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Jean-Marie Cognet

7 Best Practices for Deploying Lecture Capture Campuswide -- Campus Technology - 1 views

campustechnology.com/...ecture-capture-campuswide.aspx

education lecture capture best practices

shared by Jean-Marie Cognet on 05 Aug 16 - No Cached
  • "Lecture capture in general is becoming very quickly an expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio
  • "Lecture capture in general is becoming very quickly an expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio.
  • We are seeing an uptick in both use of lecture capture, need for lecture capture, and also video content creation by faculty outside the lecture hall,"
  • ...6 more annotations...
  • 1) Automate the Recording Process to Make It Effortless
  • The University of Massachusetts Lowell has an opt-in policy for lecture capture. Faculty log in to a website and select which of their courses they want to record. The Department of Instructional Technology then schedules the lecture capture appliance to record the lectures for that course automatically, and creates a link in Blackboard or on a website where students can go to retrieve the lectures for viewing.
  • The university uses Echo360 lecture capture appliances and some Sonic Foundry Mediasite appliances
  • While lecture capture appliances are "not cheap," according to Lucas, they reduce the complexity for faculty and staff. "We're weighing it against going into a room to fix a computer issue because of drivers not working and it's not seeing a camera and it's not seeing a document camera," said Lucas. "With the appliance, it basically runs 24/7, and for the most part it's pretty rock solid."
  • Campuses with large-scale deployments generally focus on lecture halls first and gradually expand to smaller classrooms. For those that have a mix of appliance-based and software-based systems, they tend to place the appliances in the large lecture halls, where they can get a bigger bang for their buck, and use the lower-cost lecture capture software in smaller rooms.
  • You have to think about which rooms are really good candidates for lecture capture, and those are typically middle and large classrooms. We focused our efforts on the classrooms that are what we consider the large gateway classrooms,"
Jean-Marie Cognet

(PDF) Lecture capture in higher education: time to learn from the learners - 0 views

