Skip to main content

Home/ PSU Lecture Capture/ Group items tagged lecturecapture

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
bartmon

Lecture Capturing to Transform Student Learning Opportunities in Large Classes - Lectur... - 2 views

www.lecturecapture.com/index.php

shared by bartmon on 15 Jun 11 - No Cached
  • This proposal is designed to examine the impact of traditional uses of lecture capturing in courses of varying sizes and disciplines on students’ learning and course and instructor satisfaction, and to explore innovative instructional uses of lecture capturing to re-design traditional classroom activities in large enrollment lecture courses.
  • three to five instructors from different disciplines who teach large enrollment classes (100+ students) will be chosen to redesign an existing “lecture” of their course. Instructors will work with an instructional designer to pre-record an existing lecture to be delivered to students as outside class work and a student-centered application activity/activities to be delivered during the classroom session time when the original lecture would have been delivered.
  • Although student perceptions of lecture capturing are highly favorable, studies that have examined student learning outcomes related to traditional uses of lecture capturing have had mixed results. Brotherton and Abowd (2004) found no statistically significant differences in mid-term and final exams between classes with webcasts available to students and classes without access to webcasts. Harley and colleagues (2003) found that the relationship between the self-reported webcast usage and course grade was not statistically significant, and students who reported using lecture webcasts as a replacement for the in-person lecture had lower scores in the course overall
  • ...2 more annotations...
  • Ambikairajah , Epps, Sheng, & Celler (2008) found that lecture captures increased active learning for engineering students, especially those within large classrooms. They discovered that delivering lectures solely through the use of pre-recorded lecture material allowed in-class time to be spent on focused, critical discussions. Day and Foley (2006) conducted a quasi-experimental study with students studying HCI (human-computer interaction). They found that the final grades of students who used pre-recorded lecture captures were significantly better than those in the traditional lecture classes
  • The objectives for this project are to answer the following research questions: 1. What are the effects of traditional uses of lecture capturing on students’ learning and their satisfaction with the course and the instructor? 2. Can lecture capturing be used innovatively and effectively in large enrollment lecture courses to transform classroom instructional activities and students’ success rates?
  • bartmon on 15 Jun 11
     
    Proposal from someone at U of Texas (Gary - if you know the author, James Henson, might be worth an email) to do a specific research study using UT students and faculty to address two well-defined research questions. Some good citations included as well. I still have not come across any studies comparing the impact of lecture capture that has been pre-recorded for viewing vs. lecture capture that has been recorded from within a classroom. I have a feeling that pre-recording a lecture, by yourself in a room looking at a camera, vs. simply recording an actual live lecture in a classroom, has some tangible benefits for students.
  • Chris Millet on 22 Jun 11
     
    I poked around, and here is the full report: http://magenta.cit.utexas.edu/turnbull/about/publications/internal-research-reports/echo360-pilot-fall-2009-results/ that is referenced in this proposal.
gary chinn

Students Rank Lecture Capture 'Most Important' Blended Learning Resource - 3 views

www.marketwire.com/...-learning-resource-1523419.htm

lecturecapture

shared by gary chinn on 08 Jun 11 - No Cached
  • students selected Lecture Capture as the 'most important blended learning technology resource,' followed by 'Course/Learning Management Systems' and 'Smartboards & Projectors.' Eighty-four percent of respondents said they would like to see institutions expand the use of blended learning while 86 percent responded that it increases their understanding of course material.
  • Among the top benefits of lecture capture and blended learning solutions identified by students are:Helps me review material from class Helps me prepare for exams Allows me to learn independently Clarifies confusing topics Improves overall learning experience Helps me use my time more efficiently
  • Chris Millet on 08 Jun 11
     
    Interesting, if not biased, research. Echo 360 really floods the LC literature with this sort of thing, and I'm not entirely sure that they're not cherry picking findings in a non-scientific way. Of course they're a vendor and that's to be expected. I just take it with a grain of salt.
  • gary chinn on 09 Jun 11
     
    good comment. my initial interest was piqued by the rather large n for the study (2,000 is pretty good for ed tech research). you have to request the white paper and it's then emailed to you, so if anyone else wants to check it out let me know and I can send it along to you and you can avoid getting on echo's spam list... the study itself is interesting in that it asks about a pretty diverse list of perceived benefits of LC. it should be noted that half of the respondents are at medical or public health schools; I guess that just happens to be a big client base for echo. they also break things down by undergrad and grad responses, which is another way our group could go if we so choose (ie. are there distinct differences in use for UG vs. grad, etc).
gary chinn

