VOLARE

Video On Line As Replacementof traditional lEctures

Marco Ronchetti, Università di Trento, Italymarco.ronchetti@unitn.it

Introducing innovation

Where should the car engine be?

Introducing innovation

Cooper, late fifties

Introducing innovation…

…needs changing paradigm!

Rethinking video lectures

Recording live lectures - why?

recover entire lectures lost due to forced absence(e.g. illness, work (98%)

checking the notes taken in class (100%) reviewing portions of lectures that are difficult to

understand (97%) recover portion of lectures in which they were

distracted and lost concentration (94%)

Recording video lecture: how?

LODE Acquisition Publication

freely available!

Recording video lecture: how?

A very lightweight setup

Recording video lecture: how?

Rethinking video lectures

A paradigm shift

Year N: The teacher is recorded

Year N+1: The teacher dos not "lecture" any more!

Students watch the video BEFORE class

In class: discussions, Q/A, working in groups etc.

Isn't it too much load on thestudents?

1 ECTS: 25 hours, 1/3 of them in class

The old model:

The learning phases

KA - Knowledge acquisition DU - Deeper understanding KC - Knowledge consolidation.

<= @ CLASS, WITH TEACHER

<= @ HOME, ALONE

<= @ HOME, ALONE

Is'nt it too much load on thestudents?

1 ECTS: 25 hours, 1/3 of them in class

The old model:

The learning phases

KA - Knowledge acquisition DU - Deeper understanding KC - Knowledge consolidation.

<= @ CLASS, WITH TEACHER

<= @ HOME, WITH TEACHER!

<= @ HOME, ALONE

Evaluation

In the you-tube & iTunes-U era…

82% of the students never used videosfor didactical purposes

Usability of the system

The video allows reading well the blackboard (yes60%, no 34%)

Slides visualization is good (yes 86%, no 14%) Audio is good (100%) Video quality is fully satisfactory (yes 94%, no

3%) Video navigation allows easily finding the

searched portions of the lectures (yes 75%, no16%)

Proficiency

86% of students regularly watchedvideos before coming to lecture

50% of students skipped some section72% broke the lecture into pieces

About the methodology

Is it boring to watch videos? 54% NO, 14% much

Is the workload increased? 61% NO, 9% much

Classroom activity is useful 79% Much, 1% NO

Fear of being involved in discussion in front ofpeers: YES 35%

Adapting the lecture's pace

Some students watch videos at higher speed(1.3 x)

Many students watch multiple times lecturesegments

Some students do practical exercises whilewatching the videos

Maintainability of the material

A mix of new lectures (recorded) and oldones (reused) allows evolving thelerning material

Conclusions

Recording video lectures allows cheap and quickproduction of e-learning material

VOLARE: transforms traditional, frontal lectures into a

blended approach moves the physical presence of the teacher in the

most critical learning phase doubles the time that student and teacher spend

together allows for a self-paced, personalized learning

environment