Disruptive Technology: Lecture Capture | SOAS, University of London
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The lecture on lecture capture emphasizes its role as a disruptive technology that can enhance student learning and engagement if utilized effectively. It discusses the benefits and challenges associated with implementing lecture capture in education, including varying student usage and institutional policies. Key insights include the importance of editing recordings for improved learning experiences and the need for better alignment of technology with teaching objectives.
Disruptive Technology: Lecture Capture | SOAS, University of London
- 1. Disruptive Technology: Lecture Capture SOAS, University of London 28th March 2017 @santanuvasant slideshare.net/ santanuvasant Image: B200 Lecture Theatre, City, University of London
- 2. Overview Where is the research in Lecture Capture now?1 2 3 4 What are the challenges of Lecture Capture? What are the benefits of Lecture Capture? How does this all link into student experience? @santanuvasant I used Poll Everywhere, I have put the audience responses in these slides (not that you can ever recreate the face to face experience)
- 3. What is your perception of lecture capture? @santanuvasant pollev.com/svasant
- 4. What is your perception of lecture capture? @santanuvasant Your answers No of votes in brackets Way to assist student learning and improve student experience (3) Enhance student learning (2) A useful tool to support learning (1) A useful way to engage with a wider audience (1) Good to capture lecturer but not discussion? I have found that students love it when it works Very versatile A useful tool for lecturers to reflect on their practice
- 5. Where is the research in Lecture Capture now? @santanuvasant Image: CC Pixabay
- 6. A very abridged version of research so far… In recent times we had a report on Lecture Capture (LSE, 2013) and a guide Young. C. and Moes, S. (2013) on more pedagogic use There has been some concern about Copyright and IPR that Rios- Amaya, J., Secker, J. and Morrison, C. (2016) report The use of lecture capture recordings varies between students but some of them use it more than stated in the literature (Elliott and Neal, 2016) There has been research by Witton, G. (2016) ‘The value of capture’ advocating a more strategic capturing of some content, not all. 1 2 3 4
- 7. Challenges in Lecture Capture @santanuvasant | #bett17@santanuvasant Image: CC Public Domain
- 8. “…education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.” Professor Diana Laurillard, London Knowledge Lab, IoE, UCL (Laurillard, 2008, p1) @santanuvasant
- 9. Medieval Lecture Theatre What do you notice? Image: Bologna, 1350s CC Public Domain @santanuvasant pollev.com/svasant
- 10. Medieval Lecture Theatre What do you notice? Image: Bologna, 1350s CC Public Domain @santanuvasant Your Answers Same hierarchy as today's lectures It's probably freezing cold!! Lecturn Student engagement doesn't seem to have changed much! Lines of seats, gender colourful clothes,verticality Bored students same set up as now
- 11. A very challenging area of educational technology, but why?... The students ask for it, often when the lecturer doesn’t want to use it and makes this a political issue Some universities go for opt-out policies to capture everything Structures and politics in education and technology adoption (Selwyn & Facer, 2014) are difficult to navigate – Lecture Capture is a disruptive technology, but only if you let it. The academic feels threatened, this needs lots of work from management (depending on institution) 1 2 3 4
- 12. “…this academic engagement is an important step in innovation in learning design and with so many of our participants taking this step quite naturally, we believe lecture capture has a genuine capacity for transformation at the individual and institutional level” (Moes & Young, 2013, p.8). @santanuvasant
- 13. Benefits in Lecture Capture @santanuvasant CC Public Domain
- 14. Some very big benefits in Lecture Capture if used well... Supplementary use of the recordings at their own pace (Soong et al, 2006 and Cooke et al, 2012) Good for students at revision time (Copley, 2007) Aids notetaking (Leadbeater et al, 2013) Improves attainment in some cases (Williams et al, 2016) 1 2 3 4 https://www.york.ac.uk/staff/teaching /support/recording-lectures/student- advice/
- 15. Modern Lecture Theatre What do you notice? Image: ELG01, City, University of London @santanuvasant pollev.com/svasant
- 16. Modern Lecture Theatre What do you notice? Image: ELG01, City, University of London @santanuvasant Your Answers Students have always slept through lectures People asleep, talking at the back Some 'learners'don't look like they are learning,Engagement It will probably be freezing cold!!!! Two people look like they are having a nice chinwag!!,More attentive because they know that they are having their photo taken. Students don't seem to be paying attention,Students clearly posed!! Student engagement doesn't seem to have changed much!,Really engaged students Gender,The lines of seats,People not paying attention Students seem receptive but are they engaged,Interested students Students looking at lecturer They are having separate conversations The Medieval and modern ones look to have a similar format - someone standing at the front and others listening (or not),quite similar format to medieval one but bit more PC Students looked disengaged,Similar to modern lectures,Student All men,More women A bit posed? Two people talking at the back,All looking at the same place so shared experience. Laughing students,Lecturer still anchored to front students are looking up
- 17. “… a recording of a bad lecture can actually improve that lecture….. What a wonderful observation. The fact that you can skip the bad bits, replay and watch it several times actually improve the experience.” Donald Clark, 2011 @santanuvasant
- 18. Are you a teacher-centred or student-centred teacher? @santanuvasant pollev.com/svasant
- 19. Are you a teacher-centred or student-centred teacher? @santanuvasant Your Answers Student and teacher centered Student Both! I like to think I'm student centred,Student,Think Student-centred Student-centred Both a bit of both,depends what these terms mean Student student centered solipsist* You have to think about students. *Solipsist (noun) the view or theory that the self is all that can be known to exist.
