What do we know about what students do with Lecturecast?

Talk for Summits and Horizons: exemplars and prospects for teaching with e-learning @ UCL 23 Jan 2013

1. What do we know about what students do with Lecturecast ? Clive Young E-Learning Environments

2. What is UCL Lecturecast ? Automated system (Echo360) for recording lectures and making them available via Moodle. Captures everything sent to the projector ( e.g PP slides, visualiser ) + audio via a lapel mic + video of the presentation area via a small fixed position camera. EchoCapture Personal – capture everything that is happening on your own PC screen + audio commentary (+ webcam 'talking head‘) uploaded to Lecturecast .

3. 39 of UCL's centrally bookable teaching spaces 20 in departmental areas 8-10,000 hours of recorded material on the system.

4. 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 perpetuates an outdated and discredited passive learning experience (the classroom lecture). 2.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?

5. 250,000 views of content last year 20-30,000 ‘hits’ on Moodle per day

6. 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 "Once viewed with caution as a potentially intrusive intervention that might cramp teachers’ style, lecture capture is now proving its worth for teachers and learners alike in many contexts." Association for Learning Technology (2011 )

7. Recording and augmenting lectures for learning (2011-2013) how lectures are currently being captured and used new learning designs for flexible and off-campus delivery technical , pedagogical and legal issues case studies and scenarios practical guidelines to help teachers

8. The evolution of video 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

9. Image What is the purpose of video in lecture capture? visual demonstration, dramatisation, presenting visual evidence and making and emotional appeal ( Hempe 1999) add authenticity and reality to the learning context....brings the course alive ( Thornhill et al 2002) "a great many people find they retain information better if they are able to visualise a lecturer saying it” (UCL student) help orientate esp. if students unfamiliar with material or lecturer ( Kukkonen 2012) “ We all engage our hands, mouths, facial expressions, body orientations and body movements whenever we transmit any sort of message from our brains towards an audience” (Everett 2012) Enthusiasm, emotion, focus – access to expert? Orientation (Finnish bloke 2012)

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

11. Interactivity in LC “ Web-casting lectures provides students who failed to get out of bed with another chance” UCL professor Worries about attendance

12. Interactivity in LC " Because I am an international student and sometimes I could not hear and understand clearly. Also since the lectures given by my lecturer are fantastic! It will be great if we can listen to the lectures again for better understanding of the topics !“ UCL Student Also US research (Stewart, 2012) – big LC users are non-native speakers of English and the “very motivated”

13. Attendance UCL view "the experience in the pilot phase of project is that LC has little or no effect on student attendance " Russell and Mattick (2005) drop off of attendance " follows the same pattern with or without streaming ". von Konsky et al (2009) drop off but "anecdotally, this attendance pattern is consistent with that experienced in previous semesters“ so LC " did not have a significant impact on lecture attendance". UCL advises "if a lecture is little more than the repeating of notes from a PowerPoint presentation it is probable that some students will choose to spend their time more efficiently i.e. viewing the material on-line”

14. Interactivity literature “Video and live performances differ , like spoken and written language” – students get this! Fardon (2003): better for structured or narrative-driven styles, poorer for ‘ dramatic ’ styles or styles with lots of audience interaction http://www.flickr.com/photos/bredgur/1323025528/

15. Interactivity Does LC reinforce a transmission model of learning when we want more constructivist models - active, process oriented, learner centric? ( Jouvelakis 2009) Davis (2009) found the 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 http://www.flickr.com/photos/bredgur/1323025528/

16. Does LC improve performance?

17. 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 More ideas dial-e designs (JISC) “using lecture capture resources to actively engage learners” Integration

18. Flipping

19. lecture capture classic unedited lecture capture edited ‘knowledge clips’ studio-made clips lecture capture + resources screencasts tabletcasts guides, links examples etc third party video discussion quizzes tasks tagging polling etc ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - LIVE CLASS SYNCHRONOUS - ONLINE GROUP live events virtual class PBL modelling labs fieldwork etc FLIPPING

20. lecture capture classic unedited

21. lecture capture classic unedited lecture capture edited ‘knowledge clips’ lecture capture + resources guides, links examples etc

22. lecture capture classic unedited lecture capture edited ‘knowledge clips’ studio-made clips lecture capture + resources screencasts tabletcasts guides, links examples etc third party video

23. lecture capture classic unedited lecture capture edited ‘knowledge clips’ studio-made clips lecture capture + resources screencasts tabletcasts guides, links examples etc third party video discussion quizzes tasks tagging polling etc ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP

24. lecture capture classic unedited studio-made clips screencasts tabletcasts third party video discussion quizzes tasks tagging polling etc lecture capture edited ‘knowledge clips’ lecture capture + resources guides, links examples etc ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - LIVE CLASS SYNCHRONOUS - ONLINE GROUP live events virtual class PBL modelling labs fieldwork etc

25. lecture capture classic unedited lecture capture edited ‘knowledge clips’ studio-made clips lecture capture + resources screencasts tabletcasts guides, links examples etc third party video discussion quizzes tasks tagging polling etc ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - LIVE CLASS SYNCHRONOUS - ONLINE GROUP live events virtual class PBL modelling labs fieldwork etc FLIPPING

26. lecture capture classic unedited lecture capture edited ‘knowledge clips’ studio-made clips lecture capture + resources screencasts tabletcasts guides, links examples etc third party video discussion quizzes tasks tagging polling etc ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - LIVE CLASS SYNCHRONOUS - ONLINE GROUP live events virtual class PBL modelling labs fieldwork etc FLIPPING

27. Remembering / Understanding Applying / Analyzing Evaluating / Creating Lecture capture from start- to end (classic) Weblecture Knowledge clips Slidecasts cutting Screencast Studio-based Flipcamera e.g. iTunes U YouTube edu e.g. Academic Earth Videolectures.net Self produced (partly) Re-used e.g. iTunes U YouTube edu e.g. Academic Earth Videolectures.net producing Enriched ( with tasks ) Enriched ( with objects ) Self produced (partly) Re-used Instruction clips Live lecture capture or video conferencing High level of interaction Student generated content Webinar Quizes Tasks Discussions Tagging Polling Lecture capture (classic/ chapters ) Tasks Assessment Screencast Fieldwork Studio-based Tutorial Studio-based e.g. Screencast-o-matic and MIT OCW Self produced + + Virtual classroom Self produced (partly) Re-used FLIPPING THE CLASSROOM

28. Join : http://www.rec-all.info/ Join : http://vital-sig.ning.com/ Follow : http://www.scoop.it/t/rec-all Contact : [email protected] Follow up

29. How to move beyond lecture capture: pedagogical guide Clive Young & Sylvia Moes http://www.rec-all.info