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Lecture Capture: Rationale • Response • Results

Presentation forMedia & Learning 2013

11 Dec 2013

Dr Daniel Tan

e: ethtan@ntu.edu.sg ethtan@outlook.com

Student: Dr. Einstein, Aren't these the same questions as last year's [physics] final exam?Dr. Einstein: Yes; But this year the answers are different.

Context and Perspective of Learning and Lecture Capture

Learning• Self directed learning• Collaborative learning• eLearning Week

Teaching• Classroom & Lecture Theatres• Faculty development

Technology & Platform• Operations and management• Capture & delivery

Why?

Rationale

Trends, Pull and Push:All Experiencing Change

Technology

Globalization

Rapid Change

Demography

Fast

Wide

Generation Chttp://www.google.be/think/research-studies/introducing-gen-c-the-youtube-generation.html

• Because they thrive on

•Connection•Community•Creation•Curation

Content

Democratisation of Content Knowledge and its Access• Ubiquitous content• Broadened access to higher

education• Content co-creators and

participation• Class-rooms beyond walls and

campus• Knowledge gateway devices in the

hands of learners

ConsiderationsWithin

You havetaught them;

Have they learnt?

Thomas C. ReevesProfessor Emeritus of Learning, Design, and

TechnologyUniversity of Georgia

Quality from Different Perspectives

• Quality of content– Usually not the issue– Standard textbooks,

derivative material, multimedia courseware

– Library– Open Educational

Resources

• Quality of teaching process– Professional & faculty

development– Teaching evaluation

• Quality of the (self-directed) learning process

– Impact on • Student performance,• Institutional

reputation• Student value-add

quality

You have taught them have they learnt?

Quality of Content

Quality of Teaching

Quality of Learning

New Pedagogy:

Quality in

Learning

Current and

NearFuture

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

Source: web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdfCited 2171 times

Research Evidence

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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

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

Campus-wide Lecture Capture

Project

Teach Less, Learn More

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Night scene of Nanyang Auditorium

Sample End Productof Recorded Lecture

Mobile Learning: Lecture Recording

Crux of Content(including lectures) for Learning

• It is not the lack of content (quality and quantity)

• but the learner’s benefit-utility that is lacking

– Usefulness– Relevance– Understanding

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

Part of a whole

Learning Design Approach

• Focus on process, not just content

• Implicit collaborative Learning Activities in the design process

• Can incorporate single learner content and collaborative tasks

– Discussion, voting, small group debate, etc

• “Wrap” Learning Objects with a sequence of collaborative tasks

• Learning Designs can be stored, re-used, re-purposed, customised

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Process

Learning Activities

Participative Tasks

Individual learner with

group collaborative

activities

Re-purposed easily

Example: Experimental Aerodynamics

• Background:– Instructor interested in

developing  a package to help students better understand wind and water tunnels in exploring aerodynamics  

– Limitation: wind and water tunnel facility cannot accommodate class of 140 enrolled students

– Solution: instructor create documentary-style video to induct students to wind and water tunnels

An example involving Experimental Aerodynamics

An example involving Experimental Aerodynamics

An example involving Experimental Aerodynamics

An example involving Experimental Aerodynamics

• Multiple varied answers to the same question

• Good, poor, incomplete, right, wrong, partial, model answers

• Social learning

Outcomes

Results

Statistics for UniWood Lecture RecordingNo. of new

recordings in AY2012/13

> 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: ethtan@outlook.com

Story of 2 Islands

Dr Daniel Tane: ethtan@outlook.com