Engaging student interaction with lecture capture
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The document discusses the impact of lecture capture technologies on student engagement and learning outcomes in higher education, particularly at the University of Eastern Finland. It outlines a study comparing traditional classroom teaching with remote and lecture-capture-based learning across different student groups, emphasizing the importance of pedagogical reform and individualized learning approaches. The research aims to provide insights into how modern technology can enhance educational flexibility and support diverse learning needs through learning analytics.
Engaging student interaction with lecture capture
- 1. ENGAGING STUDENT INTERACTION WITH LECTURE CAPTURE Ilkka Kukkonen, Aducate - Centre for Training and Development, University of Eastern Finland ABSTRACT BACKGROUND RESEARCH QUESTIONS LEARNING ANALYTICS Lecture capture and distribution School and work in the future will be very different from New teaching methods, technical solutions, and distance In addition to video-analytics, research will utilize interactive expand the concept of today. Pedagogical models need to be reformed for fulfilling learning practices among others have shaped policy of features that enable students to comment, bookmark and participation. Geographical the future requirements, and technology serves as a basis for education for teachers and educators. Teachers may teach write personal notes to lecture captures. These features are distances, learning difficulties, this development. Educational organizations are constantly locally; still, lectures can be provided globally. This challenges used to engage interaction between students as well with the and social barriers do not hinder obligated to pursue cost-effectiveness and at the same time the traditional role of teacher as a person in charge of certain teachers. This functionality provides a new kind of space-time the attendance at lectures. Thus, increase the educational flexibility for participation. student group or course and it requires new pedagogical skills dimension to study learning environments and lecture lecture capture can promote and understanding of competence development. Thus, we will captures, because not all the students are studying this pedagogical democracy, Systematic lecture capturing can provide approaches to study how modern video technology can support learning particular course simultaneously. Lecture capture technologies sustainable development, and support these goals with a framework for never-ending and teaching while enhancing pedagogical quality and are currently evolving rapidly regarding analytics and ecological viewpoints. lecture. However, it seems to be very common to start advances in learning results. personalization. So far, however, academic research in utilizing implementing lecture capture technology straightforward as these technologies in learning is still rare from learning In this research we will study technological solution with the assumption that technology Even though the technology and audience is ready, wide- analytics point of view. how modern video technology saves time and resources. This approach often lacks spread lecture capture still lacks success stories and can support learning and pedagogical viewpoints and presents challenges to pedagogically proven concepts. In this project we will compare Usage Discussion Notes & teaching while enhancing organizational culture. effects of lecture capture in distance learning to classroom data threads bookmarks pedagogical quality and learning. With learning analytics we can interpret more advances in learning results. In addition to that, the project will METHODOLOGY comprehensive understanding and identify students´ individual needs to create supportive and even predictive compare effects of lecture models in personalization and adaptation. Research data is collected from mathematic, physics, and capture in distance learning to chemistry lectures in teacher training at the University of classroom learning. Eastern Finland, Savonlinna campus. 150 students are divided Learning results are evaluated into three groups. A Group B Group C Group OUTCOMES AND DELIVERABLES between different groups and The first group will attend the courses as normal classroom also in the basis of lecture and • Articles in journals and whitepapers focusing on lessons, the second group will attend the course in classrooms subject so the suitability of the developing pedagogical quality with lecture capture but is also provided possibility to review lectures via captures current method for variable right after lectures. The third group attends the course Participates in teaching Participates in teaching Participates in teaching • Framework for evaluating and comparing pedagogical subjects can be shown in via lectures via lectures and is only via lecture capture remotely via lecture capture. The data is acquired as long as aspects of lecture capture and ROI practice. The use of learning provided access to the statistical saturation is received. In the first part of the Students will attend the captured lectures Students attend the analytics enables evaluation and • Presentations in conferences and webinars research we will compare different teaching methods in terms course as normal Possibility to use the course remotely via supportive interventions in classroom lessons captured lectures for captured lectures of learning outcomes and interviews. Learning outcomes are • Ph.D. Thesis 2014 “The Use of Lecture Capture in individual learning paths. retention and support provided after lecture compared between the groups also in terms of different Mathematical Substances in Teacher Training” mathematical subjects. The second part utilizes signals that are showed by learning Process DESIGN GATHERING ANALYSIS ORGANIZATION AND FUNDING CONTACT analytics. They indicate changes in students’ learning processes. Also the results of web and video-analytics as well 2003 2010 2011 2012 • Research is conducted and disseminated by Aducate, as students’ notes, comments, and questions in the lecture Centre for Training and Development of University of Ilkka Kukkonen capture system are used as indicators and variables. After Eastern Finland and Ilona IT Oy. University of Eastern Finland Development Background Conducting the Data analysis and begins study study Interpretation Email: ilkka.kukkonen@uef.fi analysis we can deepen our understanding how individuals’ • Project is funded by European Regional Development Fund Experimenting Developing and Lecture capture Synthesis with Phone: +35850 320 7941 learning may be supported by lecture capture and how lecture with various testing the in research learning (ERDF), Aducate, Centre for Training and Development of Website: http://aducate.fi/movie capture can extend the concept of personal learning technologies research framework analytics University of Eastern Finland, IlonaIT Oy and City of framework Twitter: @ilkkakukkonen environment. “Simultaneus Data gathering Benchmarking Savonlinna. Space”-concept Project proposal and analysis Reporting and Networking in Partnering, Reporting and dissemination SIG’s funding dissemination