Presentation on theme: "LEARNER ENGAGEMENT WITH LECTURE CAPTURE Judy Stern, University of California Berkeley Michelle Ziegmann, University of California Berkeley Christopher."— Presentation transcript:
LEARNER ENGAGEMENT WITH LECTURE CAPTURE Judy Stern, University of California Berkeley Michelle Ziegmann, University of California Berkeley Christopher Brooks, University of Saskatchewan Copyright Judy Stern, Michelle Ziegmann, Christopher Brooks 2012. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
An enterprise-level, open-source platform to support the management of educational audio and video content OPENCAST MATTERHORN IS…
THE LANDSCAPE Lots of commercial systems that do some of what an institution needs but tend to be inflexible Lots of home brew systems that are extremely flexible but lack robustness and are expensive to maintain Filling the gap; we need a solution designed for higher education by higher education – low cost, scale, impact. Flexible to integrate into institutional systems Reliable in the production, processing, and distribution of media Engaging to students, faculty, and program administrators
WEBCASTS MAY IMPROVE GRADES “Students with unlimited access to lecture presentations earned significantly higher grades than students who did not have similar access.” --If You Post It, Will They Come? Lecture Availability in Introductory Psychology “Results indicate enhanced transfer of lecture information in the video formats relative to the live condition.” --Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures “Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition.” iTunes University and the Classroom: Can Podcasts Replace Professors?
STUDENTS THINK WEBCASTS HELP University of Saskatchewan 2011 survey 60% say lecture capture system was either “Very important” or “Somewhat important” for studying for exams. 71% say lecture capture system was either “Very important” or “Somewhat important” for “reviewing content you saw but didn’t understand or couldn’t remember”.
STUDENTS THINK WEBCASTS HELP “several respondents mentioned podcasts, webcasts, and video-streamed lecture content in the student comments, primarily as a means to help retention. ‘Podcasts would be a great thing, especially for engineering students [who] may not get something right away,’ wrote one, who concluded that podcast lectures would ‘reinforce ideas and difficult subjects.’ ” ECAR 2009 study
STUDENTS THINK WEBCASTS HELP “Students overwhelmingly felt that lecture webcasts improved their learning experience (90%)”. UC Berkeley 2000 “…findings seem to indicate that students perceive the podcasts as really useful additional resources available to help them succeed in their courses…” The College of St. Scholastic, Duluth, Minnesota, USA “Students were asked to rank perceived benefits of having lectures streamed online. Here are leading reasons they ranked lecture capture as very or somewhat important: Improving retention of class materials (78%) Improving test scores (76%)” University of Wisconsin Madison 2008 survey of 29,078 students
THE ATTENDANCE QUESTION 17 students (versus 210) felt the lecture capture system lowered their attendance in class, while 128 (versus 101) felt that the lecture capture system lowered others' attendance in class. University of Saskatchewan 2011 survey
HOW DO STUDENTS STUDY USING WEBCASTS? “Analysis of system use showed that students almost always watched the lectures on- demand rather than in real-time, and they rarely watched the entire lecture. Students use the webcasts to study for exams - we could see this clearly by patterns of usage - and, they primarily wanted to review selected material covered by the instructor. In one class we discovered that for over 50% of the lectures, students watched less than 10 minutes from a 50-minute lecture and students watched the entire lecture only 10% of the time. Consequently, for using the system, effective search is a big issue.”—Larry Rowe on the original Berkeley Internet Broadcasting System (BIBS)
HOW DO STUDENTS STUDY USING WEBCASTS? Greatest “pain points” are finding specific spots in webcast lectures Powerpoint slides are often-used reference point for finding There’s administrative overhead in marking down time code for getting to or returning to specific points Students replay specific segments to aid in understanding, creating study sheets, etc. Students jot down notes while watching Students look at more than one webcast in a sitting (Some like to find similar lectures from previous semesters) --2006 User Research (interviews & observation) @UC Berkeley
WHAT DO STUDENTS SAY THEY WANT? 2005 user research (surveys) told us: Searchable captions, chaptering, and Powerpoint sync are the features most highly rated by webcast.berkeley students. 69%, 74%, 84% respectively say they would definitely use these features. 2010 user research (interviews) told us: Students still complaining about how difficult it is to find what they need when studying and how much they want a search function.
BEYOND “JUST” WEBCASTS…FLIPPING THE CLASSROOM Just one example: Daphne Koller’s work: “…students watch these short content clips (some like Khan Academy) with embedded quizzes at home. Class time becomes a discussion of the topic instead of a (one-way) didactic lecture. She has great data showing change in the student's understanding, motivation, and attendance.”
THE FUTURE OF THE LECTURE With tools to digitize, index, summarize, link, and annotate video, we can create and distribute streaming-video recordings of lectures, including the slides and whiteboards that were presented. Handouts, alternative illustrations, animations, references, problem sets, and assessments can be indexed and tied to points in the audio-video recording. These clusters of resources and activities can be used as independent modules or learning objects, in some cases replacing the event of the lecture. Indexed recordings allow students to access specific moments in the lecture. Once the lecture recording has nonlinear access, students will move from sequential viewing (as must be done in the face-to-face lecture) to a combination of sequential (with and without pausing) and search-and-review viewings. …New systems allow moments in the video to be annotated with students’ questions, novice and expert explanations, drawings, and other representations of the content. Excerpts from lectures can be pasted into students’ Web page projects and papers to elaborate on the original content. The students’ works can then be linked back to the original learning object. Eventually, the recorded lecture can lose its centrality in the learning object. The lecture thus evolves from a single event to a mediated, “chunked” learning object to a dnamic set of resources. It evolves from a performance to an annotated recording of the performance to a new type of dynamic text. --Charles Kerns, Educause Review, May/June 2002
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