Lecture capture in your toolkit: building digital media into course design
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The document outlines the significance of video in education at University College London, emphasizing how students and educators increasingly expect and benefit from its integration in learning. It discusses the challenges and opportunities of lecture recording systems, highlights pedagogical shifts towards active learning, and encourages the incorporation of video into course design. The need for user-friendly tools for video production and centralized systems for seamless integration is also underscored as essential for enhancing the educational experience.
![Unpacking ‘classic’ lecture capture
Image
+ Interactivity
+ Input
[Asensio and Young, JISC Click and Go Video, 2002]
+ Integration
Film strip/slide
TV / VHS
Desktop video
Multimedia
Web media
Streaming
Lecture capture
Mobile video
Social video](https://image.slidesharecdn.com/nottinghamtrent-161213161216/85/Lecture-capture-in-your-toolkit-building-digital-media-into-course-design-16-320.jpg)
![Interactivity
• Davis (2009) students are "actively choosing specific sections of
content to review rather than passively revisiting entire
lectures”.
• “...an active learning activity [that] provides them with additional
control and interaction with the material“ – this is ‘engaged’
learning – what we want!
Hot spots of high viewing activity
http://www.flickr.com/photos/bredgur/1323025528/](https://image.slidesharecdn.com/nottinghamtrent-161213161216/85/Lecture-capture-in-your-toolkit-building-digital-media-into-course-design-19-320.jpg)
Lecture capture in your toolkit: building digital media into course design
- 1. Clive Young Digital Education UCL - University College London
- 2. Background • Advisory Team Leader, Digital Education – institutional change • Associate Lecturer OU – Masters in Online & Distance Education • Educational video – media projects and interest groups • ABC Learning Design – rapid design methods
- 3. Context • Est.1826 (1st in London) • One of top 10 global universities • Research intensive • 12000 staff • Multidisciplinary • Growing fast
- 4. “As we become increasingly accustomed to using video in every aspect of our daily lives, students and educators expect to encounter video in every step of the educational process, and recognize the importance of digital and video literacy for success beyond the campus”. Kaltura 2016
- 5. Video both expected and ‘accepted’
- 6. Zac Woolfitt, October 2015 “Universities and Colleges find their hand is forced by the incessant trend of video. If they do not embrace video as part of their didactic approach they could face lack of competiveness in relation to other institutions that do offer this”.
- 7. Media in 2016-21 UCL Education Strategy
- 8. What do students expect from tech? To make life easier • Consistency • Efficiency • Flexibility • Personalisation Convenience or cognitive? Linda Evans and Neil Morris, August 2016
- 9. Importance of lecture recording at UCL Lecture recording for eight years Echo360 (“Lecturecast”) 123 spaces Only 15-20% of lectures recorded Challenging to link with room bookings Never compulsory just available (except) o Medical School o Economics o Laws o Biosciences o Engineering o ….
- 10. Importance of lecture recording to students The fact that lectures are recorded in the main course is a big plus and has been helpful. Almost every room has a camera inside it, so pressing a button to switch on the Lecturecast does not sound like a big problem to me. All of the lectures should be recorded for review later. Not all of the lecturers had the facility to record the lectures. Helpful to have recorded lectures.Lecturecast was very useful.
- 11. 1. perpetuates an outdated and discredited passive learning experience (the classroom lecture). 2. does not engage the student. 3. traditional lectures aren’t designed for online delivery. 4. it diverts resources Why?
- 12. The uninspired label “lecture capture,” fails to convey the disruptive potential of this tool Janet Russell, September 2012 Georgetown U Center for New Designs in Learning and Scholarship
- 14. “We have always thought of lecture capture as a way of changing pedagogic practice” Jason Norton UCL Digital Education Services Manager The pedagogical secrets of Lecturecast
- 15. Why is pedagogy important? • Self-reflection – what am I really doing? • Better design of resources - quality • Support – DIY vs central? • Scalability – from project to mainstream • Sustainability – is it worth funding next year? • Evaluation – do students learn (more/better)? • Helping students use the recordings better
- 16. Unpacking ‘classic’ lecture capture Image + Interactivity + Input [Asensio and Young, JISC Click and Go Video, 2002] + Integration Film strip/slide TV / VHS Desktop video Multimedia Web media Streaming Lecture capture Mobile video Social video
- 17. Image Why video in lecture capture? • Emotion: enthusiasm, energy, authenticity, orientation • Models of academic thinking, performance (e.g. maths) • Clarification “sometimes I could not hear and understand clearly” (international student) • Ubiquity “students these days prefer to look at material on video courses and so are very familiar with that format” Problem – close up board work
- 18. Interactivity – the jewel in the crown Rosenberg 2001 Interactivity is • Access – own devices • Choice – on- demand, search • Control – start, stop, pause, review http://www.flickr.com/photos/nesster/3714783252/
- 19. Interactivity • Davis (2009) students are "actively choosing specific sections of content to review rather than passively revisiting entire lectures”. • “...an active learning activity [that] provides them with additional control and interaction with the material“ – this is ‘engaged’ learning – what we want! Hot spots of high viewing activity http://www.flickr.com/photos/bredgur/1323025528/
- 20. Double dip (or more) learning transforms an ephemeral event into a learning object Clarification – needs ‘quick release’ Consolidation Time Views Event Exam
- 21. Recap: Image + Interactivity • selective view • ‘double dip’ review • note-taking • assessment focus • “supplementary” to lectures • but quickly becomes part of study practices Lecturecast is such an amazing feature, really allows though who want to learn be able to visit lectures again that may have been particularly tricky. …would like it as an option even as someone who attends vast majority of lectures. Sometimes, it's just impossible to keep up and would be excellent for revision purposes. I believe all lectures should have this feature. Otherwise, it is just an experience scrabbling and rushing to write… not enjoyable at all and for lectures of 3 hours, just unbearable... Convenience or cognitive?
