Reinventing the lecture: how video technology and learning analytics are transforming the learning experience for traditional and non-traditional learners
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A presentation given at BETT2017, London
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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/
- 8. So, what is the problem with lectures ?
- 12. teaching confused ? high-achiever the lecture as a black box for learning at risk no feedback the lecture…
- 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.
- 14. Active learning in the lecture – the solution?
- 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
- 18. during lecture post lecture before lecture Connected teaching, personalised learning
- 19. Active learning in the lecture – does it work?
- 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
- 21. Student engagement in lectures
- 22. Three examples: Phillips Rientes Samson Questions posted by students during a lecture (Montpetit, 2016)
- 23. Students declaring themselves ‘confused’ during a lecture (Montpetit, 2016)
- 25. Evaluation of student behaviours with lecture recordings following the lecture (Phillips, 2010)
- 26. Evidence of learning gain
- 27. Learning gains compared across different active learning systems (Montpetit, 2016)
- 28. Evidence of improved exam grades
- 29. Final exam results following active learning on course module, from 2011-2016
- 30. Using analytics to predict progress
- 31. Activities Correct 68 75 82 82 93 AverageExamGrade %Questions Answered Correctly The accuracy of quiz responses on final exam results (Samson, 2016)
- 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)
- 33. Predicting student outcomes, based on classroom engagement (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 ?
Notas do Editor
- 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