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ALT-C 2011 Presentation

Presentation file used for my short paper presentation during ALT-C 2011 in Leeds on 6-9-2011

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ALT-C 2011 Presentation

  1. 1. Analysing the use of recorded lectures by students Tuesday, 6 September 2011 Pierre Gorissen Fontys University of Applied Sciences The Netherlands (Session 0067)
  2. 2. <ul><li>PhD Research: </li></ul><ul><li>“ Facilitating the use of recorded lectures ” </li></ul><ul><li>Pierre Gorissen (Fontys University of Applied Sciences) </li></ul><ul><li>Jan van Bruggen (Fontys University of Applied Sciences) </li></ul><ul><li>Wim Jochems (Eindhoven University of Technology) </li></ul>
  3. 3. Recorded Lectures <ul><li>Many </li></ul><ul><li>Long (45 min. Average) </li></ul><ul><li>Expensive to create </li></ul><ul><li>So...are they being used? </li></ul>
  4. 4. Research Questions <ul><li>How do students use recorded lectures? </li></ul><ul><ul><li>What do they say? </li></ul></ul><ul><ul><li>What do they actually do?   </li></ul></ul><ul><li>Which patterns are there in the use of recorded lectures by students? </li></ul><ul><li>How can we better support the use of recorded lectures? </li></ul>
  5. 5. Two step approach <ul><li>How (when and why) do students use the recorded lectures for a course? </li></ul><ul><li>#1 Let’s ask them: </li></ul><ul><ul><li>Survey </li></ul></ul><ul><ul><li>Interviews </li></ul></ul><ul><li>#2 Measure their use: </li></ul><ul><ul><li>Mediasite reports </li></ul></ul><ul><ul><li>Log files </li></ul></ul>
  6. 6. Let’s ask them <ul><li>Most students watch recordings at home; </li></ul><ul><li>No major technical problems; </li></ul><ul><li>They know where to find the recordings; </li></ul><ul><li>They would prefer for all courses to be recorded. </li></ul><ul><li>Many students claim to watch >75% of lecture </li></ul>
  7. 7. Measure use
  8. 8. Measure use <ul><li>Students primarily used the recordings to prepare for exams; </li></ul><ul><li>Indications that watching recordings before the exam improved passing rate; </li></ul><ul><li>Not many students watch >75% of a lecture; </li></ul><ul><li>More students than expected watch lectures multiple times / on multiple occasions. </li></ul>
  9. 9. Next step in the research <ul><li>Experiment with providing navigational support aimed at students preparing for their exams; </li></ul><ul><li>Question: Does it help them to find the parts of the recordings they are looking for? </li></ul>
  10. 10. Take away points… <ul><li>“ Views” is a bad measure for use </li></ul><ul><li>Don’t just ask students about their use! </li></ul><ul><li>Combine data if available; </li></ul><ul><li>Don’t be afraid to throw out data; </li></ul><ul><li>Take a student centered approach; </li></ul><ul><li>Different students mean different use; </li></ul><ul><li>Different recordings mean different use. </li></ul>
  11. 11. Final comment from one of the interviews: A recording of a bad lecture can actually improve that lecture... … the recording can be replayed at high speed!
  12. 12. [email_address] <ul><li>http://www.linkedin.com/in/PierreGorissen </li></ul><ul><li>@PeterMcAllister </li></ul>

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