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SOLSTICE & CLT Conference 2017
5th & 6th June 2017
Using Panopto for students’ self-submitted lesson observations.
Anne McLoughlin & Scott Farrow, Edge Hill University
Hello!
Anne McLoughlin
Senior Lecturer, Inclusion
Scott Farrow
Learning Technologist
1.
Context
What was the challenge?
What is our solution?
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
Solution
○ VLE (Blackboard) solution
○ Simple to use
○ Viewed by moderators
○ Feedback given through VLE
○ Secure for data protection
○ Easy to store
○ Panopto
2.
Implementation
How was it implemented?
What resources were
required?
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
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).
Session 22 anne_mc_loughlin_scott_farrow_web_yes
3.
Feedback
Tutors
Students
“
The Panopto system makes observation
more efficient, especially for formative
assessment allowing me to give timely
feedback to students
Tutor
“
It allows for collaboration between tutors
if needed.
Moderation of final submissions more
straightforward
Tutor
“
I like it because I can just set my I pad up
next to me when I’m teaching and it’s not
intrusive.
Student
“
I like being able to get the feedback
quickly from my tutor before I do any
more lessons.
Student
4.
Future
Developments
Taking the next steps
Timestamped
Feedback
Written feedback as
timestamped comments
Video
Feedback
Exploring using video to
record feeback and
upload to Panopto for
students to receive
Teaching Tool
Using the lesson
observations as a
teaching tool – critical
analysis of their teaching
Thanks!
Any questions?
Anne
Email: mclougha@edgehill.ac.uk
Scott
Email: farrows@edgehill.ac.uk
Twitter: @scottfarrow88
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

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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
  • 2. Hello! Anne McLoughlin Senior Lecturer, Inclusion Scott Farrow Learning Technologist
  • 3. 1. Context What was the challenge? What is our solution?
  • 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
  • 6. 2. Implementation How was it implemented? What resources were required?
  • 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).
  • 11. “ The Panopto system makes observation more efficient, especially for formative assessment allowing me to give timely feedback to students Tutor
  • 12. “ It allows for collaboration between tutors if needed. Moderation of final submissions more straightforward Tutor
  • 13. “ I like it because I can just set my I pad up next to me when I’m teaching and it’s not intrusive. Student
  • 14. “ I like being able to get the feedback quickly from my tutor before I do any more lessons. Student
  • 17. Video Feedback Exploring using video to record feeback and upload to Panopto for students to receive
  • 18. Teaching Tool Using the lesson observations as a teaching tool – critical analysis of their teaching
  • 19. Thanks! Any questions? Anne Email: mclougha@edgehill.ac.uk Scott Email: farrows@edgehill.ac.uk Twitter: @scottfarrow88
  • 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