Presentation at Echo360 Community Conference 2 MAY | UNIVERSITY COLLEGE LONDON

1. Learning designs
to augment
recorded lectures
Clive Young
e-learning environments, UCL
EU Lifelong Learning Programme (Erasmus)
REC:all project

2. Findings from two projects based at UCL
• ViTAL (video in teaching and learning)
• REC:all (recording and augmenting lectures for learning)

3. Webinars
existing resources a new shared resource
case studies & evaluations

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

5. 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]

6. Film strip/slide Image
TV / VHS Instruction (?)
Desktop video + Interactivity
Multimedia Constructvism
Web media + Integration
Streaming/LC Conversation
Mobile video Context
Social video + Input
Multiliteracies

8. Input
Integration
Interactivity
Image

9. Image
• 1 image = 1k words
• What is the purpose of video in lecture capture?
• How important is quality/glossiness?
• Learning outcomes: „Just good enough' will
serve the purpose in terms of learning e.g.
lecture capture
• Accessibility consider from the outset

10. Interactivity
Interactivity is
• Access – own devices
• Choice – on-demand, search
• Control –
start, stop, pause, review
http://www.flickr.com/photos/nesster/3714783252/

11. Interactivity in LC
• “Web-casting lectures provides students who
failed to get out of bed with another chance”
• Review and revision
• Mobility – more flexibility
• Improved „affordances‟ (search, metadata)
- but does LC effect attendance?
http://www.flickr.com/photos/bredgur/1323025528/

12. Interactivity literature
• “Video and live performances differ, like spoken
and written language” – students get this!
• “Might lecturing styles change to look better on
the video, possibly to the detriment of the live
performance?“ - not for everyone?
• Fardon (2003): better for structured or
narrative-driven styles, poorer for „dramatic‟
styles or styles with lots of audience interaction
http://www.flickr.com/photos/bredgur/1323025528/

13. 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/

14. “using lecture
Integration capture resources to
actively engage
Ideas learners”
• 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)

15. Sum up: Active learning with LC
Image
+ Interactivity
+ Integration
+ Input

18. 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

21. lecture capture
classic unedited

22. guides, links
examples etc
lecture capture
+ resources
lecture capture lecture capture
classic unedited edited
„knowledge clips‟

23. guides, links
examples etc
lecture capture
+ resources
lecture capture lecture capture
classic unedited edited
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts
third party
video

24. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS
- ONLINE GROUP
guides, links
examples etc
•discussion
lecture capture •quizzes
+ resources •tasks
•tagging
•polling
lecture capture lecture capture •etc
classic unedited edited
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts
third party
video

25. 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

26. Flipping

27. 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

29. 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

30. Bloom and
Web 2.0
(...integration
with lecture
capture)
http://www.usi.edu/distance/bdt.htm

31. To interactivity and beyond!
Role of the student [after Chris O‟Hagan]
• 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.
Media – integrated with active learning
http://www.flickr.com/photos/daquellamanera/310344132/

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