1. NYSCATE 2009
LectureCasting
Toward
more
meaningful
use
of
face
to
face
3me
in
the
classroom.
NYSCATE 2009 - Stephen Ransom, Ph.D. - Nazareth College Of Rochester

2. photo credit: shillyshallysworld
Biggest
Challenge?

3. photo credit: shillyshallysworld
Biggest
Challenge?
-Staying awake.
-Getting it all.
-Understanding it all.
-Understanding your notes.

4. photo credit: rosannachao
• 60% of students
bored half of
the time
• 30% of students
bored all of the
time.
Boredom in the lecture theatre: an investigation into the contributors,
moderators and outcomes of boredom amongst university students.
British Educational Research Journal, Volume 35, Issue 2 April 2009

5. photo credit: rosannachao
Largest
contributor to
boredom?
Boredom in the lecture theatre: an investigation into the contributors,
moderators and outcomes of boredom amongst university students.
British Educational Research Journal, Volume 35, Issue 2 April 2009

6. Largest contributor to boredom?

7. PowerPoint Slides
Largest contributor to boredom?

8. photo credit: kaworukoneru
“Powerpoint is simply a communications tool. The
power is not in the hammer. It's in the carpenter.”
~@RonPloof

9. photo credit: shinealight
E ngage Me
Students Know What They Want!

10. photo credit: uniinnsbruck
Students are consumed with taking notes rather than
processing what is being presented.

11. Podcast Lecture Benefits
• Flexibility of time and place
• *Ability to pause-stop-repeat (leading to higher
comprehension and retention)
• *Can repeat entire lecture at later time for review
• *Missing class no longer a problem
• F2F time qualitatively improved (potentially)
*...Contributing to higher achievement
( McKinney, Dyke, & Luber 2008)

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Veeramani, R. & Bradley, S. (2008). Insights regarding undergraduate preference for lecture capture. UW-Madison Online-Learning Study.

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Veeramani, R. & Bradley, S. (2008). Insights regarding undergraduate preference for lecture capture. UW-Madison Online-Learning Study.

14. Perceived as
SUPPLEMENTAL, not
TRANSFORMATIONAL.
Most students still prefer
the f2f element and
come to class.
Standard Lecture Capture

15. photo credit: fake_eyes
So, do we just move the
boring stuff online?
Does that solve the problem of learning “boring stuff” ... ineffective
pedagogy?

16. photo credit: fake_eyes
So, do we just move the
boring stuff online?
Does that solve the problem of learning “boring stuff” ... ineffective
pedagogy?

17. photo credit: timcaynes
Better?... “Innovative”?

18. photo credit: profete
Not just consumption...

19. "If a podcast can capture everything you
do in class, you deserve to have nobody
coming."

20. "If your entire class can be captured and
delivered on line, why SHOULD anyone
come?"

21. photo credit: irishphiladelphia
What do we really need when we
are with a teacher?

22. A Different Model...
Rather than simple lecture capture & archive

23. Teach Naked? José A. Bowen, Southern Methodist University
Technology does not transform boring teaching into great teaching.

24. “Students can download lectures
online and find libraries of information
on the Web. When students reflect on
their college years later in life, they're
going to remember challenging debates
and talks with their professors. Lively
interactions are what teaching is all
about, he says, but those give-and-
takes are discouraged by preset
collections of slides.”
Teach Naked? José A. Bowen, Southern Methodist University
Technology does not transform boring teaching into great teaching.

25. Homework?
Watch the podcast!

26. Homework?
Watch the podcast!

27. Jonathan Bergmann & Aaron Sams
HS Chemistry Podcasts

28. An Introduction for Students

29. Chemistry podcast example

30. Jonathan Bergmann & Aaron Sams, Science Teachers

31. Structural Changes...
Traditional Vodcasting
1.Before Class 1.Before Class
• Read, highlight,.... • Read, watch, listen
2.In Class 2.In Class
• Teacher “Covers” • Apply, Analyze
Material Explore, Create,
• Squeeze in some Personalize, Scaffold
application

32. My Podcasting
Solution
✤ MacBook Pro
✤ Blue Snowball USB mic
✤ Screenflow
✤ iWeb
✤ MobileMe

34. Tool of Choice
ScreenFlow

35. Lessons
Learned
photo credit: jjay

36. Podcasts must
not significantly
increase
preparation for
class unless
there is a
perceived
payoff IN class.
photo credit: merlinprincesse

37. photo credit: smanography
Avoid
repeating
podcast
content when
F2F.

38. photo credit: paolomargari
Use f2f time
in ways that
are
meaningful
and relevant
to students

39. Students (58%)
thought simple
assessments prior
to class would
help with personal
accountability and
focus.
photo credit: deadoll

40. Mobility is
important, but
students didn’t
see it as a priority.
As found in other
studies, access
was mostly from
desktop/laptop
computers.
photo credit: lumaxart

41. Access
Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations

42. Access
Most
popular
time
?
Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations

43. Access
Most
popular
time
?
A.M.
Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations

44. Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations

45. photo credit: Janesdead
Create structures to help students
focus while listening
Ideas: Quizzes, guided listening structures, blog/vlog response,...

46. "Strangely enough, the people who are most
resistant to this model are the students, who
are used to being spoon-fed material that is
going to be quote unquote - on the test,...
Students have been socialized to view the
educational process as essentially passive.
The only way we're going to stop that is by
radically refiguring the classroom...”
Source: When Computers Leave Classrooms, So Does Boredom

47. References
✤ Please see the wikispaces page for this session to access the credits and
resources.
http://ransomtech.wikispaces.com/NYSCATE+2009

48. NYSCATE 2009
LectureCasting Thoughts
?
Toward
more
Comments
meaningful
use
of
f2f
3me
in
the
classroom.
NYSCATE 2009 - Stephen Ransom, Ph.D. - Nazareth College Of Rochester