lecture capture: rationale • response • results
DESCRIPTION
Lecture Capture: Rationale • Response • Results. Dr Daniel Tan e: [email protected] [email protected]. Presentation for Media & Learning 2013 12 Dec 2013. No Brainer eLearning Projects. Rationale. Why?. Quality of Content Quality of Teaching. Quality of Learning. - PowerPoint PPT PresentationTRANSCRIPT
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Lecture Capture: Rationale • Response • Results
Presentation forMedia & Learning 2013
12 Dec 2013
Dr Daniel Tan
No Brainer eLearning ProjectseServices Issues and Challenges
Plagiarism Management System
• Handling violations must be done wisely
• Institution reputation management
Clickers Response System
• Faculty development – easy deployment
Learning Space Class-room re-design
• Faculty development in “noisy classroom” environment
Lecture recording • Buy-in from faculty before tipping point
• Changing role of faculty in content-rich world
• Operational scalability• Content re-use and re-purpose
Why?
Rationale
Quality of Content
Quality of Teaching
Quality of Learning
Source: web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdfCited 2171 times
Research Evidence
5
Participative Learning to enhance Learning Quality
Hake, R. R., (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64- 74
Learner Understanding During Lecture Presentation
0
20
40
60
80
100
time
30%Lecture
65%With clicker
activities
Professor’s belief
Re-learn/ review via lecture recording
In-Class Latency Gap between Teaching and Learning (assuming perfect language literacies)
• Professor teaches at the pace of expression– Prep time of between 5
to 20 hrs per 1 hr lecture
– Teach as re-runs for established courses
• Students are processing and constructing new knowledge– Time taken for students
to listen, join the dots, and understand
– Then, take notes
Post-class Forgetting Curve(assuming good level of knowledge understanding)
After 2 days, the effect of the (re-)learning is minimised
Learning Analytics:
Histogram of Viewings for a Lecture Recording
Num
ber
of
vie
win
gs
Time
(for illustrative purposes only)
Current andNear Future
Learning Environments
TeacherDidactic
CommunicatorKnowledge transfer
ContentTextbook
Training MaterialCourseware
LearnerReceptor
Current ModeBook-based
TeacherFacilitatorCurator
ContentTextbook
Courseware
Learner
eContentInternet
WebOER
Video Lectures
Emerging Model• Internet-based • Education 3.0:
– Participative– Collaborative– Teacher to student,
student to student, student to teacher, people-technology-people (co-constructivism)
Learner
What we are doing
Response
Operational Elements of University 2.0@NTU (Today)
edveNTUre Ecosystem Framework
Blackboard Learn Course content delivery and communicationSocial and community of Learning through Web 2.0 social media
Blackboard Mobile Learn and Central
Mobile learning and services
Blackboard Connect Campus Emergency Alerts, Outreach and Course Notifications
Turnitin Plagiarism Management
Uni-wood Lecture Recording
eUreka Project Work Management System
Clickers Audience Response System
Participating and active learning in Lectures
LAMS – Learning Activities Management System
Re-usable learning pathways
Learning Analytics Analytics for eLearning
edUtorium Faculty and professional programhttp://edutotrium.ntu.edu.sg
Teaching Assistant (TA) ProgramFaculty of the Future
HWG702: University Teaching for Teaching Assistance
TR+ Classroom Learning Space for participative and collaborative learning
Teach Less, Learn More
16
Night scene of Nanyang Auditorium
Sample End Productof Recorded Lecture
Mobile Learning: Lecture Recording
Impact and Usefulness of Lecture Recording
• Not learning more content– More content– More workload
• Learning (quality) better the content– Mastering the core
content– Learn, re-learn,
unlearn– Learning quality
Holes in understanding
Disconnection
Lost
Gaps
Lecture
Best Seat Location + Teleprompter
Centralized Command Centre for Lecture Recording (CCCLR)
• Campus-wide Lecture Recording is a key strategic eLearning initiative endorsed by the University’s management
• CCCLR: to ensure quality of content recording
Future Considerations • From doing lecture capture
to doing lecture capture well
• Lecture capture moving from IT project to AV and video production project
• Increased usage by students– Scalability and
bandwidth issues– Reliability of service
• Learning design with lecture segments as a sub-activity
• Changing role of faculty– Flipped classroom– More interactions during
class– Less post-class disruption– Knowledge Curator
• Changing role of students– Mind-mapping/big picture– Students becoming self-
directed learners
Outcomes
Results
Statistics for UniWood Lecture RecordingNo. of new
recordings in AY2012/13
14,000>
18.9%
Record Hits in AY2012/13
1.63 million
Record viewership in AY2012/13
80.2 Years
UniWoodFrom AY2005/06 Sem Ito AY2012/13 Sem II
55,562 video recordings
6,946,304 viewing hits
324.2 years of viewing time
Content Creation & Distribution Process
IDM
AcuStream
AcuManager
Uploadcontent1Professors
4
hyperlink posted
2replication
3
Email Notificationwith hyperlink(within 10 min)
AcuStream
AcuStream
AcuStream
Content Access Process
1
IDM 2000
AcuManager 2
3
student clickson hyperlink
– optimum performance redirection
AcuStream
AcuStream
AcuStream
AcuStream
4
Students’ Feedback
55.09
39.82
3.68 1.40
0.00
10.00
20.00
30.00
40.00
50.00
60.00
1 2 3 4
TOTAL Q13
Legend:
1: Strongly agree2: Agree3: Disagree4: Strongly disagree
94%of students agreed that video recorded lectures were useful in relation to their studies (n=1140)
Students’ FeedbackTOTAL Q14
15.24
67.78
13.75
3.24
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
1 2 3 4
83.02%of students were satisfied with the video recorded lectures (n=1142)
Legend:
1: Strongly agree2: Agree3: Disagree4: Strongly disagree
Students’ FeedbackTOTAL Q15
62.30
33.48
3.051.17
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
1 2 3 4
95.78% of students agreed that video recorded lectures should be continued in the following semesters (n=1114)
Legend:
1: Strongly agree2: Agree3: Disagree4: Strongly disagree
Dr Daniel Tane: [email protected]