Using Panopto for students’ self-submitted lesson observations.
Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
Edge Hill University
Scott Farrow
Content Developer & VLE Support Officer
Edge Hill University
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
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Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
This is my presentation at IATEFL in Glasgow in 2012. It includes links to 5 great tools that we can use to get students speaking. Watch the videos on JING, Vocaroo, myBrainShark, MailVu and Audioboo.
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Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
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Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
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Video lectures at Social Sciences UvA; past, present & futureNynke Kruiderink
Presentation for teachers at the department Social Geography and Planning. About how filming lectures slowly evolves from doing what we always did, to possibly the flipped classroom.
OpenEd 2016: The HOW of Adapting an Open Textbooklaesoph
Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.
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On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
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For More Info Visit:
https://www.iitms.co.in/blog/what-is-flipped-classroom-model.html
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Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Session 22 anne_mc_loughlin_scott_farrow_web_yes
1. SOLSTICE & CLT Conference 2017
5th & 6th June 2017
Using Panopto for students’ self-submitted lesson observations.
Anne McLoughlin & Scott Farrow, Edge Hill University
4. Challenge
○ Adult, Distance Learners
○ Observation of practice required
○ 1 hour, 1 to 1 lessons
○ Not practical for tutors to travel
○ Posting USB/DVD’s problematic
○ Permanent record of assessment for
quality assurance
○ Moderation by British Dyslexia
Association
5. Solution
○ VLE (Blackboard) solution
○ Simple to use
○ Viewed by moderators
○ Feedback given through VLE
○ Secure for data protection
○ Easy to store
○ Panopto
7. 2
3
1
Process
Tutor provisions course by adding the tool to
the VLE and setting up a ‘dropbox’
Students film their lesson using smartphone,
table, camera or webcam, then upload to
dropbox
Tutors watch and provide feedback
8. VLE
Blackboard, which was
already in use at Edge
Hill University
Recording Device
We haven’t yet
encounter a student
without a reasonable
device to undertake this
process
Student Guide
Created two written
guides and one video
guide on the student
upload process
Resources for
implementation
Tutor support
We provided one session
to tutors after
implementation and no
further instruction has
been required
Panopto Software
Again something the
University had already
bought into for lecture
capture purposes
Storage
File storage, which
comes with Universities
software purchase
(cloud based).
20. References
MARTIN, L. 2015. Students, technology and study – still time to have your say! [online]
Available from: https://blogs.edgehill.ac.uk/learningedge/2015/01/06/students-
technology-and-study-still-time-to-have-your-say/ [Accessed 25.05.2017].
TAYLOR, L & HENSHAW, K. 2016. “Try it + watch it = Self Perception”: Supporting
Professional Pre Registration students to enhance oral and practical presentation skills.
Solstice Conference, Edge Hill University
TRIPP, T. and RICH, P. 2012. Using video to analyse one's own teaching. British
Journal of Educational Technology, 43: 678–704. doi:10.1111/j.1467-
8535.2011.01234.x
BARNETT, M. 2006. Using a Web-Based Professional Development System to Support
Preservice Teachers in Examining Authentic Classroom Practice. Journal of Technology
and Teacher Education 14.4 701-705,707-711,713-729.
Presentation template by SlidesCarnival Photographs by Unsplash
