1. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists John Couperthwaite, Rob Jones College of Medical and Dental Sciences University of Birmingham, UK

2. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Overview About lecture recording Technology comparison Educational research Research rationale and design Preliminary results o Students o Staff o Technologists Conclusions and Next Steps

3. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps About Lecture Recording definitions and scope a brief history characteristics potential benefits barriers “Web-based lecture technologies (WBLT) are distributed digital recording systems to capture face-to- face lectures for web delivery. These recordings are converted into streaming media formats available for access 24 x 7” (Gosper et al, 2007) - easy of setup - screen capture - synchronised audio recording - automated publishing systems - web delivery - streaming content - scheduling - various output formats - revision aide - revisit complex ideas or concepts - work through at own pace - reuse for other modules and courses - improve student satisfaction - take comprehensive notes - create a lecture portfolio - training resource for junior staff - bandwidth - potential disincentive to attendance - sends message to ‘listen back’ - waste of time re-listening - threatens instructor’s role - changing technology

4. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Echo360MediaSiteCamtasiaCaptivate Articul ate CamSt udio PhotoS tory Live recording 3320220 Non-live recording 2333212 Ease of use 3322223 Variable formats 3332111 Mobile learning 3331111 Editing 1123333 Cost 1122233 Technology Comparison Further information: http://copland.udel.edu/~mathieu/sc/2007-10-26_Screen_Capture_v1.1.pdf Echo360 MediaSite Camtasia Articulate Captivate CamStudioPhotoStory

5. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Technology : some examples Echo360 Articulate Presenter Camtasia, Photostory, SoundSlides Echo360 >> Articulate >> Photostory >>

6. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Educational Research Impact on attendance Impact on programmes Student perceptions Student reasons for use Staff perceptions

7. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Educational Research Impact on Attendance Not affected:80.8% of students reported attendance similar to recorded as non-recorded (Mayer, 2006); similar results from Neville and Fardon, 2003; Williams and Fardon, 2005; Brotherton and Abowd, 2004) New teaching stylestaff have tried to increase interactivity to encourage attendance (Phillips et al, 2007)

8. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Educational Research Impact on Programmes No change: 75% had little or no change in their curricula following the introduction of wholescale lecture; New teaching style:25% had increased emphasis on online communication and activities ( study of four Australian universities, Phillips et al, 2007) Complement teaching: recordings are provided to supplement rather than subsitute for regular class attendance (Buxton,2005) Not compulsory: recorded lectures made available at the discretion of the lecturer (Buxton,2005)

9. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Educational Research Student Perceptions Supporting learning: 94% students agreed recorded lectures were useful in relation to their studies (Soong et al, 2006) 79.9% found lecture recordings made it easier for them to learn in a significant or moderate way (Gosper et al, 2007) Course enhancement: 75% found lecture recordings enhanced their course compared to other subjects not using recordings (n=411) (McElroy & Blount, 2006) Improving grades: 66.7% indicated using recorded lectures either helped them significant or moderate way to achieve better results (Gosper et al, 2007)

10. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Student Reasons for Use Missed lecture: 75.7% Convenience: 53.4% Exam preparation:48.1% Review difficult concepts:42.5% Clarify lecture notes:36.9% Too busy to attend:30.6% Educational Research (McKenzie,2006)

11. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Educational Research Staff perceptions Student learning: 3.6% staff and 68% students believed recorded lectures offer the same learning experience as with face-to-face Lecture vs recording:inspiring and motivating (95.7% vs 29.8%); building conceptual framework (94.3% vs 34 %); establishing a connection with students (93.6% vs 27%) General:staff more aware of spontaneous questions (50%); lecturing style no different (~40%); self-reflection (listened back); (Phillips et al, 2007)

12. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Research rationale and design Aim: to investigate the educational and logistical implications of introducing lecture recording to undergraduate and postgraduate courses in the College of Medical and Dental Sciences. Methodology:1. record all Infection 2 lectures (BMedSc) using Echo360 2. requires manual setup and ad-hoc capture for each lecture in different lecture theatres 3. release all recorded content to students via WebCT Vista 4. invite all students to complete questionnaires 5. invite all staff involved (and previously involved in similar projects) to complete a questionnaire 6. structured interviews with selected staff members

13. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Preliminary Results: Overview Resource formats MP3, MP4, streamed PowerPoint Adobe pdf Student group and responses All second year students No previous exposure to podcasting >50 student responded (71% response rate) Anonymous Lectures Over 20 lectures (50 minutes duration) Using adhoc capture facility in Echo360 Staffing responses Included teaching staff and Course co-ordinators

14. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Preliminary Results: Overview How many audio resources have you viewed online or downloaded from WebCT for this module? 04 % 1 - 442 % 5 - 918 % 10 - 2034 % More than 202 % Where did you most often access these from ? Home76 % Cluster12 %

15. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Preliminary Results: Overview If you have viewed / downloaded these resources, how often have you used them in a typical week? Every 2 – 3 days38 % Once per week48 % In a typical week, when are you most likely to access these ? Same Day14 % 2 – 3 days after54 % About 1 week later18 % More than 1 week later 12 % Never2 %

16. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “I felt less need to go the lecture because i could catch up later but would still prefer to be in the lecture and use the resources as support. “ Preliminary Results: Attendance

17. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “No problems as yet, but they did not know the lectures were to be recorded......if this happens and becomes commonplace I predict low student numbers at lectures in future.” Staff users have not been aware of any drop in attendance Preliminary Results: Attendance

18. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “Late starts meant that some material had to be rushed. However, this was mainly due to it being a new system and lecturers being unsure of how to use it.” Preliminary Results: Running of the lecture

19. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “Yes. It made me much more aware of myself and the ‘slips of the tongue’.” “Yes! If the lecturer is being filmed, it is necessary to stand still, which is odd. There is no point using a pointer to indicate areas of the slides” “No, I forgot I was being recorded almost immediately...” “Made me more focused “ Minimal impact in referencing PowerPoint slide numbers Need to use microphone No change in level of interaction Preliminary Results: Running of the lecture

20. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “I find that whilst listening to lectures and trying to make notes at the same time, I tend to miss a lot of important points...Listening to the podcast during revision will allow me to make sense of concepts which I did not understand during the original “ Preliminary Results: Use of the recordings

21. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “If all lectures are available as recordings, students will feel (wrongly) that they do not need to engage with the sessions, because they are all there on the web...” “...attention processes will be heightened by e.g. focusing on a lecture in a lecture theatre with which they are familiar but will be degraded by watching a recording on a computer screen in their room which they associate with e.g. surfing the net” “As a self directed learning initiative cannot be faulted” Allows for non linear review by students Revision aid for year Not to be re-used for future years Preliminary Results: Use of the recordings

22. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Preliminary Results: Format of recordings

23. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Preliminary Results: Format of recordings

24. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Preliminary Results: Scalability

25. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps “I do see some potential uses for the technology. We are exploring using short, purpose written lecture segments as part of a blended learning package suitable for distance learning.” “If I had more time to devise support materials which are content based. All I need is technical support on the best software/platform to use to deliver those materials” “Happy for all my lectures to be recorded” Preliminary Results: Scalability

26. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Need to repeatedly setup for each lecture and room Inconsistencies in microphone use between lecturers No ability to check visual and audio inputs Ad-hoc recording requires additional publishing and editing Extra need for WebCT publishing Not encountered any load issues with server Overloading PowerPoint slides Preliminary Results: Technologist views

27. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Conclusions Only a short term perspective, but: Students have warmly welcomed the recordings; Echo360 recordings are good when teething problems are eradicated Staff remain cautious about educational benefits and implications for attendance; A larger scale roll-out is possible if: recordings are NOT compulsory; capture devices are installed in all lecterns; recordings are viewed as a complementary asset to the lecture, and not a replacement.

28. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Conclude the evaluation and publish results Develop a College strategy for lecture recording, based on: – Identifying the most cost-effective recording device; – Identifying staff roles and responsibilities; – Installing recording devices in each major lecture theatre; – Use of voice-activated microphones; – Scheduling all recordings; – Greater use of RSS feed; – Alternative use of non-live recording technologies for creating short, focused learning resources. Next steps

29. Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Effective use of Echo360 and other capture techniques in large- and small-scale teaching settings: perceptions of students, academic staff and technologists Overview | About | Technology | Research findings | Research design | Results | Conclusions | Next Steps Acknowledgements Toni Kelly, Learning Spaces Manager Martin Jones, Learning Resources and Accommodation Team James Gormley, Jeffrey Ting, CLIC Peter Balfe, Brian Martin, BMedSc Module Leads References http://del.icio.us/couperjo Contact details Dr. John Couperthwaite, Educational Technology Team Manager Email: j.couperthwaite@bham.ac.uk Mr. Rob Jones, VLE Developer Email: r.v.jones@bham.ac.uk