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REC:all Webinar The Pedagogy framework Date: 4/9/2012 15.00-16:00 CET During this one-hour webinar the pedagogic framework will be explained that was developed by the REC:all project. With the help of case studies the speakers will show how this framework can help teachers to make the right choise between the various types of weblectures when they want to integrate them in their courses. They will also tell more about the pedagogy handbook for lecture capture that is being produced as an outcome of the REC:all project. Speakers: Sylvia Moes, VU Amsterdam, the Netherlands and Clive Young, University College London, UK Moderator:Sally Reynolds www.rec-all.info
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The pedagogy framework
4th Sept 2012
Sylvia Moes, Vrije University, Amsterdam
Clive Young, University College LondonEU Lifelong Learning Programme (Erasmus)
Exploring
• new technological and pedagogical learning designs based on lecture capture
• how weblectures can be used effectively in conventional, blended and distance courses
• different types of interaction with weblectures
Erasmus project 2011- 2013
REC:all (recording and augmenting lectures for learning)
• University College London, UK• Vrije Universiteit Amsterdam, NE• ATIT, BE• Universitat Politècnica de València, ES• Université de Lorraine
REC:all
• how lectures are currently being captured and used
• new learning designs for flexible and off-campus delivery
• technical, pedagogical and legal issues
• case studies and scenarios• practical guidelines to help
teachers
Models of pedagogic use of video lecture capture - limitations
• Thinking and learning design tools• Not analytical, predictive or prescriptive• Provide a way of sharing designs (+ vocabulary)
• REC:all model in ‘draft’ format – your feedback is very important to us
Three ‘I’s model
Image
+ Interactivity
Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreaming/LCMobile videoSocial video (+ Input)
[Asensio and Young, JISC Click and Go Video, 2002]
+ Integration
weblecture
slidecast
studio based knowledge clip
enriched lecture
social tagging
screencast
virtual classroom
webinarenriched lecture with tasks
tutorial
Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
cutting
Screencast
Studio-based
Flipcamera
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
Self produced (partly) Re-used
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
producing
Enriche
d(w
ith tasks)
Enriche
d(w
ith objects)
Self produced (partly) Re-used
Instruction clips
Live lecture captureor video conferencing
High level of interaction
Student generated content
Webinar
QuizesTasksDiscussionsTaggingPolling
Lecture capture (classic/chapters)
TasksAssessment
Screencast
Fieldwork
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-matic and MIT
OCW
Self produced +
+
Virtual classroom
Self produced (partly) Re-used
Flipping
Lecture capture from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
cutting
Screencast
Studio-based
Flipcamera
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
Self produced (partly) Re-used
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
producing
Enriche
d(w
ith tasks)
Enriche
d(w
ith objects)
Self produced (partly) Re-used
Instruction clips
Live lecture captureor video conferencing
High level of interaction
Student generated content
Webinar
QuizesTasksDiscussionsTaggingPolling
Lecture capture (classic/chapters)
TasksAssessment
Screencast
Fieldwork
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-matic and MIT
OCW
Self produced +
+
Virtual classroom
Self produced (partly) Re-used
FLIPPING THE CLASSROOM
Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
cutting
Screencast
Studio-based
Flipcamera
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
Self produced (partly) Re-used
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
producing
Enriche
d(w
ith tasks)
Enriche
d(w
ith objects)
Self produced (partly) Re-used
Instruction clips
Live lecture captureor video conferencing
High level of interaction
Student generated content
Webinar
QuizesTasksDiscussionsTaggingPolling
Lecture capture (classic/chapters)
TasksAssessment
Screencast
Fieldwork
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-matic and MIT
OCW
Self produced +
+
Virtual classroom
Self produced (partly) Re-used
FLIPPING THE CLASSROOM
How does this work from a teacher’s perspective?
Practical problemsRedesign of lesson
plan
Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
cutting
Screencast
Studio-based
Flipcamera
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
Self produced (partly) Re-used
e.g. iTunes UYouTube edu
e.g. Academic EarthVideolectures.net
producing
Enriche
d(w
ith tasks)
Enriche
d(w
ith objects)
Self produced (partly) Re-used
Instruction clips
Live lecture captureor video conferencing
High level of interaction
Student generated content
Webinar
QuizesTasksDiscussionsTaggingPolling
Lecture capture (classic/chapters)
TasksAssessment
Screencast
Camera on mob.devices
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-matic and MIT
OCW
Self produced +
+
Virtual classroom
Self produced (partly) Re-used
FLIPPING THE CLASSROOM
Redesign of lesson plan
Prac tical problems
Practical problem
1. Big amount of students
2. Pour interaction during classroom
Can they remember anything of what I have explained?
Do my students really understand what I’m talking about?
Questions
How can web lectures solve my problems?
Idea
REMEMBER
Weblecture
UNDERSTAND
Screencast
Remembering by watching the web lectures on demand, any place, any moment
understanding by training their knowledge via screencasts
Collegejaar 2008-2009 2009-2010 2010-2011
M&T 63,90% 79,70% 79%
LEARNING OUTCOMES IN FIRST YEAR OF STUDY
(N= 1200 STUDENTS)
My students are starting too late with their assignments
APPLY
REMEMBER
UNDERSTAND
ANALYZE
Practical problem
How can I help them to APPLY?
REMEMBER
UNDERSTAND
Via which way can I let them ANALYZE the material?
Studio-based
REMEMBER
UNDERSTAND
APPLY
ANALYZE
I can give them extra points for the webtasks
+
LEARNING OUTCOMES
increase the success rate in examinations from 58% to 79%For more information:http://istarlearning.com/
APPLY
ANALYZE
LAST
APPLY
REMEMBER
UNDERSTAND
ANALYZE
Redesign of lesson plan
EVALUATE
CREATE
I would like the idea that my students can work in the field
How can I realise this?
Results?
• This pilot of REC:all is running from 17-30 September
• We will expect and disseminate the outcomes November-December
• www.rec-all.info
REMEMBER
UNDERSTAND
APPLY
ANALYZE
CREATE
EVALUATE
Transfer of
knowlegde
Training of
skillsFeedback &
Reflection
http://www.usi.edu/distance/bdt.htm
Bloom and social media(...integration with lecture capture)
Join: http://www.rec-all.info/
Join: http://vital-sig.ning.com/
Follow: http://www.scoop.it/t/rec-all
Contact: [email protected]
What you can do to get involved
