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Experimentation with Classroom Capture
Mitchell Bacot
Alvin Boyd
Marsha Young
Capture What?
• Lecture (audio)• Media• Lecturer (video)• Interpreter (video) • Captions• Students (video)
Commercialsystems are available
ECHO 360Tegrity
MediasiteCamtasia Relay
as well as
Open Source SystemsOpencast Matterhorn Project
& Home Grown Systemsour Adobe Connect adaptation
Potential for the instructor
Potential Creation of self-standing learning
modules to deliver content
• pre-class application• reference/resource• alternative learning style• illness• weather• travel
Potential Classroom capture as a
reference resource
• tutoring• evaluating student presentations• capturing guest lectures• analysis, synthesis, or reflection on classroom
events
Potential Classroom capture as a
development tool
• self-review of methods, content, style, and communication
• repackaging
Potentialfor students
PotentialImpact on achievement
An ‘on demand’ resource for improving understanding and learning by students working
•independently at their own pace•together in study groups•in partnership with a teacher or tutor
PotentialImpact on achievement
• Class, lab, homework, or test preparation • Provides a context and a vocabulary • Allows focus & participate on the first (live) pass
and ability to take notes on the second pass• Supports the making of connections within the
course content
PotentialImpact on access
• anywhere, anytime
• multi-modal
• searchable
PotentialImpact on retention
• Allows students to experience classes missed due to illness, sports travel, conflicting responsibilities, personal emergencies.
• Controllable pace• Controllable repetition
Fears
• Ease of Capture
• Classroom Attendance
• Use?
• Copyright & Permissions
Barriers
Cost
• system software
• equipment
• storage/server space
• technical support
Potential for Deaf Students
• a multi-modal capturefacilitates improvement of ASL comprehensionfacilitates improvement of English comprehension
via ASL-English (captions) transliteration
• ability to control pace• ability to focus and participate on the first (live)
pass and take notes on the second pass
Barriers for Deaf Students
• Potential delay of a captioned version
• Clarity of image - Is sign language readable?
• Audio delay
Rationale for Our Approach
Proposed a testing of a commercial lecture capture system.
• Too expensive
• Unconvinced of benefits
Challenged to use existing resources to experiment with classroom capture
What’s out there?
Mitchell Bacot
Making adjustments
• New Technology
• PowerPoints (not whiteboard)
• Space
• Movement
• Location of Camera and angle of my signing
Benefits
• Available on large screen– Low vision– I’m not blocking their view
• Student missed class (available online)• Homework/Quiz/Test
assistance/preparation• Reducing repetitions• Empowering students
Challenges
• Lighting• Pace of class
(new technology)
• Promoting positive attitudes (self frustration)
• Convincing/Explaining to students about the benefits and luxury
• Layout of room, desk angles, wiring...• Student involvement
• Alternating notes with a “blank” slide• Pin point locations on recordings (Test Review)• Collect Test Review for a grade• Bring personal laptops to class for troubleshooting• Walk slower (I think? )
Strategies
Success?• Alternating notes with a
“blank” slide• Pin point locations on
recordings (Test Review)
• Collect Test Review for a grade
• Bring personal laptops to class for trouble shooting
• Walk slower (I think? )
• YES!
• Difficult to say. It was a one time thing.
• Again, this was only performed once.
• Yes
• Yes, I think so.
Quality/Potential
• Blurry• Dim (too dark – sometimes)• Size (too small)• “summer school” online class• Can use rather than cancel class• Engage students minds further than the
classroom (with additional assignments)
Student Reponses
• “I’ll just go to the tutor”• “It’s too dark”• “I can’t view it on my computer”
(won’t open)
Overtime
• Master my skills with IdeaBoard before I begin.• Have a plan ready for the on-line recordings.• Record several mock lectures, upload them, and
see how accessible, clear, and understandable they are.
• Chat with more people who have experience. • A LOT of our adjustments were made on the fly
and to compare my current class (knowledge about the technology) with my first day is a huge improvement.
What else is out there?
Alvin Boyd
Changes in methodology
• Start to think more in digital video– Recordings of myself signing assignments– Potential student signed assignments
• Emphasis on Sim-Com• Access to Video (who? chair, colleagues?)• Other professionals in the room• Assessment
– Deeper learning and understanding
Advantages
• Students review class discussion (> 1 time)• Absent students can catch – up
– (H1N1, 1st day, schedule change)
• Review of pedagogy, SL usage, concepts clarity
• On site tech support & assessment staff• Two project screens with multiple inputs
Disadvantages
• Problems opening video– Cannot enlarge viewing window– Sometimes delayed or no sound – Sometimes delayed or no captioning
• Both sound & captioning issues– Tech problems, time restraints, agenda
• Time for training voice recognition software– (2 hrs/wk for about 5 weeks)
• Added a 2nd camera to record students reactions• 1st quarter required “additional” HW recordings• 2nd quarter not required• Voice interpreters for student presentations• Various Software
• EPOP, Adobe Connect, RIT (CART) system• Downloadable files vs. files on server
Strategies
Additional Homework
• Encourage student use of recordings• Get student feedback
– Make modifications weekly• Flash server vs. no flash server
• EPOP vs. Adobe Connect
Additional Homework (cont.)
• Students provided:– RL examples based on my written & signed examples– Evaluation of student group presentations– Feedback (clarity of video, sound & captions)
• comparison of week to week modifications
• comparison of various software
Student Reponses
• Recordings as a tool to review vocabulary terms• Voice recognition microphone is a distraction
– Smaller thinner microphone needed (VRS type)
Challenges
• Use of Sim – Com– Voice volume drops or no voice ASL signs– Problems caption service & voice recognition
software
Try It Again
• Teach students how to use the technology– (via video recording outside of class?)
• Video of student explaining the benefits• Quick reference to find vocabulary terms
Conclusions&
Recommendations
Marsha Young
Conclusions
• Our classroom captures were unsatisfactory in terms of quality and flexibility.
• Students need motivation and strategies for this type of learning.
• Captioning is an unresolved issue for ASL-leaning simultaneous communicators
• This approach to classroom capture is resource intensive and not scalable.
Recommendations
• Seek technologies/systems that are dependable, flexible, easy to use and that produce a quality product.
• Use the technologies that support lecture capture to produce self-standing learning modules.
• Use class time for interaction, application, clarification, elaboration.
Recommendations
• Replace text assignment with signed, captioned, lecture capture learning modules.
• Develop strategies, skills, and motivation in students for working with such resources.
• The potential for this technology is still strong.