- 20. What type of teacher-centred or student-centred activities do you do in your large group teaching? @santanuvasant pollev.com/svasant
- 21. What type of teacher-centred or student-centred activities do you do in your large group teaching? @santanuvasant Your Answers No of votes in brackets Ask questions (7) Use small group discussion (6) Paired/small group discussion,Presentations,Kefalonia method (6) student presentations (4) Pair work (4) breakout groups (4) break into discussion groups (4) students writing on whiteboard (2) student-led classes (2) Quiz (2) small group discussions always, even in large lecture classes (1) Role play
- 22. What does this all mean? @santanuvasant CC Public Domain
- 23. What do you to after your lecture has captured? @santanuvasant pollev.com/svasant
- 24. What do you to after your lecture has captured? @santanuvasant Your Answers Some lecturers I work with edit their recordings, others are straight to screen. Put on moodle Versatility of use Make it available to students,What I don't do is reflect on it...,Reflect,Prepare for next time,Prepare,Use of pollev! Edit,Use Panopto strategically Edit.. post it to students,edit it,laugh at wonderfully amateur production values,important to align video recording with learning objectives Edit. Inform attendees where to find the recording,Reflection Check it has worked,Investment needed engage Use poller tool more Moodle
- 25. What is one thing you have taken from this talk on lecture capture? @santanuvasant pollev.com/svasant
- 26. What is one thing you have taken from this talk on lecture capture? @santanuvasant Your Answers Edit talk Interactivity Use of pollev!, Dealing with silences in lectures Be instructional Interesting snap shots of how the technology is being used. To tell students how we envisage them using the videos Review, edit, reflect & adapt Reflect To be instructional; provide guidance Not making technology disruptive
- 27. Image: Classrom, CC Pixabay THANK YOU! https://www.linkedin.com/in/santanuvasant @santanuvasant http://www.twitter.com/santanuvasant http://www.santanuvasant.com santanu@santanuvasant.com
Editor's Notes
- #2: Disruptive Technology: Lecture Capture. I’m Santanu Vasant, an Educational Technologist in the Department for Learning Enhancement and Development (LEaD) at City, University of London. This is B200, our new flagship 240 seat Harvard Horseshoe Lecture Theatre, designed by academics for academic, facilitated by LEaD. It’s having its official Royal Opening today.
- #4: 1 min
- #5: 1 min
- #6: So where is the research at now…
- #7: https://www.slideshare.net/mattcornock/understanding-how-and-why-students-use-lecture-captures - for more information from University of York.
- #8: We often feel that we are pushing a large rock up a cliff, when we should be breaking this rock into pebbles and carrying them to the top. Small changes in practice over time add up.
- #9: A quite from Professor Laurillard, which makes me smile every time I see it.
- #10: What do you notice here?
- #11: What do you notice here?
- #12: The politics of Lecture Capture is beyond this talk, it might come up in other talks, but it’s disruptive as it has arrived in 5-7 years to be part of the educational technology offer to students.
- #13: For academics, the learning design, how the learning experience is created, curated for the students is the most important thing. Until this doesn’t happen, it will be just repeating bad pedagogy for the students.
- #15: You need to teach students how to use it, it’s another resource. We teach them Library Information Science Tools, why don’t we teach them how to make better use of Lecture Capture (if their course uses it).
- #18: Imagine you could cut out this talk to 3 mins? That’s the length of an average YouTube clip (or music video) and what most students watch.
- #23: So, what does all this mean for Student Experience? It matters as Gen Z consume and look at media differently and there’s a spilt attention theory to consider (Sawyer, 2006)
- #24: Just a few words here, 1 min
- #25: Just a few words here, 1 min
- #26: I’ll give you 1 min for this… just a few words
- #27: I’ll give you 1 min for this… just a few words