How to augment and repurpose lecture capture videos
1. How to augment and
repurpose lecture
capture videos
Clive Young, University College London
Sylvia Moes, VU University Amsterdam
2. About University College London
• “London‟s Global University”
• Founded in 1826 as the first university in
England for students of any race and religion
• Now a top 20 global research university with
income of £800m ($1,200m) per year
• 25,000 students
3. UCL Strategy
“UCL will be flexible, innovative and at the forefront
of developments in the use of new technologies to
support and enhance teaching and learning.”
UCL Council White Paper 2010-2015
4. • Echo 360 rebranded as “Lecturecast”
• Installed in 62 lecture theatres
• A few departments record all lectures, but most
leave choice to individual lecturer
Lecture recording at UCL
5. • 8-10,000 hours of recorded material
• 250,000 views of content last year
• 10,000 views per week
• 20-30,000 „hits‟ on Moodle per day
• 50% of students have accessed the system
• 20% of lectures recorded
Growth of lecture capture at UCL
7. 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 perpetuates an outdated and discredited passive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?
8. Recording and
augmenting lectures for
learning (2011-2013)
• 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
9. How to unpack „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
10. Image
What is the purpose of video in
lecture capture?
• emotional appeal (Hempe 1999)
• authenticity and reality (Thornhill et al 2002)
• visualise a lecturer saying it (UCL student)
• help orientate esp. if students unfamiliar with material or
lecturer (Kukkonen 2012)
12. Interactivity in LC
“Using Lecturecast [is a good use of technology]. This
has really helped to go over the parts of the lecture
which I didn't fully understand / didn't have time to
write down so quickly. It helps me to consolidate
smaller parts of the lecture, as I can pause whenever
I wish to do so.”
Student comment, UCL Student IT Survey, January 2013
13. Feedback from 2013 UCL survey
• Of the lectures you watched online, how many did
you also attend in person?
14. Interactivity
• Does LC reinforce a transmission model of learning
when we want more constructivist models - active,
process oriented, learner centric? (Jouvelakis 2009)
• Davis (2009) found the 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/
17. 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)
“using lecture
capture resources to
actively engage
learners”
Integration
18. “Lecturecast together with discussion forums
afterwards [is a good use of technology].
Promotes understanding via discussion and
further question could be asked.”
Student comment, UCL Student IT Survey, January 2013
Integration
19. Input (from students)
Role of the student
• Sit back film and TV
• Sit forward internet video
• Stand up „social video‟ –
commenting and contribution
– lecture capture not an archive
but and active resource, open to
debate.
New models of assessment?
22. 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
23.
24. Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture
from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
cutting
Screencast
Studio-
based
Flipcamera
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
Self produced (partly) Re-used
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
producing
Enriched
(withtasks)
Enriched
(withobjects)
Self produced (partly) Re-used
Instruction clips
Live lecture capture
or video conferencing
High level of interaction
Student generated
content
Webinar
Quizes
Tasks
Discussions
Tagging
Polling
Lecture capture
(classic/chapters)
Tasks
Assessment
Screencast
Fieldwork
Studio-
based
Tutorial
Studio-
based
e.g. Screencast-
o-matic and MIT
OCW
Self produced+
+
Virtual
classroom
Self produced (partly) Re-used
FLIPPING THE CLASSROOM