Innovative Lecture Capture
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A lecturer interviewed in 2014 said that while she is skilled as a nurse, she lacks confidence in video editing and does not have time to learn or create lecture capture materials. Research also shows that students believe lecture capture helps reduce anxiety and improves learning by allowing them to re-watch lectures. A large survey found 82% of undergraduates at the University of Wisconsin strongly preferred accessing recorded lectures online over not having them. While lecture capture provides benefits like assessing student comprehension, it also requires dedicated staff to edit materials and keep them updated when lectures change.
Innovative Lecture Capture
- 1. Rebecca Ferriday, Cardiff University Innovative Lecture Capture
- 3. Ineffective Lecture Capture… “I was a nurse, and now a lecturer, and my skills are all tied to nursing. I can use a computer to do what I need to do…but I don’t feel confident enough to look at video editing and I…don’t have the time to learn or make these things.” Interview with lecturer, 2014
- 4. Ineffective Lecture Capture… “Research has shown that students tend to believe that lecture capture helps their performance by alleviating academic anxiety and improving the quality of their learning experiences.” (Bongey et al., 2006; Deal, 2007; Traphagan, 2005). “Students highly value lecture capture. On a large-scale survey carried out at the University of Wisconsin—Madison, some 82% of undergraduate students indicated their strong preference for the provision of recorded lectures over the Internet.” (Veeramani & Bradley, 2008)
- 5. School of Healthcare Sciences Model 1 2 3 4 5 6 7 8
- 6. Benefits…and Drawbacks Benefits • Assesses students’ comprehension of the film clip they have watched • Breaks up what could be a long and tedious process • Records student interactions Drawbacks • Takes time to edit films and develop interactive activities…need a dedicated Learning Technologist to do this? • If the lecture is updated, all accompanying materials may need to be updated as well
- 7. References: Bongey, S. B., Cizadlo, G., & Kalnbach, L. (2006). Explorations in course-casting: Podcasts in higher education. Campus-Wide Information Systems, 23 (5), 350–367. Deal, A. (2007). Carnegie Mellon teaching with technology white paper: Lecture Webcasting. Accessed 12th January 2015: http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/LectureWe bcasting_Jan07.pdf Traphagan, T. (2005). Class lecture Webcasting, fall 2004 and spring 2005: A case study. Program evaluation report. The University of Texas at Austin. Veeramani, R., & Bradley, S. (2008). UW-Madison online-learning study: Insights regarding undergraduate preference for lecture capture. University of Wisconsin-Madison: E-Business Institute. Accessed 12th January 2015: http://www.uWebi.org/news/uw-online-learning.pdf
Editor's Notes
- #2: Introduce yourself! How did you become a learning technologist? What do you do now?
- #3: Lecture capture a big part of the current educational zeitgeist – certainly something that a growing number of institutions are doing now. Lots of examples of this – ‘Death by PowerPoint’ replaced by ‘Death by film of someone delivering their death by PowerPoint’!
- #4: My experience of watching a lecture capture was this – lady introduced herself, then stepped away….bowl of roses….very quiet as no microphone! The quote from a member of my School's academic staff. This, and similar comments in conversation, highlight a wish for something better but lack of time and confidence to create anything. These two issues: time and confidence are subjects for further but separate discussion.
- #5: Quote 1: if you missed it first time, you can re-watch, pause, rewind, when and where you want. Having said that 'tend to believe' is a loaded clause… Quote 2: the same intonation but more specific (undergrads, percentage). So there is a call, it seems, from students for this sort of provision. Even if it means they think that it gives them an excuse to miss a live lecture and go to the pub…as some lecturers suggest.
- #6: Here's how my model works.