Title pageThree things to cover

Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners Dr John Couperthwaite

jcouperthwaite@echo360.com@johncoup

Solutions Engineer (EMEA), Echo360

Title pageThree things to cover

Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners

The problem: low student engagement and poor understanding of learning

The solution: video, interaction and analytics stimulates active learning

The evidence: improved retention, satisfaction and learning gain

University lectures, by numbers…

eg: 200 teaching rooms

5 teaching sessions / room / day

…5,000 sessions / week

…100,000 sessions / academic year

circa 15,000 undergraduate students

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Anatomy of a lecture

Learning

Space

Time

Technology

Wi-FiMobile devices

Capture appliance

AV equipment

Clickers

Lecture halls

Wi-Fi

Timetabling

VLE

VLE

Clickers

Onsite/Offsite

Preparation

Flipped

Off-campus learners

Post lecture activity

Live/recorded

Sync/Asynch discussion

Reflection

Revision

Revision

Update notes

Feedback

Quiz/polling

Note taking ’Informal curriculum’

In-class interaction

Conversation

EvaluationLive streaming

“Without the skills to stay useful as innovations arrive, workers suffer – and if enough of them fall behind , society starts to fall apart”(The Economist, p.9, 14/01/17)

…enabling choice and responsiveness in the pace, place and mode of learning

“Flexible Pedagogies: part-time learners and learning in higher education”. McLinden 2013, Changing the Learning Landscape, HEA

“Sometimes disruption comes from technology transforming human activity. …The Fitbit approach to educational data gathering may possibly be a key missing link.”Fred Singer, 2016

https://www.edsurge.com/news/2016-01-04-what-higher-education-can-learn-from-fitbit/

So, what is the problem with lectures ?

teaching learning

the lecture…

teaching

group learning

the lecture…

teaching

individualised learning

the lecture…

teaching

confused ?

high-achiever

the lecture as a black box for learning

at risk

no feedback

the lecture…

Current Platforms Missing Critical Learning Information

• Are students actually grasping key concepts day in and day out?

• Which learning activities are effective? Which confuse more than enlighten?

• What approaches lead to better outcomes?

• When should we intervene with a student?

Instructors need to know what’s working – and what is not.

Active learning in the lecture – the solution?

CAPTURE ’live’ lectureRecord audio/video

STAFF- Teach

STUDENTS- Make notes- Post questions- Declare if ‘confused’

during lecture

post lecture

STAFF- Review engagement analytics

STUDENTS- Replay on demand- Update notes- Revise from video and notes- Post question and review

responses

STUDENTS- Replay on demand- Update notes- Review quiz results- Revise from video and notes- Review question responses

ACTIVE LEARNING during and after lecturesRecord audio/videoUse polls and discussion

STAFF- Respond to questions- Review analytics

STAFF- Include quizzes- Upload presentation before

during lecture

post lecture

before lecture

STAFF- Teach- Use quizzes- Time for discussion STUDENTS

- Make notes- Post questions- Declare if ‘confused’- Respond to quizzes

during lecture

post lecture

before lecture

STAFF- Upload video/files- Lead discussions

STAFF- Include ‘external’ students

BLENDING ACTIVE LEARNINGRecord audio/videoUse polls and discussionLive, Flipped and MOOC-style

STAFF- Respond to questions- Review analytics

STUDENTS- Replay on demand- Update notes- Review quiz results- Revise from video and notes- Review question responsesSTUDENTS

- Make notes- Post questions- Declare if ‘confused’- Respond to quizzes

during lecture

post lecture

before lecture

Connected teaching, personalised learning

Active learning in the lecture – does it work?

Some examples:Dr Colin Montpetit, University of Ottawa

- 200 students, Cell biology module

Dr Rob Phillips, Murdoch University- 400 students, three programmes, two Universities

Professor Perry Samson, University of Michigan- 200 students, Meteorology module

Others:• Multiple university report on staff and student attitudes to lecture capture (Gosper, et al,

2008)• Strategies for implementing lecture capture (Couperthwaite, 2011)• Curated resources on research, policies and reports on lecture capture

Student engagement in lectures

Three examples:PhillipsRientesSamson

Questions posted by students during a

lecture

(Montpetit, 2016)

Students declaring themselves

‘confused’ during a lecture

(Montpetit, 2016)

Student engagement post-lecture

Evaluation of student behaviours with

lecture recordings following the lecture

(Phillips, 2010)

Evidence of learning gain

Learning gains compared across different active

learning systems

(Montpetit, 2016)

Evidence of improved exam grades

Final exam results following active

learning on course module, from 2011-

2016

Using analytics to predict progress

Activities Correct

0%-30%

30%-40%

40%-50%

50%-60%>60%

6875

82 82

93

%Questions Answered CorrectlyAv

erag

e Ex

am G

rade

The accuracy of quiz responses on final

exam results

(Samson, 2016)

Note-Taking

0-100

101-1000

1001-2000

2001-5000>5000

60

65

70

75

80

85

90

95

100

75 77 78

85 86

Total Words Typed in NotesAv

erag

e Ex

am G

rade

Words typed in lectures as predictors of final exam results

(Samson, 2016)

Predicting student outcomes, based on

classroom engagement

(Samson, 2016)

Some benefits of reinventing

the lecture

For Students

For Educators

For Organisations

• In-class tools to interact with teacher and peers • Mobile-friendly access to lecture resources• Real-time data on progress analytics• Connecting pre-, during- and post-lecture learning

• Increased student engagement in lectures• Real-time feedback from students• Ability to deliver teaching as in-class, flipped, live and MOOC-style• Sophisticated analytics to evaluate teaching effectiveness

• Positive impact on TEF-related metrics (eg: NSS, retention, grades)• Integration with other learning systems• Earlier predictive data on student progress• Ability to effectively teach off-campus learners

Challenges

• Institution-wide academic engagement;

• Finding the right learning analytics;

• Balancing progress development with personal privacy;

• Managing success!

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Conclusions

Reinventing the lecture can transform learning pathways, giving greater flexibility for learners.

The lecture-based learning experience can be personalised through enhanced tutor feedback and interaction.

Improvements to learning outcomes, students engagement and satisfaction scores are achievable.

Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners

Dr John Couperthwaitejcouperthwaite@echo360.com

@johncoupSolutions Engineer (EMEA), Echo360

Any questions ?