Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
The State of Closed Captioning in Higher Education
Similaire à Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
Evaluation and usability - ACPET e Mentor sessionYum Studio
Similaire à Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners (20)
Disha NEET Physics Guide for classes 11 and 12.pdf
Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
1. Title page
Three 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
jcouperthwaite@echo360.com
@johncoup
Solutions Engineer (EMEA), Echo360
2. Title page
Three 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
3. 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
4. Anatomy of a lecture
Learning
Space
Time
Technology
Wi-Fi
Mobile 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
Evaluation
Live streaming
5. “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)
6. …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
7. “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/
13. 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.
15. CAPTURE ’live’ lecture
Record 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
16. STUDENTS
- Replay on demand
- Update notes
- Review quiz results
- Revise from video and notes
- Review question responses
ACTIVE LEARNING during and
after lectures
Record audio/video
Use 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
17. during lecture
post lecture
before lecture
STAFF
- Upload video/files
- Lead discussions
STAFF
- Include ‘external’ students
BLENDING ACTIVE LEARNING
Record audio/video
Use polls and discussion
Live, 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
20. 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
32. 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)
34. 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
35. 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.
36. 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.
37. Reinventing the
lecture:
how video technology
and learning analytics
are transforming the
learning experience for
traditional and non-
traditional learners
Dr John Couperthwaite
jcouperthwaite@echo360.com
@johncoup
Solutions Engineer (EMEA), Echo360
Any questions ?
Notes de l'éditeur
Introduction: much talk of replacing the lecture in higher education and replacing it with more personalised, authentic learning opportunities. It fully agree with the need for greater authenticity in learning, but my thesis today is that the lecture offers a valuable inter-personal role in education. Rather than replacing the lecture we should be considering reinventing the format. The technology, pedagogies and strategies already exist and the benefits to staff and students are compelling. I’d like to spend the next 20 minutes outlining the challenges to the current format, the options available for change, and the evidence available to illistrate it’s effectiveness.
About me –
About Echo360 and this presentation
http://www.washington.edu/teaching/files/2016/03/ctl-classroom-interaction-forweb-AdobeStock_79971582.jpg
Structure of the talk: three things
http://www.washington.edu/teaching/files/2016/03/ctl-classroom-interaction-forweb-AdobeStock_79971582.jpg
55% - Active learning increases student performance in science, engineering, and mathematics, Freeman et al 2014, http://www.pnas.org/content/111/23/8410.abstract
Pain points:
1/3: Future workplace and importance of effective education
8.5M workers are single mothers
1/3 of undergraduates work full-time
Pain: employability, jobs market, etc
Why important to lectures?
Some sample benefits: satisfaction, retention, progress
Pain points:
2/3: Traditional and non-traditional learners, flexibility, choice,
Quote” https://www.heacademy.ac.uk/system/files/resources/npi_report.pdf|”
Image: https://medium.com/startup-grind/cognitive-bias-ad5f9fe7f59b#.9ujqikl94
Pain points:
3/3: big data, progress monitoring, effective feedback, support and guidance. Time spent in the lectures needs to be impactful and purposeful.
Image: An Atlas of Outline Maps of the Heavens, Jamieson, 1824
Faculty cannot see the detailed behaviors and usage patterns of students in each teaching and learning moment.
Makes it difficult to do granular evaluation and optimization of pedagogy, content, activities, courses, and programs.
We are giving the professors the data they truly deserve to drive educational outcomes, as long as this data gap persists.
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
Introduction: much talk of replacing the lecture in higher education and replacing it with more personalised, authentic learning opportunities. It fully agree with the need for greater authenticity in learning, but my thesis today is that the lecture offers a valuable inter-personal role in education. Rather than replacing the lecture we should be considering reinventing the format. The technology, pedagogies and strategies already exist and the benefits to staff and students are compelling. I’d like to spend the next 20 minutes outlining the challenges to the current format, the options available for change, and the evidence available to illistrate it’s effectiveness.
About me –
About Echo360 and this presentation
http://www.washington.edu/teaching/files/2016/03/ctl-classroom-interaction-forweb-AdobeStock_79971582.jpg