Post on 25-May-2015
description
transcript
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