Presentation for DMU Learning and Teaching Conference 11/09/15

1. Lecture Capture:
lessons and future
directions
Clive Young, University College London
DMU Learning & Teaching Conference – 11/09/15

2. • The UCL story – thoughts so far
• Institutionally - lecture capture goes mainstream
• Pedagogically – is it any good?
• Strategic impact of lecture capture
• The Media Manifesto

3. • Echo 360 rebranded as “Lecturecast”
• Installed in 90+ spaces - more than half in depts
• 2000+ recordings per term, 20% of events
• Never compulsory just available (…originally!)
• Response to student demand – “ratchet effect” e.g
SSCC, students union demands – still want more
• Drives traffic to Moodle – important side effect!
• Builds media capacity and activity
7 years of
lecture
recording at UCL

4. UCL E-learning Champions’ priorities

6. 1. perpetuates an outdated and discredited passive
learning experience (the classroom lecture).
2. does not engage the student.
3. traditional lectures aren’t designed for online delivery.
4. it diverts resources
Why?

7. The uninspired label
“lecture capture,”
fails to convey the
disruptive potential of
this tool
Janet Russell, September 2012
Georgetown U Center for New Designs in
Learning and Scholarship

9. “The use of video at UCL is
about transitioning to the
future”
Dr Graham Roberts
UCL Computer Science
“We have always thought of lecture
capture as a way of changing
pedagogic practice”
Jason Norton
UCL E-Learning Services Manager

10. Why is pedagogy important?
• Self-reflection – what am I really doing?
• Better design of resources - quality
• Support – DIY vs central?
• Scalability – from project to mainstream
• Sustainability – is it worth funding next year?
• Evaluation – do students learn (more/better)?
• Helping students use the recordings better

11. Unpacking ‘classic’ lecture capture
Image
+ Interactivity
+ Input
[Asensio and Young, JISC Click and Go Video, 2002]
+ Integration
Film strip/slide
TV / VHS
Desktop video
Multimedia
Web media
Streaming
Lecture capture
Mobile video
Social video

12. Image
Why video in lecture capture?
• Emotion: enthusiasm, energy, authenticity, orientation
• Models of academic thinking, performance (e.g. maths)
• Clarification “sometimes I could not hear and understand
clearly” (international student)
• Ubiquity “students these days prefer to look at material on
video courses and so are very familiar with that format”
Problem – close up board work

13. Interactivity –
the jewel in the
crown
Rosenberg 2001
Interactivity is
• Access – own
devices
• Choice – on-
demand, search
• Control – start,
stop, pause, review
http://www.flickr.com/photos/nesster/3714783252/

14. Interactivity
• Davis (2009) students are "actively choosing
specific sections of content to review rather
than passively revisiting entire lectures”.
• “...an active learning activity [that] provides them
with additional control and interaction with the
material“ – this is ‘engaged’ learning – what we
want
http://www.flickr.com/photos/bredgur/1323025528/

15. Double dip (or more) learning
transforms an ephemeral event into a learning object
Clarification
Consolidation
Time
Views
Event Exam

16. ...but that’s not the
most exciting stuff…

17. http://www.knewton.com/flipped-classroom/

18. • Lecturer as producer - not event-driven
• a stand-alone desktop application (200+ users)
• narrated screen captures
• easy-to-use
• media import
But more pedagogically demanding
Echo360 Personal Capture

19. Flipping Ideas
• Prepare or motivate
• Elaborate on and further explain
• Recall and integrate
• Lead-in to an assignment
• Learning guidance and strategies
• Content to encourage analysis
More ideas
• dial-e designs (JISC)
Integration

20. Top video tip: what do you really want
the students to learn or do?
“My thoughts on this are not to be
so obsessed with video
because you can do it.
Don't be seduced by the
technology. Stop and think.
What's the best way of
doing that? If its video then use
video. Don't bother
making something someone else
has already made, use what
they've already done”
Steven Buckingham
Applied Medical Sciences & MSc
UCL Medical Sciences

21. Role of the student
• Sit back film and TV
• Sit forward internet video
• Stand up producers and ‘social video’
New themes at UCL – support model
• Students as producers of research
outcomes (UCL Connected Curriculum)
• New modes of assessment
Input from students

22. Input from students (a caveat)
“I have actually experimented with
students making their own videos and
that's fine, except that you really have
to allocate a large amount of time to
the students
Without apportioning quite a big chunk
of time just to get them basic training.
You get away from actually learning
chemistry. You’re getting more and
filmmaking and it's fun but not where I
want to be”
Prof Andrea Sella
UCL Chemistry

23. lecture capture and video
Image
Interactivity
Input
Integration

24. UCL Integration projects
• Computer Science
• Anthropology
• UCL Doctoral School
What next?
Trending @ UCL
• Programming
• Adobe suite
• Web design/development
• Film and Photography
• Office
• Mac
• 3D Animation & modelling
• Microsoft
• Management and Leadership
• Programming
• Adobe suite
• Web design/development
• Film and Photography
• Office
• Mac
• 3D Animation & modelling
• Microsoft
• Management and Leadership

25. Kaltura report 2015
• easy-to-use tools for video capture (79%)
• integration with VLE (72%)
• simple workflows to publish videos (61%)
• a centralized video system (52%)
UCL Media Manifesto 2015
“To unlock this potential staff and students need
easy-to-use tools for video production and
simple workflows to publish media to a
centralised system for delivery for example via
Moodle.”
What next?

26. • MediaCentral - central media server
• Loan equipment ‘prosumer’ quality
• Online and hands-on training environment
e.g. online course, Lynda playlists, case studies
• Easy access to support by specialists
• Drop in ‘video booths’ (mobile and/or static).
• Mini-studio ‘media rooms’ distributed DIY suite
• High-end studio space, supported/bookable.
• Media user group/Special interest group
• Programme of evaluation of educational
effectiveness
What next?

27. “It is not easy to do but it
shouldn't bar you from having a
go, and I think you learn by
doing and you learn iteratively
in making video and you learn
alongside students.
Dr John Potter
Education and New Media
UCL Institute of Education
What next?