Lecture Casting
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The document discusses strategies for making better use of face-to-face classroom time through the use of lecture casting. It notes that traditional lectures often lead to high levels of student boredom. Lecture casting, which involves recording lectures for students to access online, is presented as a way to address this issue if implemented properly. Specifically, it should be used to move content delivery outside of class, freeing up class time for more engaging activities like discussion and problem-solving. Moving content delivery online alone does not guarantee better learning outcomes; the classroom experience also needs revamping to focus on interactive learning.
Lecture Casting
- 1. NYSCATE 2009 LectureCasting Toward more meaningful use of face to face 3me in the classroom. NYSCATE 2009 - Stephen Ransom, Ph.D. - Nazareth College Of Rochester
- 3. photo credit: shillyshallysworld Biggest Challenge? -Staying awake. -Getting it all. -Understanding it all. -Understanding your notes.
- 4. photo credit: rosannachao • 60% of students bored half of the time • 30% of students bored all of the time. Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, Volume 35, Issue 2 April 2009
- 5. photo credit: rosannachao Largest contributor to boredom? Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, Volume 35, Issue 2 April 2009
- 6. Largest contributor to boredom?
- 7. PowerPoint Slides Largest contributor to boredom?
- 8. photo credit: kaworukoneru “Powerpoint is simply a communications tool. The power is not in the hammer. It's in the carpenter.” ~@RonPloof
- 9. photo credit: shinealight E ngage Me Students Know What They Want!
- 10. photo credit: uniinnsbruck Students are consumed with taking notes rather than processing what is being presented.
- 11. Podcast Lecture Benefits • Flexibility of time and place • *Ability to pause-stop-repeat (leading to higher comprehension and retention) • *Can repeat entire lecture at later time for review • *Missing class no longer a problem • F2F time qualitatively improved (potentially) *...Contributing to higher achievement ( McKinney, Dyke, & Luber 2008)
- 12. B$"$3.)+*43*4"1."$*1$-)(%$*-4")$")*'+*,$%-$./$#*29*+)(#$")+* 7>>K :;< N>K =:< =>< =?< ?>K M>K @A< L>K >K ! "#$%&'()'* +,'" 3"415$%&'2/14(,/. 7-),+6$%& 7-),+6$%&'4/.4 8/6$/9$%& -$../0'12".. +%'0/-"%0'* +, ,/4/%4$+%'+* '12".. .1+,/. -"4/,$"2':/* +,/ 1+%6/%$/%1/ -"4/,$"2. 12".. Veeramani, R. & Bradley, S. (2008). Insights regarding undergraduate preference for lecture capture. UW-Madison Online-Learning Study.
- 13. 8)(#$")*0%$1$%$".$*12%*.2(%+$+*34),*2"/4"$*/$.)(%$*.2")$")* <9;* I(52%"('*AE+*D&%,%&&%2*.+5&'%'* A#(E*"+*+"B#"%/B%.(5&%*+D(#+"* I(52%"('*AE+*D&%,%&&%2*.+5&'%'* A#(E*+"B#"%/B%.(5&%*+D(#+"* 9:;* Veeramani, R. & Bradley, S. (2008). Insights regarding undergraduate preference for lecture capture. UW-Madison Online-Learning Study.
- 14. Perceived as SUPPLEMENTAL, not TRANSFORMATIONAL. Most students still prefer the f2f element and come to class. Standard Lecture Capture
- 15. photo credit: fake_eyes So, do we just move the boring stuff online? Does that solve the problem of learning “boring stuff” ... ineffective pedagogy?
- 16. photo credit: fake_eyes So, do we just move the boring stuff online? Does that solve the problem of learning “boring stuff” ... ineffective pedagogy?
- 17. photo credit: timcaynes Better?... “Innovative”?
- 18. photo credit: profete Not just consumption...
- 19. "If a podcast can capture everything you do in class, you deserve to have nobody coming."
- 20. "If your entire class can be captured and delivered on line, why SHOULD anyone come?"
- 21. photo credit: irishphiladelphia What do we really need when we are with a teacher?
- 22. A Different Model... Rather than simple lecture capture & archive
- 23. Teach Naked? José A. Bowen, Southern Methodist University Technology does not transform boring teaching into great teaching.
- 24. “Students can download lectures online and find libraries of information on the Web. When students reflect on their college years later in life, they're going to remember challenging debates and talks with their professors. Lively interactions are what teaching is all about, he says, but those give-and- takes are discouraged by preset collections of slides.” Teach Naked? José A. Bowen, Southern Methodist University Technology does not transform boring teaching into great teaching.
- 27. Jonathan Bergmann & Aaron Sams HS Chemistry Podcasts
- 28. An Introduction for Students
- 30. Jonathan Bergmann & Aaron Sams, Science Teachers
- 31. Structural Changes... Traditional Vodcasting 1.Before Class 1.Before Class • Read, highlight,.... • Read, watch, listen 2.In Class 2.In Class • Teacher “Covers” • Apply, Analyze Material Explore, Create, • Squeeze in some Personalize, Scaffold application
- 32. My Podcasting Solution ✤ MacBook Pro ✤ Blue Snowball USB mic ✤ Screenflow ✤ iWeb ✤ MobileMe
- 35. Lessons Learned photo credit: jjay
- 36. Podcasts must not significantly increase preparation for class unless there is a perceived payoff IN class. photo credit: merlinprincesse
- 37. photo credit: smanography Avoid repeating podcast content when F2F.
- 38. photo credit: paolomargari Use f2f time in ways that are meaningful and relevant to students
- 39. Students (58%) thought simple assessments prior to class would help with personal accountability and focus. photo credit: deadoll
- 40. Mobility is important, but students didn’t see it as a priority. As found in other studies, access was mostly from desktop/laptop computers. photo credit: lumaxart
- 41. Access Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations
- 42. Access Most popular time ? Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations
- 43. Access Most popular time ? A.M. Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations
- 44. Brittain, S. & Johnson, L. 2008. Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations
- 45. photo credit: Janesdead Create structures to help students focus while listening Ideas: Quizzes, guided listening structures, blog/vlog response,...
- 46. "Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote - on the test,... Students have been socialized to view the educational process as essentially passive. The only way we're going to stop that is by radically refiguring the classroom...” Source: When Computers Leave Classrooms, So Does Boredom
- 47. References ✤ Please see the wikispaces page for this session to access the credits and resources. http://ransomtech.wikispaces.com/NYSCATE+2009
- 48. NYSCATE 2009 LectureCasting Thoughts ? Toward more Comments meaningful use of f2f 3me in the classroom. NYSCATE 2009 - Stephen Ransom, Ph.D. - Nazareth College Of Rochester