- 22. ...but that’s not the most exciting stuff…
- 23. Helps faculty engage with video • Builds media familiarity, capacity & activity • Grows interest from staff (…beyond lectures) • Encourages use of VLE – important side effect!
- 24. The third I - Integration
- 25. (according to our students) UCL is becoming more blended
- 26. http://lecturecast.ucl.ac.uk:8080/ess/echo/presentation/adc1491d-6554-49fc-a595-74a9093a3be5 Simple example – video + hot questions
- 27. Complex example – case study online Briefing + task online
- 28. Analysis of responses + continuation in class Complex example – case study online
- 29. Flipping Ideas • Prepare or motivate • Elaborate on and further explain • Recall and integrate • Lead-in to an assignment • Learning guidance and strategies • Content to encourage analysis Even more ideas • dial-e designs (JISC) The toolkit
- 30. Echo360 Personal capture • Lecturer as producer - not event-driven • easy-to-use narrated screen captures DIY video • smartphone, tablet, camera YouTube video • lecturer as curator – needs research Open Educational Resources • shared video – early days though But more pedagogically demanding Practicalities
- 31. The third I – Integration revisited
- 32. Role of the student has changed • Sit back film and TV • Sit forward internet video • Stand up producers and ‘social video’ • New modes of assessment “72% are using video for student assignments, and 10% of respondents say more than half of students actively create video”. KALTURA 2016 The fourth I? - students as producers
- 33. How can you build digital media into course design? “The possibilities offered by new technology can appear overwhelming, challenging and unsettling to traditional teaching” (Wolfitt, 2015)”
- 34. “Gamestorming” – high-energy academic engagement time-bound (90’) activity-based design deliberately analogue conversational shared vision creative narrative – storyboard based on theory ABC curriculum design Adding video to learning design (ABC workshop)
- 38. ABC Learning types cards (back) learning activity types on one side and examples of activities on the other ABC curriculum design
- 39. Acquisition Investigation Production Practice Collaboration Discussion Adding video to learning design (ABC workshop)
- 40. Video is designed in ‘naturally’ Acquisition Investigation
- 43. Showcase and promote research - summaries Video competition showcasing students’ research in 2’ video http://blogs.ucl.ac.uk/digital - education/2015/01/09/show casing-the-research-from- masters-students-using-a- video-competition/ Production Practice
- 44. Media in 2016-21 UCL Education Strategy
- 45. “The use of video at UCL is about transitioning to the future” Dr Graham Roberts UCL Computer Science Becoming mainstream
- 46. More and different people involved ““The characteristics of late adopters are profoundly different from those of early adopters” (McKenzie 1999) • Realise what worked for pioneers does not work for the later groups • New questions will emerge (e.g. skills, funding) • Rebuild systems and processes to make life easier – Consistency – Efficiency – Flexibility – Personalisation
- 47. Kaltura report 2015 • easy-to-use tools for video capture (79%) • integration with VLE (72%) • simple workflows to publish videos (61%) • a centralized video system (52%) UCL Media Manifesto 2015 “To unlock this potential staff and students need easy-to-use tools for video production and simple workflows to publish media to a centralised system for delivery for example via Moodle.” New systems
- 48. • MediaCentral - central media server • Online and hands-on training environment • Easy access to support by specialists • Loan equipment ‘prosumer’ quality • Mini-studio ‘media rooms’ distributed DIY suite • High-end studio space, supported/bookable. • Media user group/special interest group • Programme of evaluation 2016 “Manifesto” in progress
- 49. “It is not easy to do but it shouldn't bar you from having a go, and I think you learn by doing and you learn iteratively in making video and you learn alongside students. Dr John Potter Education and New Media UCL Institute of Education To conclude