Group items tagged

I can't highlight stuff in the PDF, but the bulk of this document is a technical overview of the "what" and "How" of UM's pilot. They do have a decent pedagogy section. Some stats: - 1.9 to 4.5 day lag time to post videos after recording. Sounded like most of this was due to not having an automated system, but also due to trying to ensure accurate meta data surrounds the video when it goes online. - 30-50% used videos on a regular basis, most accessed through the web (they had ability to go through iTunesU) - Heavy use by ESL students - 40% students reported ability to watch lectures led to increased attention in class.

good find re: ESL. I wonder how often LC is being used for foreign language instruction in general... non-native english speakers might see a huge benefit from this, that's an aspect I'd not thought of.

One thing I'd like to push our group to do is start from the ultimate end-user's perspective-- the student. If the instructor is going to use this tool we should help her/him maximize the value by first exploring student use cases. Do students use these options now? For what? How do the use it? Does it suit a certain kind of student? Certain kind of discipline or course? We could see what data we can collect from the university and others as well. This may give us insight into what disciplines & content, and thus what instructors, this tool would best support. I have a hunch that the way video is produced now it is under-used and not as effective as it could be because we're not starting from the student POV. Thoughts from others?

The most obvious use case that I found in the literature (and this is primarily from a face-to-face instructional setting) is for exam review. That is when the studies reported (by far) the highest usage. The other use that comes up a lot, that I would consider a best practice, is to use tape a portion of a lecture, on your own, with a laptop, and have students view it before coming to class. The perception data some of these people throw around (especially Echo 360) claim that 85-95% of kids want lecture capture. Some of the studies indicate that only 30-40% of students use the actual recorded lectures, and most of these students are the high-performing, highly motivated students. In terms of the students, we talked today a bit about the importance of meta data and a very accessible, user-friendly lecture capture platform. I can't recall which study, but the number one reason students did not access the lecture capture video was that the platform was too confusing to use.

Gary & Bart, Thanks for the insight. I'd be willing to wager the percentage of student use is closer to 30% than 95%. One thing Gary provides us is specific college instances. Is it worth looking at these from a student perspective first? We can than approach instructors with some insight & reasoning for the approach. Kate, what about some specific Liberal Arts instance? Thoughts from everyone?

This study looks at student perception of lecture capture against student performance in large lectures. Interestingly, they suggest that higher achieving students use videos less often than lower achieving students.

Wow, that's interesting. I can't remember which article, but one study claimed that it's the high performers that use it the most. I think a lot of these studies are finding different results...making our jobs a bit more difficult sifting through it all.