Webinar by Webinar by Sylvia Moes and Daniël Sylvia Moes and Daniël

DrittyDritty

VU University AmsterdamVU University Amsterdam

InteractionInteraction

Questions by clicking onQuestions by clicking on

this objectthis object

#rec:all-webinar#rec:all-webinar

Didactional scenarios of

captured lectures

Technology

Didactional scenarios of

captured lectures

Organisational aspects,

including metadata standards

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Step 3: Feedback on web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Step 3: Feedback on web-tasks

Step 3: Feedback on web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Step 3: Feedback on web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Step 3: Feedback on web-tasks

Captured lecture, live streamed with chat function

Pilot of OASis

Step 3: Feedback on web-tasks

Context of the pilot

Step 1: captured lectures in the form of little studio recorded blocks, also known as “knowledge clips”

Step 2: re-use of captured lectures or knowlegde clips

Web-tutorials Web-tasks

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Live-feedbackLive-feedback

> Teacher perspective

> Student perspective

> Results

16 www.ub.vu.nl

1. Students are better prepared for lectures and exam

2. Web tasks vs. passive snippets

3. Saving time in feedback

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Live-feedbackLive-feedback

> Teacher perspective

> Student perspective

> Results

17 www.ub.vu.nl

1. Extra exercise material

2. Good + fast feedback on web tasks.

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Live-feedbackLive-feedback

> Teacher perspective

> Student perspective

> Results

18 www.ub.vu.nl

• High satisfaction rate for the course

• Higher passing rate

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Enriched weblectureEnriched weblecture

> Teacher perspective

> Student perspective

> Results

32 www.ub.vu.nl

1. Content bundled with weblecture.

2. Variety in weblecture

3. Motivated, talented students and underachievers or students with learning difficulties

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Enriched weblectureEnriched weblecture

> Teacher perspective

> Student perspective

> Results

33 www.ub.vu.nl

1. Differentiated content– Content the deepen the subject for higher

motivated students

– Different learning styles.

– Content to practice or additional explanations.

2. Direct link to required course reading.

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Enriched weblectureEnriched weblecture

> Teacher perspective

> Student perspective

> Results

34 www.ub.vu.nl

• Higher motivated students clicked more often on the presented content.

• Enriched environment vs. External virtual learning environment

• 953 students and 94 respondents

Year 2008-2009 2009-2010 2010-2011

ISW 86,80% 93,30% 96%

1200 students with questions about SPSS

How do you manage that?

By the creation of “instruction clips”

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Instruction weblectureInstruction weblecture

> Teacher perspective

> Student perspective

> Results

38 www.ub.vu.nl

1. Interaction on a higher level during lectures.

2. Building a knowledgde archive

3. Small time investment

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Instruction weblectureInstruction weblecture

> Teacher perspective

> Student perspective

> Results

39 www.ub.vu.nl

1. Possibility to practice 24/7

2. Choose the short clips for my specific problem.

3. More confidence in exams

Universiteitsbibliotheek VUTitel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Instruction weblectureInstruction weblecture

> Teacher perspective

> Student perspective

> Results

40 www.ub.vu.nl

• 15% higher pass rate

• 1200 students

• 280 respondents

Year 2008-2009 2009-2010 2010-2011

M&T 63,90% 79,70% 79%

OASis pilots in summaryOASis pilots in summaryOASis pilots in summaryOASis pilots in summary

41 www.ub.vu.nl

• Students get used to weblectures and get higher expectations• Most students view the weblectures from home• Most students use weblectures for exam preparation (the server peaks 1-2 weeks

before an exam period) and the peak is very big when students have to prepare for re-examination because there is no or very less interaction with the teacher in this fase

• Especially students with learning disabilities (adhd, dyslexia) can benefit from weblectures

• Not every weblecture results in higher learning outcomes, choose carefully if a

weblectures is usefull for your goals• Weblectures are no replacement of normal lectures, students still show up• ‘Normal’ weblectures (1-1,5 hour) are too long (and boring) to watch completely• No big differences between extrinsic and intrinsic motivated students• Important to focus on interaction when you integrate weblectures into your course

LinksLinksLinksLinks

43 www.ub.vu.nl

We would like to recomment some links, The next webinar from JISC about video and post-productionBecome a member on this Vital community

Or learn more about our REC:all project

Then pleas click on this icon

PollsPollsPollsPolls

44 www.ub.vu.nl

During this webinar, the audience had the possibility to give their feedback via a poll.

The results are given in the next slides.

Which of the pilot studies do you like the most?

Which of the benefits are most Which of the benefits are most important for teachers?important for teachers?

Which of the benefits are most Which of the benefits are most important for students?important for students?

Do you like the idea of a webinar where we will focus on Do you like the idea of a webinar where we will focus on

the technical and organisational aspects?the technical and organisational aspects?

Do you see stumbling blocks?Do you see stumbling blocks?

On which aspects do you see these stumbling blocks?On which aspects do you see these stumbling blocks?

Is your image of weblectures changed?Is your image of weblectures changed?

Contact details Contact details

Sylvia Moes S.Moes@vu.nl

Twitter @SylviaMoes

Daniël Drittij D.Drittij@vu.nl

Twitter @Drittij