam performance
- attendance
(Witthaus & Robinson, 2015)
Walker et al. (2016) 2016 Survey of Technology Enhanced Learning for Higher Education in the UK.
Oxford, UK: Universities & Colleges Information Systems Association
Witthaus G. & Robinson C. (2015) Lecture Capture Literature Review: A review of the literature from
2012 to 2015 (Centre for Academic Practice, Loughborough University)

4. Uses of Capture Technology (CT)
• Witton (2017) identified several potential uses
- Flipped classroom
- Pre-recorded demonstrations
- Ad hoc supplementary materials
- Assessment advice
- On location filming, e.g. fieldwork
Witton G. (2017) The Value of Capture: Taking an alternative approach to using lecture capture
technologies for increased impact on student learning and engagement. British Journal of Educational
Technology 48:1010-1019.

5. Methodology
• Literature review and design of project (CW & MM)
• Invitation for participating academics, sent via
College Academic Directors (CW)
• Interviews with staff (GM and CW)
• Focus group and student interviews (GM)
• Access to module survey data and Panopto usage
statistics

6. “Flipped” Teaching - examples
• Various examples, including:
- Bioethics in core module (Yr 2 Bioscience)
- Hate crime module (MSc Criminology)
- 20 min Thermodynamics mini-lectures
(Yr 2 Chemistry)
Will consider two of these
in more detail later

7. Worked Calculations
• Maths-based disciplines using CT to record staff
walking students through calculations
– Prior to assessment: demonstrating tasks
– After assessment: part of generic feedback

8. Student Presentations
Variety of identified reasons for recording talks
• When students have anxiety issues re presenting
in public (Psychology)
• When logistical issues gathering academics for
assessing talks live (Politics)
• Made available to External Examiners for Quality
Assurance

9. Diversifying Lecture Content
• Unanticipated significance at start of project
• Creative use of Visualiser/Data camera
• Tends to involve over-riding the automatic
recording system
• Various examples

10. Visualiser use: Example (1)
• Protein expression lectures for bioscientists
• Mini dry-wipe board as hard to capture material
written on main board

11. Visualiser use: Example (2)
• Mathematical Physics lecture
• Addressing same issue re capturing board-work

12. Visualiser use: Example (3)
• Anatomy lectures for medics

13. “Flipped” Teaching - example (1)
• Hate extremism and everyday prejudice
• The problem
“What students were saying to me, particularly
those who are international, is that they’re finding
it’s information overload within the lectures… it’s
just about being there and writing things down so
they’re not enjoying it… They find the reading list
just too cumbersome they don’t know where to
begin” Module convenor

14. “Flipped” Teaching - example (1)
• Hate extremism and everyday prejudice
• The intervention
- No traditional lectures
- One 1-hour seminar per week
- Two or Three 15-20 min videos each week
- One video = introduction
- One video = theories
- One video = guest lecture, or
victim lecture, or
further context
- Connection to set readings overt
- Students encouraged to pause videos

15. “Flipped” Teaching - example (1)
• Hate extremism and everyday prejudice
• The impact - convenor
“The difference – the *quality* of the discussions is
unbelievable. Because they are coming already
having not only watched the lectures, done more
reading than I’ve ever known students to do reading
because they’re like ‘you’ve been clear about why I
should read that’ and I’m very specific, like ‘in this
chapter only read page 8 to16, there’s no reason to
read any further’, the discussions are phenomenal
and it is – I take a back step…”

16. “Flipped” Teaching - example (1)
• Hate extremism and everyday prejudice
• The impact - student
“I absolutely loved it, which is partly why I wanted
to do this [interview] because I like the way it has
been delivered” … You can sit down, watch that 20
minute [video], I mean for me that would kind of
span out to about an hour because I’m stopping it
every few minutes to make sure I’ve understood…
and then you can stop and that’s one little discrete
part done, so it’s not as overwhelming as either
going into a lecture room or sitting at home and
listening to someone do 2 hours of just someone
talking”

17. “Flipped” Teaching - example (2)
• Bioethics in core Research Topic module for Yr 2
Bioscientists
• 15 online videos (duration 3:30 to 23:30 mins)
replacing 3 previous F2F lectures
• Formative online quiz
• Complete ethics form as part of team-based
assessment

18. Not so flipping easy?
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
Humans i Humans ii Humans iii Humans iv Humans v Animals i Animals ii Animals iii Animals iv Animals v GMOs i GMOs ii GMOs iii GMOs iv Ethics form
Percent of cohort viewing "flipped" video
2015 as % 2016 as % 2017 as %
What factors underlie difference in engagement?

19. Differences?
• Criminologist = Masters level, elective module
Bioscientists = Undergrads, compulsory unit
• Criminology = regular videos across module
Bioscience = glut of videos
• Bioscience focus group not used to watching
captured lectures
• “I really enjoyed the bioethics. I can’t say I
watched the videos…I wish I’d sat and watched
them because they did look interesting”
… answered the quiz using “common sense
and Google” instead!

20. Differences?
• Context in module
Criminologist = integral to weekly F2F discussions
Bioscientists = background for team assignment
• Two (of five) students in focus group said their
team had allocated one person to “do the
bioethics”, rest did other components
• Those who did watch cherry-picked items they felt
linked to their allocated research topic
• “It was interesting…but half of it was not relevant”
• “As interesting as it was, in terms of prioritising my
time, I guess that it did not become my priority ”

21. Conclusions
• Pockets of excellent practice exist
• Staff need clearer vision for what is possible and
guidance on how to achieve it
• Production of staff guide will help these aspects
• (Lack of) student engagement with “flipped”
material remains a concern
• Students need “expectation management”, with
clear advice on why this approach is being taken
and requirement for their participation

22. E-mail: cjrw2@le.ac.uk
Twitter: cjrw
Slideshare: cjrw2
Blogs: www.bioethicsbytes.wordpress.com
www.biologyonthebox.wordpress.com
www.biosciencecareers.wordpress.com
www.lefthandedbiochemist.wordpress.com
Thank you
Any questions?

24. Implications for Institutions
• Use of LC likely to increase
• Maximising investment by other uses of CT
• Increased expectation may require standard
provision of more equipment (e.g. webcams &
microphones)
• CT currently spearheaded by innovators, other
staff will require appropriate training & guidance

25. Panopto as Delivery Vehicle
• Possible to upload materials produced (or edited)
using other tools
• Advantages:
- resources is same place as recorded lectures
- better usage analytics than YouTube
• Disadvantages:
- “costs” against institutional license

26. “Flipped” Teaching - example (3)
• Thermodynamics module for Yr 2 Chemists
• Previous lecture content summarised into series
of 20 minute videos
• Leaves more time in F2F session for working
through questions and greater interaction