REC:all project, How to move beyond recorded lectures. Presentation given @Eden Conference in Porto.

1. Clive Young (UCL) and Sylvia Moes (VU)

2. A-synchronous
(individual)
Synchronous
(online group)
(A)-Synchronous
(virtual class)
Remembering/Understan
ding
Applying/Analyzing Evaluating/Creating
Lecture capture
from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
Editted/cuttin
g
Screencast
Studio-based
(Flip)camera
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
Enrichedwithtasks,quizes,etc.
Enrichedwithobjects
Self produced (partly) Re-used
Instruction clips
Live lecture capture
or video conferencing
High level of interaction
Student generated
(knowlegde) clips
Webinar
Quizes
Tasks
Discussions
Tagging
Polling
Lecture capture
(classic/chapters)
Tasks
Practise
Assessment Screencast
Fieldwork
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-
matic and
MIT OCW
Self produced
+
+
Virtual
classroom
FLIPPING THE CLASSROOM
(Flip)camera
Weblecture
Slidecasts
e.g. iTunes U
YouTube edu
e.g. Academic
Earth
Videolectures.net

3. • Conditions:
– You have 1200 students for a course on statistics
– Most of the time students asks questions about the
software programme SPSS, because it’s to complicated
for them to understand by themselves.
– Result: You do not have time during the lectures to
reach the level which is necesarry for this course.
• What would you do? Which of the samples in the
framework should you chose and why?

4. • Conditions:
– You are planning a study trip to Rome with 20 students, coming out
of different universities, in the field of history of film.
– You have two weeks effectively for this trip in Rome.
– Because of the small time frame, it’s needed that your students have
prior knowledge of 3 main theories on film analyses.
• In the first week they have to watch 15 films recorded in Rome, related
to these theories.
• In the second week students have to do research on the locations in
Rome where these movies have been shot. You give the task to students
to find angles of camera’s on film locations in Rome.
• Students have to work out their findings of research, location based
(with geographical information), in a presentation at the end of the
course.
– What would you do? Which of the samples in the framework should
you chose and why?

5. • Conditions: you have a group of 80 students in the field of
literature study.
– Your goal is that your students better understand the
elements which are used in the field of literature.
• You have the plan to let them work out concepts in small groups
with “skeleton concept maps”.
• Skills needed from students: understand software programme
Mindjet manager.
• You are searching for a effective way to give the students feedback
on the maps they have created in groups at the end of the course.
• 4 hours face to face time for teachers and students per week
– What would you do? Which of the samples in the framework
should you chose and why?

6. Distance learning (via VLE) in the field art history
20 part time students
1 x per week face to face time
Different level of knowlegde
Assignment: presentation of findings of analyses of
painters in the renesaince
• What would you do? Which of the samples in the
framework should you chose and why?

7. Distance learning (via VLE) in the field art history
20 part time students
1 x per week face to face time
Different level of knowlegde
Assignment: presentation of findings of analyses of
painters in the renesaince
• What would you do? Which of the samples in the
framework should you chose and why?