3.5 use of lecture capture for recording assessment briefs

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Use of Lecture Capture for Recording Assessment BriefsMartin Skivington & Ali Hill - SSHSSEdd Bolton - SLTI

24th June 2016

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What is lecture capture and how is it used to record assessment briefs?

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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

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PPPT Lecture Capture Videos1. 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

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Timing of Views (Good Example)

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Timing of Views (Good Example)

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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

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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

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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.

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Insert picture here

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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

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Student Questionnaire

0

1

2

3

4

5

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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”

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(Why) Did You Watch It Multiple Times?

To understand concepts being explained

To check I had done everything

To refresh my memory

To make notes

N/A (only watched once)

0 1 2 3 4 5

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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!

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Future Plans

• Roll out across all SSHSS Level 4 units in 2016• Quantitative data analysis

Any questions?