Learning designs to augment recorded lectures

Clive Younge-learning environments, UCL

EU Lifelong Learning Programme (Erasmus)

REC:all project

Findings from two projects based at UCL

• ViTAL (video in teaching and learning)

• REC:all (recording and augmenting lectures for learning)

case studies & evaluations

existing resources a new shared resource

Webinars

Why is pedagogy important?

• Support – how do I do it (better)?• Scalability – is it worth funding?• Sustainability – is it worth developing?• Evaluation – do students learn (more/better)?

Getting ever more complex?

Image

+ Interactivity

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreaming/LCMobile videoSocial video + Input

[Asensio and Young, JISC Click and Go Video, 2002]

+ Integration

Image

+ InteractivityInstruction (?)

Constructvism

ConversationContext

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreaming/LCMobile videoSocial video

Multiliteracies

+ Input

+ Integration

Image

Interactivity

Integration

Input

Image

• 1 image = 1k words• What is the purpose of video in lecture capture?• How important is quality/glossiness? • Learning outcomes: ‘Just good enough' will

serve the purpose in terms of learning e.g. lecture capture

• Accessibility consider from the outset

Interactivity

Interactivity is• Access – own devices• Choice – on-demand, search• Control – start, stop, pause,

review

http://www.flickr.com/photos/nesster/3714783252/

Interactivity in LC

• “Web-casting lectures provides students who failed to get out of bed with another chance”

• Review and revision• Mobility – more flexibility• Improved ‘affordances’ (search, metadata)

- but does LC effect attendance?

http://www.flickr.com/photos/bredgur/1323025528/

Interactivity literature

• “Video and live performances differ, like spoken and written language” – students get this!

• “Might lecturing styles change to look better on the video, possibly to the detriment of the live performance?“ - not for everyone?

• Fardon (2003): better for structured or narrative-driven styles, poorer for ‘dramatic’ styles or styles with lots of audience interaction

http://www.flickr.com/photos/bredgur/1323025528/

Interactivity

• Does LC reinforce a transmission model of learning when we want more constructivist models - active, process oriented, learner centric? (Jouvelakis 2009)

• Davis (2009) found the students are "actively choosing specific sections of content to review rather than passively revisiting entire lectures”.

• “...an active learning activity [that] provides them with additional control and interaction with the material“ – this is ‘engaged’ learning – what we want

http://www.flickr.com/photos/bredgur/1323025528/

Ideas• Prepare or motivate• Elaborate on and further explain• Recall and integrate• Lead-in to an assignment• Learning guidance and strategies• Content to encourage analysis

More ideas• dial-e designs (JISC)

“using lecture capture resources to actively engage learners”

Integration

Image

+ Interactivity

+ Input

Sum up: Active learning with LC

+ Integration

Top 10 uses of video

1. Students shoot own video 2. Presentation/perf. skills, feedback 3. Videoing 'real events' in situ 4. Case studies/simulations/role plays 5. Video blogs 'think aloud' 6. Interviewing an expert or expert presentation 7. Instructional 'how to videos' 8. Animated screen shots 'Camtasia‘ 9. Using authentic archive video material10. Talking head lectures and tutorials

lecture captureclassic unedited

lecture captureclassic unedited

lecture captureedited

‘knowledge clips’

lecture capture+ resources

guides, linksexamples etc

lecture captureclassic unedited

lecture captureedited

‘knowledge clips’

studio-madeclips

lecture capture+ resources

screencaststabletcasts

guides, linksexamples etc

third party video

lecture captureclassic unedited

lecture captureedited

‘knowledge clips’

studio-madeclips

lecture capture+ resources

screencaststabletcasts

guides, linksexamples etc

third party video

• discussion• quizzes• tasks• tagging• polling• etc

ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS - ONLINE GROUP

lecture captureclassic unedited

studio-madeclips

screencaststabletcasts

third party video

• discussion• quizzes• tasks• tagging• polling• etclecture capture

edited‘knowledge clips’

lecture capture+ resources

guides, linksexamples etc

ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS- LIVE CLASS

SYNCHRONOUS - ONLINE GROUP

• live events• virtual class• PBL• modelling• labs• fieldwork• etc

Flipping

lecture captureclassic unedited

lecture captureedited

‘knowledge clips’

studio-madeclips

lecture capture+ resources

screencaststabletcasts

guides, linksexamples etc

third party video

• discussion• quizzes• tasks• tagging• polling• etc

ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS- LIVE CLASS

SYNCHRONOUS - ONLINE GROUP

• live events• virtual class• PBL• modelling• labs• fieldwork• etc

FLIPPING

lecture captureclassic unedited

lecture captureedited

‘knowledge clips’

studio-madeclips

lecture capture+ resources

screencaststabletcasts

guides, linksexamples etc

third party video

• discussion• quizzes• tasks• tagging• polling• etc

ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS- LIVE CLASS

SYNCHRONOUS - ONLINE GROUP

• live events• virtual class• PBL• modelling• labs• fieldwork• etc

FLIPPING

http://www.usi.edu/distance/bdt.htm

Bloom and Web 2.0(...integration with lecture capture)

To interactivity and beyond!

Role of the student [after Chris O’Hagan]

• Sit back film and TV• Sit forward internet video• Stand up ‘social video’ – commenting and

contribution – lecture capture not an archive but and active resource, open to debate.

Media – integrated with active learning

http://www.flickr.com/photos/daquellamanera/310344132/

Join: http://vital-sig.ning.com/

Join: http://www.rec-all.info/

Follow: http://www.scoop.it/t/rec-all

Contact: c.p.l.young@ucl.ac.uk

What you can do to get involved