Video lectures at Social Sciences UvA; past, present & future
•Download as PPTX, PDF•
1 like•345 views
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.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Video lectures at Social Sciences UvA; past, present & future
Similar to Video lectures at Social Sciences UvA; past, present & future (20)
Recently uploaded
Recently uploaded (20)
Video lectures at Social Sciences UvA; past, present & future
- 1. Video Lectures: Past, current and future GPIO onderwijsdag Oktober 2013 drs. Nynke Kruiderink Teamleider ICT in het Onderwijs CSW/GSSS
- 3. ICTO survey 2013 What do students want with ICT in education?
- 5. Food for thought • Students who watch video lectures have higher scores. Dedicated students make more use of video lectures? Or video lectures help to achieve higher grades? • Attendance Students might attend class less often. They might not. And if they do, is this a bad thing? Some lecturers prefer to give class to dedicated students and have the disruptive ones stay home. • Procrastination Offering video lectures only shortly before exams could reinforce procrastination. • Lazy or Supportive Offering video lectures at all could make the average student lazier, or help them while cramming for exams.
- 6. Educational video material online
- 7. UvA channel on iTunes
- 8. Educational Technology Evolution Initially keep doing what we always did: • Lectures – video lectures • Chalk boards – smart boards • Text books – ebooks / internet Slowly evolve…
- 9. Next Stage Video Lectures • Reference material or scheduling issues – Provide specific segments as preparatory material in the following year, freeing up ‘class time’ • Incidental backup – Extra material when study programes change • Reuse guest speakers – Build up content to be used over time
- 10. Feedback for lecturers: Heat map of a video lecture
- 11. Other options • Deficiencies • Honours programmes • Interdisciplinary
- 12. What do live lectures offer? For the teacher • You offer inspiration • You can contextualize and create bridges between educational material offered • You can explain concepts in more depth • ? For the student • Create a bond with the study and educational institute by being on location • Interaction with fellow students • Interaction with the educational institute • Being able to ask the teacher questions • ?
- 13. Freeing up class time: Flipped Classroom
- 14. What could that look like? • How would giving a class change? • What ‘extra’ interaction could we undertake? • What are feasible options when you have a classroom with 200 students? • Effects on time invested by a teacher? • More interactivity in classes could mean more effective teaching hours and therefore, time gained? These are all questions that still need answering.
- 15. ICTO survey 2013 What do students want with ICT in education?
- 17. Conclusion • • • • • Students want and use video lectures Video in education is here to stay (for awhile) Shifting landscape Smart ways to implement video lectures Where is it heading?
- 18. Thank you! drs. Nynke Kruiderink Teamleider ICT in het Onderwijs CSW/GSSS kruiderink@uva.nl
Editor's Notes
- Demandgrowingespecially past twoyearsTop graph, cumulative viewsBottomgraph, clear peaks in viewingbehavior. Students useshortlybeforeexamsTerm video lecturesmeans…Certainfacts, but no proven best format, quicklyshifting landscape anddifferingvairables
- Fact is students want them, likethem, usethemSurvey 2013 infographic, givesperceptions of students regarding video lectures. In this question students where able to show in order of importance what they wanted in their educationData should be considered carefully. What students want is not always what is good for them. Like eating chips, you know it’s not good for you but you do it anyway
- Suffice to say for now, this survey confirms our expectations to a large extent. Overall students want video lecturesabout half think it will save them timeabout 40% think they will attend live lectures less oftenbut also more than half prefer live lectures and workgroups to video lectures. So how to implement? Attendance to class does seem to decrease, although primarily so during Friday morning classes. Since students use them mostly before exams, and we want to avoid diminishing attendance in class, we advise to make them available to students 2 weeks before exams.Wetherusing video lectures has a positive effect on studyresults is unclear. Research contradictsitself. Situational variables have a large effect, Friday morning, whichstudy(48% medical students say theywillnotattend class less), mandatoryattendance, etcResearch does give food forthought…
- Go through slide…The landscape is changing so swiftly we need to think on our feet, apply common sense, and keep checking what works and what doesn’t.
- Fact is video lectures are an extra service universities offer, students use them and have come to expect this type of information and knowledge transfer. Difference between video lectures, and videos used in online courses. The latter are adapted and shaped according to educational design principles
- The UvA launched an iTunes U channel last year. It’s purpose is educational, but also to provide a window into what the UvA is doing and a place to profile ourselves online.If your department has special lectures in the Aula, doctorate lectures, emeritus lectures, seminars, please consider having them filmed and placed onto the channel.
- But back to video lectures in our regular classes, when we start implementing them in our education I think it is helpful to consider the process technology often takes within a sector. We are first inclined to use it to continue what we always did up till then, but in a hopefully more efficient way. Capturing a live lecture for unidirectional consumption is a process we are familiar with
- But further along in the process we start to implement the technology in ways which causes a change in the process itself. A step further, other professors at other universities, change they way they deliver a lecture, so it can be cut up into segments for easier accessStep further, reuse a segment of a difficult piece, offer it before a class takes place, frees up class time enabling you to go more in depth into the topic, students come better prepared to classStructural backup when study programeschange: Jeffrey HarrodBuild up content over time – guest speakersSo it can affect they way you teach.
- Another way itcan affect the way youteach is bylooking at viewingstatistics per lecture.ExplainheatmapInsight into viewing patterns can help you improve your lectures.
- Masters students coming from other universities may have focused on different topics than we cover in our Bachelor. Offering them access to video lectures from the bachelor programme before they start classes at the UvA may help to work on reducing deficiencies. We could consider if video lectures could be used in an honours track to offer lectures in that manner and supplement with interaction time with a junior professor or group work. To expand on interdisciplinary approaches within our study programmes we could use video lectures from other educational programmes to supplement the ones we offer. Or even use online lectures given by professors at other universities, and discuss them in a face to face class.
- But before deciding to undertake these activities I think it is essential to reflect on what we lose if we replace live lectures with video lectures. During discussions with lecturers I have come to this list but please add if you feel something is missing:…Which brings us to the flipped classroom concept.
- Increasedinteractionandcollaborationpossibilities, point 5In this context it is interestingtoknow the UvA is conducting a pilot thisyearwith BB collaborate. Last yearpsychology SPSS class, students doubled, couldn’tschduleenough classrooms, conducted virtual workgroupswith google hangouts. It was especially useful because of it’s desktop sharing attribute and allowed teachers to help the students in the use of the software and ask and answer questions
- The teacher Sharon Klinkenberg went on to create a comprehensive collection of “kennis clips” for the course, and students used these intensely and kept showing up less and less to the virtual workgroups. But I still think a webconferencing tool integrated in Blackboard can offer an alternative form of creating interaction with students, amongst students for group work, interaction with experts abroad, a more convenient and efficient way for study advisors to interact and guide students… another step taken in the shifting landscape.