Pilot in Lecture Capture (PiLC): a small web-based lecture capture project

Denise Sweeney and Simon KearAcademic Practice Unit and Beyond Distance Research Alliance

University of Leicester

Funded by the Teaching Enhancement Programme, University of LeicesterALT-C 2012, Paper 262, University of Manchester

Background

Adobe® Connect™

What do we know about lecture capture?

1954 - 136 2nd Yr UG students - University of Toronto - 4 groups Single lectureIdentical examination (understanding & retention of content)

Experiment repeated with some modifications - 3 groups

Which group got the top score on the examination?

• Heard and saw a lecture delivered in a television studio• Heard and saw this same lecture on a television screen• Heard it over the radio• Read it in manuscript

What do we know about lecture capture?

• Learner control – self-directed learning; asynchronous access – empowering the learner with control of the lecture and convenience/flexibility (Simpson, 2006; Gosper, McNeil & Woo, 2010)

• Combination of f2f; video recorded lectures; uploaded course documents (Soong et al, 2006)

• Mis-match between staff and student views (positive views; on learning and achieving better results; made it easier to learn (ALTC project - Gosper et al 2008)

Participants

92 first-year undergraduates (Chemistry)

45 taught postgraduate students (Media and Communication)

2 lecturers

Icons by Everaldo Coelho

Hardware

Projector by PiotrusVoice recorder by Stilfehler

The recordings

• 6 lectures of 1 hour each (Chemistry) • 6 lectures of 2 hours each (Media and

Communication)• All available in both Adobe Connect and MP3

formats.

What do they sound like?

Research findings overview

• Blackboard analytics

• Student focus groups (in progress)

• Comprehensive online questionnaire (use of lecture capture - when, where, frequency of use, purposes) study patterns, demographics

• Extended ‘phenomenographic’ interviews with 2 university teachers on their experiences

Blackboard reportMedia and Communication

Students

• Students appreciate the flexibility of access & support for learning - staff have concerns

• contributes to a ‘blurring’ of the boundaries between internal and external students

• Change lecture attendance patterns, raises questions about the roles of lectures

• Demands changes in the way students learn and teachers teach

• Affects the design of the whole curriculum has professional and organisational development implications

Which format they preferred

How they listened

Why they listened

What they thought of lecture capture

Lecturers’ experience of being part of the project

Case study 1… helped refine my lectures‘Reviewing the recordings takes it all to another level’

Case study 2… helped me reflect on future planning‘… part of the planning process certainly… improving the module…’

Lecturers

Those institutions using lecture capture technologies… Do you have a ‘pedagogy strategy’…or plan to have one? Which of the following do you provide?

•Mentoring•Examples of best practice•FAQs•Guidelines•Workshops•Just-in-time technical support•Student support

Thank you

Denise SweeneyEducational DesignerAcademic Practice Unitdms34@le.ac.uk

Simon KearSenior Learning TechnologistBeyond Distance Research Alliancespk7@le.ac.uk

References and links• ‘Certain Media Biases’ (1954) New York Times, http://learningspaces.org/page/2/• Gosper, M. V., McNeil, M. A. & Woo, K. (2010) Harnessing the Power of Technologies to Manage

Collaborative e-Learning Projects in Dispersed Environments, Journal of Distance Education, vol. 24, No. 1 pp. 167 - 186.

• Simpson, N. (2006). Asynchronous access to conventional course delivery: a pilot project. British Journal of Educational Technology, 37(4), 527–537.

• Soong, S. K. A., Chan, L. K., Cheers, C., Hu, C. (2006) Impact of video recorded lectures among students, proceedings of the 23rd annual ascilite conference, Who’s learning? Whose technology?, Sydney Australia, pp. 789 - 793.

• Open EYA http://www.openeya.org/