Reinventing the lecture: how student engagement and analytics can transform teaching delivery and learning outcomes
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Workshop at City University Learning and Teaching conference, 21st June 2017 This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’ The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience? This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016). Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016). Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
![Being an active participant…
If you have a laptop, tablet or phone:
1. Follow the email link (sent 19/6, 9:01am) or
• visit http://bit.ly/City_AL
• Log into Echo360, institution ‘Echo360 University UK’
2. Enter your U=[your email], P=[you create one]
3. Click on ‘Reinventing the lecture - City Uni Workshop’](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Reinventing the lecture: how student engagement and analytics can transform teaching delivery and learning outcomes
- 1. Reinventing the lecture how student engagement and analytics can transform teaching delivery and learning outcomes #Learningatcity17 @johncoup @echo360
- 2. Being an active participant… If you have a laptop, tablet or phone: 1. Follow the email link (sent 19/6, 9:01am) or • visit http://bit.ly/City_AL • Log into Echo360, institution ‘Echo360 University UK’ 2. Enter your U=[your email], P=[you create one] 3. Click on ‘Reinventing the lecture - City Uni Workshop’
- 4. 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
- 5. …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
- 6. “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/
- 8. Confused Has a question Not interested Cant understand the lecturer Too easy Distracted by social media Has difficulty making notes
- 9. Are they listening? Have they completed the pre-lecture activity? Are some students missing today? Did they understand that last slide? Why am I not getting much response to my questions? Did that last student question reflect the general consensus?
- 10. In-ClassPre-Class Post-Class VLE Notes Quiz Social Theatre Seminar Lab Online Disconnected approaches to teaching delivery and active learning Tools Spaces
- 11. Mobile device use in class Ban ‘students will engage better without digital distractions’ Ignore ‘not a problem for me because my content/charisma/good looks keeps them sufficiently engaged’ Embrace and Use ‘give shy students a voice, help students learn at their pace, give instructors more tools to engage students’
- 12. David White, 2016, http://daveowhite.com/coalesce Using devices in classroom spaces
- 13. David White, 2016, http://daveowhite.com/coalesce Using devices as shared learning spaces in classrooms
- 14. David White, 2016, http://daveowhite.com/coalesce “…design pedagogy which coalesces physical and digital spaces. Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps.” Moving towards coalesced pedagogies
- 16. during class Live class experience available for all on- campus and distance learners In-class engagement tools: discussion, quiz, flagging Active learning captured Active learning, Connected teaching
- 17. during class before class Live class experience available for all on- campus and distance learners Interaction between instructor and peers Place and pace to suit each learner Recording, discussion and activities released In-class engagement tools: discussion, quiz, flagging Active learning captured Active learning, Connected teaching
- 18. during class post class before class Live class experience available for all on- campus and distance learners Interaction between instructor and peers Place and pace to suit each learner Recap/Reflection/Revision on recording, discussions and activities Class follow-up discussion Recording, discussion and activities released In-class engagement tools: discussion, quiz, flagging Active learning captured Active learning, Connected teaching
- 19. during class post class before class Live class experience available for all on- campus and distance learners Interaction between instructor and peers Place and pace to suit each learner Recap/Reflection/Revision on recording, discussions and activities Instructor review of class analytics Instructor review of class analytics Instructor review of class analytics Class follow-up discussion Recording, discussion and activities released In-class engagement tools: discussion, quiz, flagging Active learning captured Active learning, Connected teaching
- 27. Evidence of student engagement in lectures
- 29. - Introducing an online discussion space changes the response rates by gender
- 30. Three examples: Phillips Rientes Samson Questions posted by students during a lecture (Montpetit, 2016)
- 31. Students declaring themselves ‘confused’ during a lecture (Montpetit, 2016)
- 33. Evaluation of student behaviours with lecture recordings following the lecture (Phillips, 2010)
- 34. Evidence of learning gain
- 35. Learning gains compared across different active learning systems (Montpetit, 2016)
- 36. Evidence of improved exam grades
- 37. Final exam results following active learning on course module, from 2011-2016
- 38. Using analytics to predict progress
- 39. Activities Correct 68 75 82 82 93 AverageExamGrade %Questions Answered Correctly The accuracy of quiz responses on final exam results (Samson, 2016)
- 40. Note-Taking 75 77 78 85 86 60 65 70 75 80 85 90 95 100 AverageExamGrade Total Words Typed in Notes Words typed in lectures as predictors of final exam results (Samson, 2016)
- 41. Predicting student outcomes, based on classroom engagement (Samson, 2016)
