3.5 Use of lecture capture for recording assessment briefs
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Lecture capture was used for the first time to record assessment briefs for 6 units. Videos of guidance and examples were created and viewed hundreds of times by students. A comparison of student performance before and after lecture capture was implemented found fewer students failed and average marks increased. Focus groups and a student questionnaire found that students found the videos useful, engaging, and time-saving compared to only written briefs. Lessons learned were the need for an initial time investment from staff and ensuring students watch the videos to understand assignments fully. The plan is to expand lecture capture across more units and conduct further analysis of its impact.
3.5 Use of lecture capture for recording assessment briefs
- 1. Click to edit Master title style Use of Lecture Capture for Recording Assessment Briefs Martin Skivington & Ali Hill - SSHSS Edd Bolton - SLTI 24th June 2016
- 2. Click to edit Master title style What is lecture capture and how is it used to record assessment briefs?
- 3. Click to edit Master title style Context • Used for the first time this academic year. • Used on 6 units. Level Unit Leader Nutrition, Obesity and Weight Management 4 Ali Hill Diet and Nutrition (HESS) 5 Ali Hill Diet and Nutrition 5 Ali Hill Sports Nutrition and Performance 6 Ali Hill Functional Movement & Corrective Exercise 5 Martin Skivington Professional Practice in Personal Training 6 Martin Skivington
- 4. Click to edit Master title style PPPT Lecture Capture Videos 1. Part 1 – guidance (11.42) 2. Part 2 – guidance (7.50) 3. Poor example from previous year (6.49) 4. Good example from previous year (8.55) Video Number of views Minutes viewed Part 1 guidance 55 212 Part 2 guidance 23 105 Poor example 47 159 Good example 297 1101
- 5. Click to edit Master title style Timing of Views (Good Example)
- 6. Click to edit Master title style Timing of Views (Good Example)
- 7. Click to edit Master title style 2014 – No lecture capture 32 students 10 x Fails (3 x A grade) Average mark = 47.6 2015 – Lecture capture 35 students 3 x Fails (2 x A grade) Average mark = 52.3 Professional Practice in Personal Training (PPPT) – Written Assignment
- 8. Click to edit Master title style Students Who Failed – Minutes Viewed Student 1 Student 2 Student 3 Part 1 guidance 1 1 22 Part 2 guidance 0 0 0 Poor example 2 9 9 Good example 19 28 127
- 9. Click to edit Master title style Student Perspective – Focus Groups • 2 focus groups. • First and second year students on nutrition units. • Third years were not involved as dissertation deadline was close.
- 10. Click to edit Master title style Insert picture here
- 11. Click to edit Master title style Student Questionnaire • 6 students across 3 nutrition units Level Number of responses Nutrition, Obesity and Weight Management 4 3 Diet and Nutrition (HESS) 5 2 Diet and Nutrition 5 1
- 12. Click to edit Master title style Student Questionnaire 0 1 2 3 4 5 The WRITTEN brief contained all the information I required to complete the assessment. The VIDEO brief contained all the information I required to complete the assessment. I would have been happy with ONLY the written information around the assessment. I would have been happy with ONLY the video information around the assessment. The written assessment brief was easier to understand than the video. I preferred watching the videos than reading the assessment brief I found it easy to access the videos I found it easy to pause and rewind the video Having the video meant that I didn't have to book tutorial session with the lecturer about the assessment. There was content in the video that i did not find useful The videos were an appropriate length of time.
- 13. Click to edit Master title style Student Questionnaire “Useful to guide through assessments, more engaging than reading” “How simple it was to watch and saved me from asking lecturers a load of questions”
- 14. Click to edit Master title style (Why) Did You Watch It Multiple Times? 0 1 2 3 4 5 To understand concepts being explained To check I had done everything To refresh my memory To make notes N/A (only watched once)
- 15. Click to edit Master title style Lessons Learned – staff perspective • Needs an initial time investment • Fewer student queries, less emails, unless they haven’t watched the videos. • Less students failing • Turn off phone, emails and put a “do not disturb” sign on your door. • Make videos short!
- 16. Click to edit Master title style Future Plans • Roll out across all SSHSS Level 4 units in 2016 • Quantitative data analysis Any questions?
Editor's Notes
- #4: N.B. I haven’t got any data from my level 6 unit because we were evaluating at the end of the year when dissertations were due.
- #5: 4 videos recorded, split into logical divisions
- #6: Is it worth putting an arrow or something on this to show when the assignment was due and when the brief was released (or is that obvious?!)
- #8: 2014 cohort were a better group academically but the information on the assignment was only covered once in a seminar (and then in follow up tutorials which not everyone attended, plus they were programmed early in the process when students hadn’t done much work towards them)
- #9: Part 1 worth 65% overall with part 2 worth 35% However, part 2 contained the single largest weighted section, worth 25% of the final mark, and this is where most students lost marks
- #11: I wordled the themes. Happy to change it though!
- #12: I think this is important to include here, because it shows that the results from the questionnaire doesn’t really give us any meaningful data.
- #13: Black lines show median. 1 = completely disagree 5 = completely agree Dodgy data points from one person – they ticked 1 for everything…
- #15: Probably worth explaining that students could select more than one option.