The Flipped Classroom Model: A Full Picture « User Generated Education - 1 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

flip lecturecapture reverseinstruction

shared by gary chinn on 13 Jun 11 - No Cached
  • A major roadblock or barrier to the implementation of this model is that many educators do not know what to do within the classroom, what to do with that “whatever they want to do” time.  For educators, who are used to and use the didactic model, a framework is needed to assist them with the implementation of the Flipped Classroom.  In other words, the message to teachers to do what they want during classroom is not enough to make this transition.
  • The Flipped Classroom offers a great use of technology - especially if it gets lecture out of the classrooms and into the hands and control of the learners.  As it is being discussed, it is part of a larger picture of teaching and learning.  The Flipped Classroom videos have a place in the models and cycles of learning proposed by educational psychologists and  instructional designers.  Providing educators with a full framework of how the Flipped Classroom can be used in their educational settings will increase its validity for educators and their administrators.
  • gary chinn on 13 Jun 11
     
    more on classroom flip. reiterates what we discussed at the first meeting: offering streaming lectures is only half the job; the other is using the newly freed time in an instructionally effective manner.
  • bartmon on 14 Jun 11
     
    Good find and it led me on an hour-long jaunt through the links and the 20-minute Khan TED talk. Lots to spew out about this, but the short of of it (I wish diggo had formatting, like bullets or line breaks!): The 'Flipped Classroom' is simply a nuanced version of active learning. Proponents of active learning talk about these sorts of things for decades as best practices for an instructor's use of in-class time. The only difference is that we are now replacing the text book with a video. Which moves us to implementation and adoption. Some of the things I already hear instructors saying: My students won't watch videos of a lecture! Why would they do that when they already don't complete reading assignments?", "This won't scale, I can't use this model with 100+ kids in a lecture hall", "I will NEVER have time to do this. Create in-class activities to facilitate during my class time? That takes a TON of work and I won't get rewarded for it." and now we're off on the P&T discussion and how teaching is devalued compared to research grants and publications. I do think we can take an incremental approach to adoption, especially from the standpoint of the Schreyer Institute. For resident instruction, I could see our consultants working with faculty to 'flip' say, a week's worth of content and assist in the development of active learning elements to leverage in class. We already do this with a lot of faculty, trying to steer them away from lecture and into more active learning practices. This is just a step further, but we would probably need help from someone (media commons maybe?) on best practices for the design of the lectures being captured.
  • gary chinn on 14 Jun 11
     
    totally agree on the active classroom approaches & the systematic barriers to doing these kinds of things. these approaches have been around for a while; you're right that what's new might be the ease of recording video for students to view. as for P&T, it's a real issue. flipping the class will take more time and might not be rewarded. in a college like mine, with almost no contingent faculty, it's a huge issue. as a consequence we have mostly tenured folks, and a handful of very brave pre-tenure assistants, who've agreed to work with us on various projects.
gary chinn

Stanford's video processing in the cloud allows interactive streaming of online lectures - 3 views

news.stanford.edu/...x-video-processing-062811.html

lecturecapture Teaching

shared by gary chinn on 29 Jun 11 - No Cached
Kate Miffitt liked it
  • Stanford researchers have publicly released the program code for software they first created to convert static videos of class lectures into interactive online video streams.
  • The Stanford Center for Professional Development currently offers 50 to 60 recorded courses each quarter. That puts the high-tech videotaping rooms in great demand. "Scheduling is a big challenge," said Joyce Rice, the center's director of marketing. ClassX provides an alternative recording method when the center can't cover a course, Pang said. With basic video equipment and storage space on a computer server, any classroom can become a place for online instruction.
  • gary chinn on 29 Jun 11
     
    whoa, pretty interesting...
gary chinn

Yes, lecture capture sucks… now what? - 0 views

mylescarrick.com/...lecture-capture-sucks-now-what

lecturecapture sucks

shared by gary chinn on 23 Jun 11 - No Cached
  • gary chinn on 23 Jun 11
     
    thought the group might find this amusing. not sure about connect & kaltura, but the last bullet point re: easy capture for desktop and classroom seems interesting...
gary chinn

Lecture Capture - Annotated Bibliography | DELTAwire - 2 views

deltawire.delta.ncsu.edu/...2%80%93-annotated-bibliography

lecturecapture litreview

shared by gary chinn on 23 Jun 11 - No Cached
  • gary chinn on 23 Jun 11
     
    condensed annotated bibliography from NC State that I mentioned at today's meeting. I have the longer report from the author in PDF format and can share it via email if people are interested.
gary chinn

Successful Strategic Planning for Your Lecture Capture Initiative | EDUCAUSE - 3 views

www.educause.edu/...213652

lecturecapture planning

shared by gary chinn on 23 Jun 11 - No Cached
  • gary chinn on 23 Jun 11
     
    the PDF can be downloaded here; this might be a good model to follow for the LD/staff resources that we create, it's easily digestible. my only issue is that it poses lots of questions, so I'd want a bit more by way of info.
1 - 7 of 7
Showing 20▼ items per page