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Echo360 Conf May 2012

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Clive Young
Clive Young

Presentation at Echo360 Community Conference 2 MAY | UNIVERSITY COLLEGE LONDON

EducationTechnology
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Learning designs to augment recorded lectures Clive Young e-learning environments, UCL EU Lifelong Learning Programme (Erasmus) REC:all project
Findings from two projects based at UCL • ViTAL (video in teaching and learning) • REC:all (recording and augmenting lectures for learning)
Webinars existing resources a new shared resource case studies & evaluations
Why is pedagogy important? • Support – how do I do it (better)? • Scalability – is it worth funding? • Sustainability – is it worth developing? • Evaluation – do students learn (more/better)?
Getting ever more complex? Film strip/slide Image TV / VHS Desktop video + Interactivity Multimedia Web media + Integration Streaming/LC Mobile video Social video + Input [Asensio and Young, JISC Click and Go Video, 2002]
Film strip/slide Image TV / VHS Instruction (?) Desktop video + Interactivity Multimedia Constructvism Web media + Integration Streaming/LC Conversation Mobile video Context Social video + Input Multiliteracies
Input Integration Interactivity Image
Image • 1 image = 1k words • What is the purpose of video in lecture capture? • How important is quality/glossiness? • Learning outcomes: „Just good enough' will serve the purpose in terms of learning e.g. lecture capture • Accessibility consider from the outset
Interactivity Interactivity is • Access – own devices • Choice – on-demand, search • Control – start, stop, pause, review http://www.flickr.com/photos/nesster/3714783252/
Interactivity in LC • “Web-casting lectures provides students who failed to get out of bed with another chance” • Review and revision • Mobility – more flexibility • Improved „affordances‟ (search, metadata) - but does LC effect attendance? http://www.flickr.com/photos/bredgur/1323025528/
Interactivity literature • “Video and live performances differ, like spoken and written language” – students get this! • “Might lecturing styles change to look better on the video, possibly to the detriment of the live performance?“ - not for everyone? • 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/
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/
“using lecture Integration capture resources to actively engage Ideas learners” • 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)
Sum up: Active learning with LC Image + Interactivity + Integration + Input
Top 10 uses of video 1. Students shoot own video 2. Presentation/perf. skills, feedback 3. Videoing 'real events' in situ 4. Case studies/simulations/role plays 5. Video blogs 'think aloud' 6. Interviewing an expert or expert presentation 7. Instructional 'how to videos' 8. Animated screen shots 'Camtasia„ 9. Using authentic archive video material 10. Talking head lectures and tutorials
lecture capture classic unedited
guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited „knowledge clips‟
guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP guides, links examples etc •discussion lecture capture •quizzes + resources •tasks •tagging •polling lecture capture lecture capture •etc classic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldwork classic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
Flipping
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldwork classic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldwork classic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
Bloom and Web 2.0 (...integration with lecture capture) http://www.usi.edu/distance/bdt.htm
To interactivity and beyond! Role of the student [after Chris O‟Hagan] • Sit back film and TV • Sit forward internet video • Stand up „social video‟ – commenting and contribution – lecture capture not an archive but and active resource, open to debate. Media – integrated with active learning http://www.flickr.com/photos/daquellamanera/310344132/
What you can do to get involved Join: http://vital-sig.ning.com/ Join: http://www.rec-all.info/ Follow: http://www.scoop.it/t/rec-all Contact: c.p.l.young@ucl.ac.uk

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Echo360 Conf May 2012

  • 1. Learning designs to augment recorded lectures Clive Young e-learning environments, UCL EU Lifelong Learning Programme (Erasmus) REC:all project
  • 2. Findings from two projects based at UCL • ViTAL (video in teaching and learning) • REC:all (recording and augmenting lectures for learning)
  • 3. Webinars existing resources a new shared resource case studies & evaluations
  • 4. Why is pedagogy important? • Support – how do I do it (better)? • Scalability – is it worth funding? • Sustainability – is it worth developing? • Evaluation – do students learn (more/better)?
  • 5. Getting ever more complex? Film strip/slide Image TV / VHS Desktop video + Interactivity Multimedia Web media + Integration Streaming/LC Mobile video Social video + Input [Asensio and Young, JISC Click and Go Video, 2002]
  • 6. Film strip/slide Image TV / VHS Instruction (?) Desktop video + Interactivity Multimedia Constructvism Web media + Integration Streaming/LC Conversation Mobile video Context Social video + Input Multiliteracies
  • 7.
  • 9. Image • 1 image = 1k words • What is the purpose of video in lecture capture? • How important is quality/glossiness? • Learning outcomes: „Just good enough' will serve the purpose in terms of learning e.g. lecture capture • Accessibility consider from the outset
  • 10. Interactivity 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” • Review and revision • Mobility – more flexibility • Improved „affordances‟ (search, metadata) - but does LC effect attendance? http://www.flickr.com/photos/bredgur/1323025528/
  • 12. Interactivity literature • “Video and live performances differ, like spoken and written language” – students get this! • “Might lecturing styles change to look better on the video, possibly to the detriment of the live performance?“ - not for everyone? • 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/
  • 13. 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/
  • 14. “using lecture Integration capture resources to actively engage Ideas learners” • 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)
  • 15. Sum up: Active learning with LC Image + Interactivity + Integration + Input
  • 16.
  • 17.
  • 18. Top 10 uses of video 1. Students shoot own video 2. Presentation/perf. skills, feedback 3. Videoing 'real events' in situ 4. Case studies/simulations/role plays 5. Video blogs 'think aloud' 6. Interviewing an expert or expert presentation 7. Instructional 'how to videos' 8. Animated screen shots 'Camtasia„ 9. Using authentic archive video material 10. Talking head lectures and tutorials
  • 19.
  • 20.
  • 22. guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited „knowledge clips‟
  • 23. guides, links examples etc lecture capture + resources lecture capture lecture capture classic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
  • 24. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP guides, links examples etc •discussion lecture capture •quizzes + resources •tasks •tagging •polling lecture capture lecture capture •etc classic unedited edited „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
  • 25. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldwork classic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts third party video
  • 27. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldwork classic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
  • 28.
  • 29. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS - ONLINE GROUP - LIVE CLASS guides, links examples etc •discussion •live events lecture capture •quizzes •virtual class + resources •tasks •PBL •tagging •modelling •polling •labs lecture capture lecture capture •etc •fieldwork classic unedited edited •etc „knowledge clips‟ studio-made clips screencasts tabletcasts FLIPPING third party video
  • 30. Bloom and Web 2.0 (...integration with lecture capture) http://www.usi.edu/distance/bdt.htm
  • 31. To interactivity and beyond! Role of the student [after Chris O‟Hagan] • Sit back film and TV • Sit forward internet video • Stand up „social video‟ – commenting and contribution – lecture capture not an archive but and active resource, open to debate. Media – integrated with active learning http://www.flickr.com/photos/daquellamanera/310344132/
  • 32. What you can do to get involved Join: http://vital-sig.ning.com/ Join: http://www.rec-all.info/ Follow: http://www.scoop.it/t/rec-all Contact: c.p.l.young@ucl.ac.uk