- 42. 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 • Connect 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
- 43. In-ClassPre-Class Post-Class VLE Notes Quiz Social Theatre Seminar Lab Online Disconnected approaches to teaching delivery and active learning Tools Spaces
- 44. In-ClassPre-Class Post-Class VLE Notes Quiz Social Theatre Seminar Lab Online Connecting teaching delivery and active learning Integrating Tools Linking Spaces Merging interactions Engaging learners
- 46. Reinventing the lecture how student engagement and analytics can transform teaching delivery and learning outcomes
Notes de l'éditeur
- Welcome In the spirit of introducing active learning and digital tools, this will be an interactive session I want you to get involved, either online or verballly; I encourage discussion, but naturally, I will at times close a conversations to ensure we can cover the key points of the session. Three key issues to be covered here: Increasing engagement in class Using technology and analytics in addition to traditional teaching methods Breaking the boundaries of the classroom: before, during and after the class; but also physical/virtual; and in-class and out-of-class The picture is still hazy about the benefits of this approach due to different subjects, technologies and methodologies, but we are finding: 7x greater engagement; 30% incr in learning gain; increases in student satisfaction; greater support for students with learning needs How can we do all of this…?
- Let’s take a moment to consider the evolution of the lecture Iterations have been slow and have not been entirely replaced. I attended the Hay Festival a few weeks ago and this model was more similar to that experienced by the Greeks. Things are changing as we move to more active learning environments, changing the learning spaces, encouraging more discussion and collaboration. This is viewed as a positive move by many, but it still constrained by physical space, by size, and by a lack of connectivety for students between sessions, and between instructors. Similarly, instructors can fail to identify warning signs between sessions
- Scale matters too. Taking a typical university there is a huge dependence on the lecture to deliver the majority of content-based for the curriculum. We may see eTexts, MOOCs and self-directed learning take root, but the constraints on available teaching time, space, and student expectation means that the lecture needs urgent attention. Time is precious for both students AND staff.
- We are now moving into a phase of education when non-traditional students outnumber those taking the widely-accepted route of 3-years onsite education. For Uni’s who seek to maintain this mode of instruction, greater numbers of students are taking part-time jobs, have important family roles, and therefore expect their education to mould around their lives and be as available as other forms of online entertainment, communication and media.
- A signficant game-changer in self-efficacy has been through use of one’s own personal devices and crowd-sourced analytics to improve health; what about education?
- How do our student engage with us in class, what are they browsing, and do they want to contribute?
- How do our student engage with us in class, what are they browsing, and do they want to contribute?
- …and for the lecturer, there is uncertainty about student attention, presence, and learning
- The problem we have arrived at is that our technology and learning have become disconnected…
- One particular barrier….
- the many benefits of digital, without replacing the lecture and other classes for online learning.
- So, how does this relate to ‘place-making’? Well, for me, designing great learning now requires that we think smartly about linking the physical and online environments. And as we all know, this can be hard. When we see it working well, we see that staff and students have a shared affinity, purpose and value in what they are doing and how they are using it. I recently came across the concept of ‘coalescent spaces’ by David White. This resonated with the messages we had been using at Echo360, and the several years of development time which had preceeded it. We believe we need to rethink teaching in the classroom, introducing the many benefits of digital, without replacing the lecture and other classes for online learning.
- Category Typical Profile Conscientious Students access the current lecture in the majority of weeks where there is a lecture posted High-achieving Sub-category of conscientious. Students access the current lecture in the majority of weeks where there is a lecture posted and revisit most of the lectures Good-intentioned Students start with a regular/weekly access pattern for the first part of the course, and this reduces during the semester Repentant A systematic profile, or extended activity is recorded sometime after Week 5 of the semester with little or no activity before this Binging Students access multiple lecture recordings in a single week followed by weeks with no access Free-timers Sub-category of binger. The majority of the hits fall during weeks where there are no new lectures posted/semester breaks etc. Cramming Students have the majority of their usage in the two weeks immediately prior to major exam/assessment tasks of the course One-hit wonders Students have only a single successful access of a single lecture Random No typical profile Disengaged No Lectopia activity - Student Number is present on enrolment list with no hits on the Lectopia system