Reinventing the lecture: how video technology and learning analytics are transforming the learning...
-
Upload
john-couperthwaite -
Category
Education
-
view
137 -
download
2
Transcript of Reinventing the lecture: how video technology and learning analytics are transforming the learning...
![Page 1: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/1.jpg)
Title pageThree things to cover
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners Dr John Couperthwaite
[email protected]@johncoup
Solutions Engineer (EMEA), Echo360
![Page 2: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/2.jpg)
Title pageThree things to cover
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
The problem: low student engagement and poor understanding of learning
The solution: video, interaction and analytics stimulates active learning
The evidence: improved retention, satisfaction and learning gain
![Page 3: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/3.jpg)
University lectures, by numbers…
eg: 200 teaching rooms
5 teaching sessions / room / day
…5,000 sessions / week
…100,000 sessions / academic year
circa 15,000 undergraduate students
This work is licensed under a Creative Commons Attribution-NoDerivs 2.0 Generic License
![Page 4: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/4.jpg)
Anatomy of a lecture
Learning
Space
Time
Technology
Wi-FiMobile devices
Capture appliance
AV equipment
Clickers
Lecture halls
Wi-Fi
Timetabling
VLE
VLE
Clickers
Onsite/Offsite
Preparation
Flipped
Off-campus learners
Post lecture activity
Live/recorded
Sync/Asynch discussion
Reflection
Revision
Revision
Update notes
Feedback
Quiz/polling
Note taking ’Informal curriculum’
In-class interaction
Conversation
EvaluationLive streaming
![Page 5: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/5.jpg)
“Without the skills to stay useful as innovations arrive, workers suffer – and if enough of them fall behind , society starts to fall apart”(The Economist, p.9, 14/01/17)
![Page 6: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/6.jpg)
…enabling choice and responsiveness in the pace, place and mode of learning
“Flexible Pedagogies: part-time learners and learning in higher education”. McLinden 2013, Changing the Learning Landscape, HEA
![Page 7: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/7.jpg)
“Sometimes disruption comes from technology transforming human activity. …The Fitbit approach to educational data gathering may possibly be a key missing link.”Fred Singer, 2016
https://www.edsurge.com/news/2016-01-04-what-higher-education-can-learn-from-fitbit/
![Page 8: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/8.jpg)
So, what is the problem with lectures ?
![Page 9: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/9.jpg)
teaching learning
the lecture…
![Page 10: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/10.jpg)
teaching
group learning
the lecture…
![Page 11: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/11.jpg)
teaching
individualised learning
the lecture…
![Page 12: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/12.jpg)
teaching
confused ?
high-achiever
the lecture as a black box for learning
at risk
no feedback
the lecture…
![Page 13: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/13.jpg)
Current Platforms Missing Critical Learning Information
• Are students actually grasping key concepts day in and day out?
• Which learning activities are effective? Which confuse more than enlighten?
• What approaches lead to better outcomes?
• When should we intervene with a student?
Instructors need to know what’s working – and what is not.
![Page 14: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/14.jpg)
Active learning in the lecture – the solution?
![Page 15: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/15.jpg)
CAPTURE ’live’ lectureRecord audio/video
STAFF- Teach
STUDENTS- Make notes- Post questions- Declare if ‘confused’
during lecture
post lecture
STAFF- Review engagement analytics
STUDENTS- Replay on demand- Update notes- Revise from video and notes- Post question and review
responses
![Page 16: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/16.jpg)
STUDENTS- Replay on demand- Update notes- Review quiz results- Revise from video and notes- Review question responses
ACTIVE LEARNING during and after lecturesRecord audio/videoUse polls and discussion
STAFF- Respond to questions- Review analytics
STAFF- Include quizzes- Upload presentation before
during lecture
post lecture
before lecture
STAFF- Teach- Use quizzes- Time for discussion STUDENTS
- Make notes- Post questions- Declare if ‘confused’- Respond to quizzes
![Page 17: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/17.jpg)
during lecture
post lecture
before lecture
STAFF- Upload video/files- Lead discussions
STAFF- Include ‘external’ students
BLENDING ACTIVE LEARNINGRecord audio/videoUse polls and discussionLive, Flipped and MOOC-style
STAFF- Respond to questions- Review analytics
STUDENTS- Replay on demand- Update notes- Review quiz results- Revise from video and notes- Review question responsesSTUDENTS
- Make notes- Post questions- Declare if ‘confused’- Respond to quizzes
![Page 18: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/18.jpg)
during lecture
post lecture
before lecture
Connected teaching, personalised learning
![Page 19: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/19.jpg)
Active learning in the lecture – does it work?
