Skip to main content

Home/ Groups/ Teaching-Learning-and-Technology
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Mendi Benigni

1018. Lecture Capture: A Guide for Effective Use « Tomorrow's Professor Blog - 0 views

tomprofblog.mit.edu/...ture-a-guide-for-effective-use

reverse_classroom

shared by Mendi Benigni on 13 Oct 10 - Cached
  • speed up or slow down lectures, pause the playback, and move forward or backward in
  • demonstrations of difficult concepts and complex procedures like printmaking or CPR,
  • resentations by guest speakers;
  • ...21 more annotations...
  • allows students to review material at their own pace and convenience (Coghlan et al., 2007)
  • makes time for active learning during class by having the lecture available for viewing before the class meetings
  • US and the UK have indicated that access to lecture podcasts generally does not impact students’ decision to attend class
  • attend lecture because it offers opportunities for interaction in a structured learning environment
  • students report gaining a better understanding of class material in courses that used the technology (Brotherton & Abowd, 2004)
  • used mainly to prepare for exams and review course material in order to gain a better understanding of complex topics (Soong, Chan, Cheers, & Hu, 2006; Lane, 2006
  • pedagogical challenges
  • important not to assume that all students possess the same technology skills and have had equal exposure and access to technology (e.g., computers and MP3 players).
  • skills and have had equal exposure and access to technology (e.g., computers and MP3 players)
  • Given the potential differences in levels of access and technological skills, instructors may want to consider administering a short survey at the beginning of the term to determine students’ comfort with and access to technology required for using lecture capture (Zhu & Kaplan, 2011
  • take precautions to protect their intellectual property.
  • Equally important is the responsibility to obtain copyright clearance for material (e.g., graphics, images, and audio/video clips) referenced or used during lectures
  • podcast will include students’ questions or responses,
  • CRLT website (http://www.crlt.umich.edu/inst/lecturecapture.php).
  • their expectations about the use of class time. Since students take fewer or summary style notes in courses using lecture capture (Brotherton & Abowd, 2004), they have more time to process course material on the spot, which may lead them to ask more questions and want more interactivity during lecture
  • consistently
  • Make podcasts available as soon as possible after a lecture, since most students download podcasts within a few days of a given lecture, as well as right before an exam
  • If you require students to listen to podcasts before lecture, provide them with content-related questions or other learning activities
  • use class time for interactive discussion, student-centered learning activities, or demonstrations to complement and build on podcast content.
  • make reference to podcasts during lectures or when responding to students’ questions so that students will be more likely to use them
  • Draft an evaluation plan for your lecture capture project to investigate what did and didn’t work for you and your students
  • Mendi Benigni on 13 Oct 10
     
    Center for Research on Learning and Teaching (CRLT) [http://www.crlt.umich.edu/
Mendi Benigni

Mastery Learning that Works! - 0 views

video.google.com/videoplay

vodcasting podcasting teaching mastery reverse_classroom

shared by Mendi Benigni on 13 Oct 10 - Cached
    • Mendi Benigni
      Mendi Benigni on 13 Oct 10
       
      Stage 1   -- Podcast lectures that they gave in class so that students after hours can revisit the lecture. Stage 2 -- All lectures are pre-recorded.  Students watch it at night and doing a worksheet then classes are about application and small group learning. -- Teacher walks the room during experiments and small group work answering questions and helping understanding. --  In old model the student that knew the most got the most attention.  In this model, the student that needs the most help gets the most attention. Stage 3 --  Mastery model --  Self-paced with a checklist that makes it clear what they need to accomplish and has set date-driven benchmarks for them to achieve. --  Student watches podcast and does a worksheet at home. --  Brings worksheet in the next day and the teacher grades it in front of them and discusses it with them to make sure they really understand it. --  Small group demonstrations --  Take a test.  Must achieve an 85% or better to move on to the next module.  If not, must retake until they get it. --  Differentiated instruction - satisfaction varies from kid to kid (17:50) Disciplines that would benefit (19:30) Languages English Pro Dev Math Science
  • Mendi Benigni on 13 Oct 10
     
    Reverse Instruction video - Jonathan Bergmann & Aaron Sams
1 - 8 of 8
Showing 20▼ items per page