Effective use of lecture capture in

a large lecture hall course

Nick Linardopoulos, Ph.D., Public Speaking and Debate Coordinator,

Communication Department, School of

Communication and Information, Rutgers

University

Steve Garwood, Ed.D. Candidate, Assistant Dean for Instructional Support and

Assessment, School of Communication and

Information, Rutgers University

Twitter: #ELI2015

Poll Primary Role

Whats your primary role at your institution? Instructor/Faculty

Instructional Design/Technology Staff

Administrator

Other

Sample Recording (1:01)

Local Link URL -

http://bit.ly/1yewKnJ

Agenda

Background Recorded Lectures in Comm 101 Present Study What Weve Learned

Background - Literature

What the research tells us* o Use

Yes/No

Why/How

o Learning Depends

o Who benefits most NNES

* See handout for various sources.

Background - Literature

What the research tells us* o Segment (where possible)

o Be clear in your organization

o Multimedia o Words and Pictures

o Be natural

o No need for your image

* Mayer, R. E. (2010). Multimedia learning. Cambridge: Cambridge University Press.

Poll Do You Presently Record?

Do you presently pre-record content or record

your live lectures?

Yes, and Im intermediate-pro

Yes, but Im new to it

No, but Im very interested

No, Im on the fence

Background - Recording at SC&I

Panopto Uses - Online, Hybrid, Face2Face

Background - Comm 101

Large lecture hall course 250 450 students

Attendance via iClicker Survey communication course

Required for entry to the major

Comm 101 Spring 2013

Spring 2013 Pilot o Recording of in class lectures

audio, video, slides

o Embed link for review on Sakai

o Password protection

Feedback o Great idea, hard to utilize and search content

Fall 2013/Spring 2014 updates Nick?

Nick?

Captions incorporated

Comm 101 F 2013/S 2014

Poll - Experience

Nick and Steve have been recording lectures

in Comm 101 since:

Spring 2013

Fall 2014

Just started in Spring 2015

Fall 2014

~250 students 26 Recordings - Direct link on dedicated

tab on Sakai

~100 (avg) unique users of each recording 4096 views / 18,261 total minutes viewed Note: Participation measured via iClicker

Comm 101 Fall 2014

Comm 101 Fall 2014

34% male / 64% female / 2% Prefer not to answer 33% caucasion | 30% asian/pacific islander |12% african-

american | 14% latino/hispanic | 11% other

89% 17-21yrs old 46% 0-12 | 19% 13-30 credits earned | 24% 31-60 | 11% 61+ 58% No Communication major |21% Yes | 20% Not Sure 79% English 1st language |21% English 2nd language

Comm 101: Fall 14 Survey Results 177 responses (71%)

Was your decision to enroll in this section of Comm 101 influenced by

the availability of lecture recordings?

Comm 101: Fall 14 Survey Results 177 responses (71%)

The fact that the recording of each class session were available made

it more likely, less likely, or made no difference in your decision to miss

the sessions that you did?

Comm 101: Fall 14 Survey Results 177 responses (71%)

Comm 101: Fall 14 Survey Results 177 responses (71%)

If attendance had not been taken via the iClicker how likely is it that

you would have missed more class sessions?

How many recordings (either fully or partially) of our class sessions did you end up watching this term (in total)?

Comm 101: Fall 14 Survey Results 177 responses (71%)

Which of the following best describes the time frame in which you

watched the recordings of our class sessions?

Comm 101: Fall 14 Survey Results 177 responses (71%)

If you viewed the recordings as part of your preparation for the exams,

how did you use them?

Comm 101: Fall 14 Survey Results 177 responses (71%)

Overall, I feel that the availability of the lecture recordings facilitated the

learning process and helped me meet the objectives of the course:

Comm 101: Fall 14 4 Survey Results 177 responses (71%)

Overall, I feel the availability of the lecture recordings helped me do

better in the exams for this course:

Comm 101: Fall 14 Survey Results 177 responses (71%)

Overall rating for the set-up through which you could access the

lecture recordings:

Comm 101: Fall 14 Survey Results 177 responses (71%)

Overall, I feel that making the recording of the class sessions/lectures

available was useful this term and should continue in future terms:

Comm 101: Fall 14 Survey Results 177 responses (71%)

I felt that the recordings were very interesting and effective. This was

the first class that had this and it was nice to have so I can just listen in

class without worrying about catching all of the notes and everything

the instructor says

Overall I would say the lecture capturing system is VERY helpful and

should be continued. It is very useful and allows us to review

everything that was said in class plus we can pause and rewind

which is also useful.

Comm 101: Fall 14 Survey Results Qualitative Comments

I thought it was very effective, and if I didn't understand something or

had missed something it was easy to go back and re-watch.

It is very help if you want to find something. All you need to do is to

search for that key word to find out more information

I think the lecture recordings really helped my overall grade in this

course. Even though I went to 90% of the lectures and only missed 1-2

I still reviewed them because hearing things helps me remember

them better so I used them to study for exams and go over

information I was unsure about.

Comm 101: Fall 14 Survey Results Qualitative Comments

The lecture recordings can either be extremely useful or useless

depending on the student's attention in class. And for this particular

course, they were useful because a lot of questions for exam were

answered by what Nick had said in class that wasn't on the notes. It

was useful if you missed taking those notes in class and had to go

back and listen to what he said.

Maybe have smaller recordings of just the key points and no filler talk.

Comm 101: Fall 14 Survey Results Qualitative Comments

Present study Spring 15

In-process: Research questions:

1. Do students utilize recordings of lectures/presentation more if they are captioned/transcribed? Why/why not? (value,

perception)

2. How do students use transcriptions/captions of lecture recordings for studying and learning? (approaches, strategies)

3. How does the inclusion of captions and the indexing of the lecture recording affect how well students are able to search for

and find information from recorded lectures? (recall vs. precision)

Method:

Survey. (n = ~250) Additional questions on the end-of-semester survey that has been in use since the end of the Spring 2013 semester. Specifically, we will add 3 questions to the survey to directly address captions and transcriptions. Responses to

these questions will be coded and analyzed with specific themes.

User Test (n = ~20) Experiment with a small sample of students to see how they use captions. Specifically, students will be provided with a certain number of closed- and open-ended tasks and their actions will be recorded as they are asked to

think aloud to explain their reasoning and actions. Data collected will be coded and analyzed.

What Weve Learned

Instructor and student benefits

Review function

Enhancing online component of the course

Captions

Indexing

What tips/tricks would you like to share?

_____ Interested in Recording

Now that were done are you ____ interested in recording:

More

Less

About the Same

Wownow I have even more questions

Questions? Comments?

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