Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan
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1 Lecture Capture: Rationale • Response • Results Presentation for Media & Learning 2013 11 Dec 2013 Dr Daniel Tan e: [email protected] [email protected]
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This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
Transcript of Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan
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Lecture Capture: Rationale • Response • Results
Presentation forMedia & Learning 2013
11 Dec 2013
Dr Daniel Tan
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: [email protected]
Story of 2 Islands
Dr Daniel Tane: [email protected]
