Clive Young and Nataša Perovic Digital Education, UCL - University College London Presentation given to the Adolfo Ibáñez University, Santiago, Chile on 17 and 18 November 2016

1. Clive Young
Nataša Perovic
Digital Education
UCL - University College London

2. Clive and Nataša’s background
• Advisory Team,
Digital Education
• Video projects and
interest groups

3. Context
• Est.1826 (1st in London)
• One of top 10 global universities
• Research intensive
• 12000 staff
• Multidisciplinary
• Growing fast

4. “As we become increasingly accustomed to using
video in every aspect of our daily lives, students and
educators expect to encounter video in every
step of the educational process, and recognize
the importance of digital and video literacy for
success beyond the campus”. Kaltura 2016

5. Video both expected and ‘accepted’

6. Media in 2016-21 UCL Education Strategy

7. Importance of lecture recording at UCL
• Lecture recording for eight
years
• Echo360 (“Lecturecast”)
• 123 spaces
• 15-20% of lectures recorded
• Never compulsory just
available (…but….)

8. Lecture capture ‘mainstream’ in UK
Echo360 23%
Panopto 45%
(UCISA 2016)

9. 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 perpetuates an outdated and discredited passive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?

10. 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

11. “We have always
thought of lecture
capture as a way of
changing
pedagogic practice”
Jason Norton
UCL Digital Education
Services Manager
The pedagogical secrets of Lecturecast

12. transforms an
ephemeral event into
a learning object
Clarification
Consolidation
Time
Views
Event Exam
• Access – own devices
• Choice – on-demand, search
• Control – start, stop, pause, review
How do students actually use recordings?

13. How do students actually use recordings?
• Selective view “hot spots”
• Capture of subject
terminology
• Note-taking a high priority
• Supplementary to lectures
• Re-experience, not just re-
cap
• Assessment is a key
motivator

14. Helps faculty engage with video
• Builds media familiarity, capacity & activity
• Grows interest from staff (…beyond lectures)
• Encourages use of VLE – important side
effect!

15. Leading to growing use of…

16. How common is flipping?

17. Echo360 Personal capture
• Lecturer as producer - not event-driven
• easy-to-use narrated screen captures
YouTube video
• Lecturer as curator – needs research
Open Educational Resources
• Shared video – early days though
But more pedagogically demanding
Video for flipping

18. http://lecturecast.ucl.ac.uk:8080/ess/echo/presentation/adc1491d-6554-49fc-a595-74a9093a3be5

19. Getting ever more sophisticated…
Briefing + task online

20. Getting ever more sophisticated…
Analysis of responses
+ continuation in class

21. 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
Even more ideas
• dial-e designs (JISC)
….and there’s more….

22. Acquisition
Investigation
Production
Practice
Collaboration
Discussion
Adding video to learning design
(ABC workshop)

23. ABC curriculum design

24. Examples Acquisition

25. Discussion
Acquisition
Production
Examples
Practice

26. Assessment and feedback
http://www.cetl.org.uk/learning/neonatal/unit_2e/player.html
Production
Practice

27. Assessment and feedback
http://www.cetl.org.uk/learning/BP_Korotkoff_sounds/player.html
Production
Practice

28. Showcase and promote research -
summaries
Video competition
showcasing students’
research in 2’ video
http://blogs.ucl.ac.uk/digital
-
education/2015/01/09/show
casing-the-research-from-
masters-students-using-a-
video-competition/
Production
Practice

29. Showcase and promote research
- interviews
Many faces of
dementia MOOC
https://www.demen
tiablog.org/the-
many-faces-of-
dementia/
www.futurelearn.co
m/courses/faces-
of-dementia.
Discussion
Acquisition

30. “The use of video at UCL
is about transitioning to
the future”
Dr Graham Roberts
UCL Computer Science
Becoming mainstream
MIT 90s transformational
model
http://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf

31. http://www.flickr.com/photos/wfryer/1342355056/
Mainstream means….

32. More and different people involved
“The characteristics of late adopters are profoundly
different from those of early adopters” (McKenzie 1999)
•Realise what worked for pioneers does not work for
the later groups
•New barriers will emerge (e.g. skills, funding)
•Rebuild systems and processes...

33. Role of the student has changed
• Sit back film and TV
• Sit forward internet video
• Stand up producers and ‘social video’
• New modes of assessment
“72% are using video for student
assignments, and 10% of respondents
say more than half of students actively
create video”.
KALTURA 2016
Beyond mainstream - students as producers

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

35. 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.”
New systems

36. • MediaCentral - central media server
• Online and hands-on training environment
• Easy access to support by specialists
• Loan equipment ‘prosumer’ quality
• Mini-studio ‘media rooms’ distributed DIY suite
• High-end studio space, supported/bookable.
• Media user group/special interest group
• Programme of evaluation
2016 “Manifesto” in progress

37. “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
To conclude