1

Lecture Capture: Rationale • Response • Results

Presentation forMedia & Learning 2013

12 Dec 2013

Dr Daniel Tan

e: ethtan@ntu.edu.sg ethtan@outlook.com

No Brainer eLearning ProjectseServices Issues and Challenges

Plagiarism Management System

• Handling violations must be done wisely

• Institution reputation management

Clickers Response System

• Faculty development – easy deployment

Learning Space Class-room re-design

• Faculty development in “noisy classroom” environment

Lecture recording • Buy-in from faculty before tipping point

• Changing role of faculty in content-rich world

• Operational scalability• Content re-use and re-purpose

Why?

Rationale

Quality of Content

Quality of Teaching

Quality of Learning

Source: web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdfCited 2171 times

Research Evidence

5

Participative Learning to enhance Learning Quality

Hake, R. R., (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64- 74

Learner Understanding During Lecture Presentation

0

20

40

60

80

100

time

30%Lecture

65%With clicker

activities

Professor’s belief

Re-learn/ review via lecture recording

In-Class Latency Gap between Teaching and Learning (assuming perfect language literacies)

• Professor teaches at the pace of expression– Prep time of between 5

to 20 hrs per 1 hr lecture

– Teach as re-runs for established courses

• Students are processing and constructing new knowledge– Time taken for students

to listen, join the dots, and understand

– Then, take notes

Post-class Forgetting Curve(assuming good level of knowledge understanding)

After 2 days, the effect of the (re-)learning is minimised

Learning Analytics:

Histogram of Viewings for a Lecture Recording

Num

ber

of

vie

win

gs

Time

(for illustrative purposes only)

Current andNear Future

Learning Environments

TeacherDidactic

CommunicatorKnowledge transfer

ContentTextbook

Training MaterialCourseware

LearnerReceptor

Current ModeBook-based

TeacherFacilitatorCurator

ContentTextbook

Courseware

Learner

eContentInternet

WebOER

Video Lectures

Emerging Model• Internet-based • Education 3.0:

– Participative– Collaborative– Teacher to student,

student to student, student to teacher, people-technology-people (co-constructivism)

Learner

What we are doing

Response

Operational Elements of University 2.0@NTU (Today)

edveNTUre Ecosystem Framework

Blackboard Learn Course content delivery and communicationSocial and community of Learning through Web 2.0 social media

Blackboard Mobile Learn and Central

Mobile learning and services

Blackboard Connect Campus Emergency Alerts, Outreach and Course Notifications

Turnitin Plagiarism Management

Uni-wood Lecture Recording

eUreka Project Work Management System

Clickers Audience Response System

Participating and active learning in Lectures

LAMS – Learning Activities Management System

Re-usable learning pathways

Learning Analytics Analytics for eLearning

edUtorium Faculty and professional programhttp://edutotrium.ntu.edu.sg

Teaching Assistant (TA) ProgramFaculty of the Future

HWG702: University Teaching for Teaching Assistance

TR+ Classroom Learning Space for participative and collaborative learning

Teach Less, Learn More

16

Night scene of Nanyang Auditorium

Sample End Productof Recorded Lecture

Mobile Learning: Lecture Recording

Impact and Usefulness of Lecture Recording

• Not learning more content– More content– More workload

• Learning (quality) better the content– Mastering the core

content– Learn, re-learn,

unlearn– Learning quality

Holes in understanding

Disconnection

Lost

Gaps

Lecture

Best Seat Location + Teleprompter

Centralized Command Centre for Lecture Recording (CCCLR)

• Campus-wide Lecture Recording is a key strategic eLearning initiative endorsed by the University’s management

• CCCLR: to ensure quality of content recording

Future Considerations • From doing lecture capture

to doing lecture capture well

• Lecture capture moving from IT project to AV and video production project

• Increased usage by students– Scalability and

bandwidth issues– Reliability of service

• Learning design with lecture segments as a sub-activity

• Changing role of faculty– Flipped classroom– More interactions during

class– Less post-class disruption– Knowledge Curator

• Changing role of students– Mind-mapping/big picture– Students becoming self-

directed learners

Outcomes

Results

Statistics for UniWood Lecture RecordingNo. of new

recordings in AY2012/13

14,000>

18.9%

Record Hits in AY2012/13

1.63 million

Record viewership in AY2012/13

80.2 Years

UniWoodFrom AY2005/06 Sem Ito AY2012/13 Sem II

55,562 video recordings

6,946,304 viewing hits

324.2 years of viewing time

Content Creation & Distribution Process

IDM

AcuStream

AcuManager

Uploadcontent1Professors

4

hyperlink posted

2replication

3

Email Notificationwith hyperlink(within 10 min)

AcuStream

AcuStream

AcuStream

Content Access Process

1

IDM 2000

AcuManager 2

3

student clickson hyperlink

– optimum performance redirection

AcuStream

AcuStream

AcuStream

AcuStream

4

Students’ Feedback

55.09

39.82

3.68 1.40

0.00

10.00

20.00

30.00

40.00

50.00

60.00

1 2 3 4

TOTAL Q13

Legend:

1: Strongly agree2: Agree3: Disagree4: Strongly disagree

94%of students agreed that video recorded lectures were useful in relation to their studies (n=1140)

Students’ FeedbackTOTAL Q14

15.24

67.78

13.75

3.24

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

1 2 3 4

83.02%of students were satisfied with the video recorded lectures (n=1142)

Legend:

1: Strongly agree2: Agree3: Disagree4: Strongly disagree

Students’ FeedbackTOTAL Q15

62.30

33.48

3.051.17

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

1 2 3 4

95.78% of students agreed that video recorded lectures should be continued in the following semesters (n=1114)

Legend:

1: Strongly agree2: Agree3: Disagree4: Strongly disagree

Dr Daniel Tane: ethtan@outlook.com