Sylvia Moes, Vrije Universiteit, Amsterdam and Clive Young, University College London European Distance Education Network (EDEN) Conference, June 2012, Oporto, Portugal as part of the Erasmus REC:all project [http://www.rec-all.info/]

1. How can we
move beyond
recorded
lectures?
Clive Young, University College London
Sylvia Moes, Vrije University, Amsterdam
EU Lifelong Learning Programme (Erasmus)
REC:all project

2. Workshop outline
• Welcome/background, overview of aims of workshop
• Scenarios - group discussion and feedback
• Participant's and researchers' experience of lecture
capture, including pros and cons
• New pedagogical models
• Could these models work in your context? Group
discussion and feedback
• Wrapping up – overview of outcomes of workshop, action
points

3. Outcomes - gain a deeper understanding of
• new technological and pedagogical learning designs
based on lecture capture
• how weblectures can be used effectively in conventional,
blended and distance courses
• different types of interaction with weblectures
• the time and tech skills/infrastructure
• how social networking can be integrated
Join the REC:all community!

4. Erasmus project 2011- 2013
REC:all (recording and augmenting lectures for learning)
• University College London, UK
• Vrije Universiteit Amsterdam, NE
• ATIT, BE
• Universitat Politècnica de València, ES
• Université de Lorraine

5. Two projects based at UCL and VUA
• ViTAL - video in teaching and learning
• OASE - integrating web lectures in teaching practice

6. REC:all
• how lectures are currently
being captured and used
• new learning designs for
flexible and off-campus
delivery
• technical, pedagogical and
legal issues
• case studies and scenarios
• practical guidelines to help
teachers

7. Why is this important?
• Support – how do I do it (better)?
• Scalability – is it worth funding?
• Sustainability – is it worth developing?
• Evaluation – do students learn (more/better)?

8. Getting ever more complex?
Film strip/slide Image
TV / VHS
Desktop video + Interactivity
Multimedia
Web media + Integration
Streaming/LC
Mobile video
Social video + Input
[Asensio and Young, JISC Click and Go Video, 2002]

9. Top 10 uses of video
1. Students shoot own video
2. Presentation/perf. skills, feedback
3. Videoing 'real events' in situ
4. Case studies/simulations/role plays
5. Video blogs 'think aloud'
6. Interviewing an expert or expert presentation
7. Instructional 'how to videos'
8. Animated screen shots 'Camtasia„
9. Using authentic archive video material
10. Talking head lectures and tutorials

11. Scenario I
• Conditions:
– You have 1200 students for a course on statistics
– Most of the time students ask questions about the
software programme SPSS, because it‟s to complicated
for them to understand by themselves.
– Problem: You do not have time during the lectures to
reach the level which is necesary for this course.
• What could you do?

12. Scenario II
• Conditions:
– You are planning a two week study trip on
the history of film Rome with 20 students,
from different universities. Your students
have prior knowledge of 3 main theories on
film analyses.
• Week 1 - watch 15 films shot in Rome
• Week 2 - research on the locations in Rome where
these movies have been shot e.g. Camera angles.
– Students have to present their findings of
research, location based (with geographical
information), at the end of the course.
– What could you do?

13. Scenario III
• Conditions: you have a group of 80 students in the field of
literature study.
– Your goal is that your students better understand the
elements which are used in the field of literature.
• You have the plan to let them work out concepts in
small groups with “skeleton concept maps”.
• Skills needed from students: understand software
programme Mindjet manager.
• You are searching for a effective way to give the
students feedback on the maps they have created in
groups at the end of the course.
– What would you do?

14. Scenario IV
• Distance learning (via VLE) in the field art history
• 20 part time students
• 1 x per week face to face time
• Different level of knowlegde
• Assignment: presentation of findings of analyses
of painters in the renesaince
• What would you do? Which of the samples in the
framework should you choose and why?

17. weblecture enriched lecture
slidecast
social tagging
studio based screencast
knowledge clip

18. enriched webinar
lecture
with tasks
tutorial virtual
classroom

19. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS
- ONLINE GROUP - LIVE CLASS
guides, links
examples etc
•discussion •live events
lecture capture •quizzes •virtual class
+ resources •tasks •PBL
•tagging •modelling
•polling •labs
lecture capture lecture capture •etc •fieldwork
classic unedited edited •etc
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts
third party
video

20. Flipping

21. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS
- ONLINE GROUP - LIVE CLASS
guides, links
examples etc
•discussion •live events
lecture capture •quizzes •virtual class
+ resources •tasks •PBL
•tagging •modelling
•polling •labs
lecture capture lecture capture •etc •fieldwork
classic unedited edited •etc
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts FLIPPING
third party
video

23. Bloom and
social media
(...integration
with lecture
capture)
http://www.usi.edu/distance/bdt.htm

24. Did you gain a deeper understanding of
• new technological and pedagogical learning designs
based on lecture capture
• how weblectures can be used effectively in conventional,
blended and distance courses
• different types of interaction with weblectures
• the time and tech skills/infrastructure
• how social networking can be integrated?
But what next??

25. What you can do to get involved
Join: http://www.rec-all.info/
Join: http://vital-sig.ning.com/
Follow: http://www.scoop.it/t/rec-all
Contact: c.p.l.young@ucl.ac.uk