Panopto basics - Getting Started with Personal Capture

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www.wlv.ac.uk/ capture PANOPTO BASICS Getting Started with Personal Capture Gemma Witton, eLearning Advisor Elora Marston, eLearning Facilitator College of Learning and Teaching

Transcript of Panopto basics - Getting Started with Personal Capture

Page 1: Panopto basics - Getting Started with Personal Capture

www.wlv.ac.uk/capture

PANOPTO BASICSGetting Started with Personal Capture

Gemma Witton, eLearning AdvisorElora Marston, eLearning Facilitator

College of Learning and Teaching

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Session Overview• What are Capture Technologies and how do they work?• The Viewing Experience• Best Practices for Teaching with Video• Recording with Panopto• Editing and Sharing

• Summary of pilot findings & capture literature• Support for you and your students

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What are Capture Technologies?

• wlv.hosted.panopto.com

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Introductions• Who are you?• Which faculty/department are you from?• Do you have any previous experience of capture technologies?• What are you hoping to do with capture technologies in the future?• Do you have any concerns about using capture technologies as part of your practice?

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Capture Pilot 2014/15 & 2015/16

• An “experiment” followed by a closed pilot project• Rosalind Franklin Science Centre• MC001 Lecture Theatre• Personal Capture• Procurement of a long term solution

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Evaluation: What Our Students Say• Students found all types of captured materials useful

• Students are adapting the way they use materials depending on their learning need

• Students say they value the flexibility and playback control provided by captured materials,

• Students are claiming better concentration, improved understanding, and increased confidence in their own learning.

• 100% of students want to see the university continue with capture technologies

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Evaluation:What Our Academics Say• Staff tell us that the capture system is easy to use

• Staff would like to make more use of the technology in the future

• Staff say that time was the main barrier to greater engagement – but that it would ultimately save time

• Staff felt being able to have capture software available for their own computers and devices would be most important to their future academic practice

• Staff reported greater levels of engagement from students who were more prepared for practical sessions

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The Viewing Experience• If students have a problem viewing captured materials their first point of contact will be … ?

• Go to wlv.hosted.panopto.com and log in using your university credentials

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The session so far: a recapWe know:• what capture technologies are• how they are being used at WLV• our student and staff opinions• how students/viewers will use the material we capture

What else do we need to consider?

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Choosing what to capture• How might you incorporate capture technologies into

your educational approach?• Capturing live events e.g. lectures or classes for use as tools for

reinforcement or revision.• Capturing demonstrations of skills, techniques or processes to be

viewed by students in preparation for practical sessions• Capturing information delivery to be viewed by students in

preparation for on-campus activities such as group discussions or activities

• Capturing of video materials to support online and distance learning• Capturing relevant materials off-campus to use on-campus• Providing supplementary learning materials• Student-created recordings• Unpacking assessment briefs• Delivering video feedback to groups or individuals

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An evidence-based approachPublished Literature WLV EvaluationCaptured Lectures lead to increased Student Satisfaction (Franklin et al, 2011; Missildine et al. 2013)

Students found all types of captured materials helpful to their learning with the highest preference for pre-recorded science demonstrationsCapturing lectures have little to

no impact on student attainment (Leadbetter et al. 2013; Franklin et al. 2011;)

More engaged and prepared students in sessions means academic staff are able to facilitate deeper learning experiences in Rosalind FranklinCaptured materials have the most

positive impact on students when they are deliberately incorporated into the educational approach. (Marchand et al, 2014)

Higher levels of student engagement (viewing) with captured materials that have a specific purpose and/or are associated with other learning tasks

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Volume

Impa

ct

Flipped Classroom

Captured Lectures

Captured Feedback

Demonstrations Online Distance LearningCapture On-Location

Live-Streamed Lectures

Assessment Unpacking

Supplementary Materials

Impact =

Consu

mption +

Integration

The Capture Value Model (Witton, 2015)

Volume = Recorded Hours + Workload

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Choosing what to capture• Copyright & Intellectual Property Rights• Signage, consent and disclaimers• Length of captured content

• What to include:• A video stream of the presenter?• Just the slides and audio?• Q&A or Discussion Activities

• The availability of materials:• Restricting availability• Live streaming

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Choosing what to capture• The impact on attendance• Expect a decrease in attendance between 10% and 20%• Many students prefer live lectures• Some literature has reported an increase in student

engagement• Decrease in attendance more likely if the capture is a

faithful representation of the event

• What could you do to limit the impact on attendance?

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How to capture, edit and share

• Installing • Demonstration of the Panopto Recorder• Editing Your Recordings• Sharing your captured content

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Q&A