![Page 20: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/20.jpg)
Some examples:Dr Colin Montpetit, University of Ottawa
- 200 students, Cell biology module
Dr Rob Phillips, Murdoch University- 400 students, three programmes, two Universities
Professor Perry Samson, University of Michigan- 200 students, Meteorology module
Others:• Multiple university report on staff and student attitudes to lecture capture (Gosper, et al,
2008)• Strategies for implementing lecture capture (Couperthwaite, 2011)• Curated resources on research, policies and reports on lecture capture
![Page 21: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/21.jpg)
Student engagement in lectures
![Page 22: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/22.jpg)
Three examples:PhillipsRientesSamson
Questions posted by students during a
lecture
(Montpetit, 2016)
![Page 23: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/23.jpg)
Students declaring themselves
‘confused’ during a lecture
(Montpetit, 2016)
![Page 24: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/24.jpg)
Student engagement post-lecture
![Page 25: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/25.jpg)
Evaluation of student behaviours with
lecture recordings following the lecture
(Phillips, 2010)
![Page 26: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/26.jpg)
Evidence of learning gain
![Page 27: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/27.jpg)
Learning gains compared across different active
learning systems
(Montpetit, 2016)
![Page 28: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/28.jpg)
Evidence of improved exam grades
![Page 29: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/29.jpg)
Final exam results following active
learning on course module, from 2011-
2016
![Page 30: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/30.jpg)
Using analytics to predict progress
![Page 31: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/31.jpg)
Activities Correct
0%-30%
30%-40%
40%-50%
50%-60%>60%
6875
82 82
93
%Questions Answered CorrectlyAv
erag
e Ex
am G
rade
The accuracy of quiz responses on final
exam results
(Samson, 2016)
![Page 32: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/32.jpg)
Note-Taking
0-100
101-1000
1001-2000
2001-5000>5000
60
65
70
75
80
85
90
95
100
75 77 78
85 86
Total Words Typed in NotesAv
erag
e Ex
am G
rade
Words typed in lectures as predictors of final exam results
(Samson, 2016)
![Page 33: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/33.jpg)
Predicting student outcomes, based on
classroom engagement
(Samson, 2016)
![Page 34: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/34.jpg)
Some benefits of reinventing
the lecture
For Students
For Educators
For Organisations
• In-class tools to interact with teacher and peers • Mobile-friendly access to lecture resources• Real-time data on progress analytics• Connecting pre-, during- and post-lecture learning
• Increased student engagement in lectures• Real-time feedback from students• Ability to deliver teaching as in-class, flipped, live and MOOC-style• Sophisticated analytics to evaluate teaching effectiveness
• Positive impact on TEF-related metrics (eg: NSS, retention, grades)• Integration with other learning systems• Earlier predictive data on student progress• Ability to effectively teach off-campus learners
![Page 35: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/35.jpg)
Challenges
• Institution-wide academic engagement;
• Finding the right learning analytics;
• Balancing progress development with personal privacy;
• Managing success!
This work is licensed under a Creative Commons Attribution 2.0 Generic License.
![Page 36: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/36.jpg)
Conclusions
Reinventing the lecture can transform learning pathways, giving greater flexibility for learners.
The lecture-based learning experience can be personalised through enhanced tutor feedback and interaction.
Improvements to learning outcomes, students engagement and satisfaction scores are achievable.
![Page 37: Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners](https://reader033.fdocuments.net/reader033/viewer/2022042906/589ab9de1a28abff4f8b679d/html5/thumbnails/37.jpg)
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
Dr John [email protected]
@johncoupSolutions Engineer (EMEA), Echo360
Any questions ?