How can we move beyond recorded lectures?

Clive Young, University College London

Sylvia Moes, Vrije University, AmsterdamEU Lifelong Learning Programme (Erasmus)

REC:all project

Workshop outline

• Welcome/background, overview of aims of workshop• Scenarios - group discussion and feedback• Participant's and researchers' experience of lecture

capture, including pros and cons• New pedagogical models• Could these models work in your context? Group

discussion and feedback• Wrapping up – overview of outcomes of workshop, action

points

Outcomes - gain a deeper understanding of

• 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• the time and tech skills/infrastructure• how social networking can be integrated

Join the REC:all community!

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

Two projects based at UCL and VUA

• ViTAL - video in teaching and learning

• OASE - integrating web lectures in teaching practice

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

Why is this 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

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

Scenario I

• Conditions: – You have 1200 students for a course on statistics– Most of the time students ask questions about the

software programme SPSS, because it’s to complicated for them to understand by themselves.

– Problem: You do not have time during the lectures to reach the level which is necesary for this course.

• What could you do?

Scenario II• Conditions:

– You are planning a two week study trip on the history of film Rome with 20 students, from different universities. Your students have prior knowledge of 3 main theories on film analyses. • Week 1 - watch 15 films shot in Rome• Week 2 - research on the locations in Rome where

these movies have been shot e.g. Camera angles.

– Students have to present their findings of research, location based (with geographical information), at the end of the course.

– What could you do?

Scenario III

• Conditions: you have a group of 80 students in the field of literature study.– Your goal is that your students better understand the

elements which are used in the field of literature. • You have the plan to let them work out concepts in small

groups with “skeleton concept maps”.• Skills needed from students: understand software

programme Mindjet manager.• You are searching for a effective way to give the students

feedback on the maps they have created in groups at the end of the course.

– What would you do?

Scenario IV

• Distance learning (via VLE) in the field art history• 20 part time students• 1 x per week face to face time• Different level of knowlegde• Assignment: presentation of findings of analyses

of painters in the renesaince• What would you do? Which of the samples in the

framework should you choose and why?

weblecture

slidecast

studio based knowledge clip

enriched lecture

social tagging

screencast

virtual classroom

webinarenriched lecture with tasks

tutorial

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

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

Bloom and social media(...integration with lecture capture)

Did you gain a deeper understanding of

• 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• the time and tech skills/infrastructure• how social networking can be integrated?

But what next??

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

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

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

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

What you can do to get involved