www.researchgate.net/...ime_to_learn_from_the_learners

study lecture capture student success education

shared by Jean-Marie Cognet on 15 Dec 19 - No Cached
  • Of particular and recurring concern to academic staff is the assumption that access to lecture recordings will result in a decrease in attendance at lectures (e.g. Gosper et al., 2010). In most courses, attendance is not in itself a learning outcome (Newton, Tucker, Dawson & Currie, 2014), therefore the concern over attendance must be the manifestation of a deeper concern over the impact on achieving the actual learning outcomes of the course and on other aspects of student engagement. It is also worth noting that falling lecture attendance is not a new phenomenon. As Massingham and Herrington (2006) have highlighted, attendance has been seen as an issue by lecturers for decades
  • Understanding the reasons why students opt not to attend lectures can lead to useful information that can inform pedagogic practice. The reasons students give often have little to do with the availability of recorded lectures
  • Their results revealed that the most important considerations were the predicted outcome of attending the lecture (e.g., Will it facilitate my own subsequent study and learning?), the topic or subject of the lecture (e.g., Will I learn this material better by attending a lecture or by individual study?), whether the lecture will meet the students current learning needs, and personal considerations (e.g., Do I have competing commitments that I view as having a higher priority?), and whether the student had had a previous positive or negative experiences with a particular teacher. Other studies have also highlighted the central importance of the lecturer in attendance decisions.
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  • Given this evidence of the value and distinct role of face-to-face lectures, concern over the wide spread replacement of lecturers with recordings would seem misplaced.
  • Similarly, Aldamen, Al-Esmail, and Hollindale, (2015) found no correlation between student attendance (as measured by attendance lists) and viewing lecture video recordings (as measured by LMS access data), for students on an introductory Accountancy course
  • Yeung, Raju and Sharma (2016) demonstrated that non-frequent attenders were also far less likely to make use of recordings to catch-up on missed classes. This is in line with the findings reported by von Konsky, Ivins and Gribble. (2009)
  • The balance of research suggests that having access to lecture recordings has either no or only a very small impact on attendance
  • studies have shown consistently that students value having access to and make use of recordings of lectures. For example, in a large survey in four Australian Universities, Gosper et al. (2010) found that 76% of students reported a positive experience with recordings, 79.9% felt that it made it easier to learn, and 66.7% felt it had improved their performance (see also McNeil et al., 2007).
  • Students use lecture recordings for a range of general purposes, for example to balance family, work, and other study commitments (e.g., Chester, Buntine, Hammond, & Atkinson, 2011; Dona, Gregory, & Pechenkina, 2017: Pons, Walker, Hollis & Thomas, 2011; Taplin, Kerr, & Brown, 2014), and as a backup for lectures that were unintentionally missed, for example, as the result of illness or transportation issues (e.g., Yeung et al., 2016; Gysbers, Johnston, Hancock, & Denyer, 2011).
  • However, the literature clearly indicates that for the majority of students the greatest value of recordings is as a learning resource. They use recordings to revisit and clarify complex confusing topics (e.g., Elliot & Neal, 2016, Yeung et al., 2016), to prepare for exams (e.g. Chen & Lin, 2012; Copley, 2007; Mallinson & Baumann, 2015; von Konsky et al., 2009), and to learn at their own pace (e.g., Cooke et al., 2011; Euzent, Martin, Moskal, & Moskal, 2011; Tarr et al., 2015). While Scutter, Stupans, Sawyer and King. (2010) do report that some students cited not having to attend the lecture in person as the most useful aspect of podcast access, this was ranked bottom behind advantages associated with personalising the learner experience including; flexibility, revision, clarification, reduced need to take notes in lectures, and simply being able to hear the lecture in full again.
  • Students learning in a second language and students who require additional learning support appear to make greater use of recordings (e.g. Leadbeater, Shuttleworth, Couperthwaite, 2013; Nordmann et al., 2017; Shaw & Molnar, 2011, Taplin et al., 2014)
  • following the Equality Act (2010). Jisc, the UK’s non-profit organisation for digital services and solutions recommends implementing institution-led lecture recording (Jisc, 2018) citing the ability to revisit content as required as the main benefit to inclusive learning.
  • For many first-year students, the university lecture format will be a new learning environment and although guidance is often provided about what they should do during lectures, it is unsurprising that these students value the opportunity to get a second chance at the lecture content when in this transitional stage.
  • in a study of medical students’ use of recordings by Topale (2016), students identified one of the major advantages of recordings as facilitating the ability to use multiple modes of learning, allowing them to view lectures, consult texts and other resources at the same time. Multimedia learning is suggested to have several pedagogic advantages linked with reductions in cognitive load (Mayer, 2005). Luttenberger et al. (2018) state that the driving force behind student satisfaction with lecture capture and podcasts are the opportunities for self-regulated learning
  • The ability to personalise the learner journey and self-regulate learning may also explain why research has suggested that the availability of lecture recordings can reduce feelings of anxiety. For example, Owston, Lupshenyuk, and Wideman (2011) report reduced anxiety when lecture capture is provided due to the ability to review the material later if any important points are missed. Similarly, in a survey conducted with Geology students, 69% agreed that the availability of lecture recordings reduced levels of student anxiety with the course (Traphagan, Kucsera, & Kishi, 2010)
  • Students frequently report that access to lecture recordings improves their learning and performance (e.g., Gosper et al., 2010) and while Ford, Burns, Mitch and Gomez (2012) found no association between access to recordings and grades, they reported that students with access were significantly more likely to report spending more hours studying, more likely to report that learning outcomes were effectively addressed, and more likely to report that they found that the course challenged them to do their best work
  • Cepeda et al. looked at lag effects (i.e., the time between learning sessions) and found that performance was best when the lag was 10-20% of the desired retention interval, for example, to remember something for one week, they recommended spacing learning episodes 12-24 hours apart whereas to remember something for 4 years, learning episodes should be 4.5-9 months apart (although they also recognise that these intervals do not necessarily align with the semesterisation of higher education and therefore recommend one month spacing for university students).
  • There has been relatively little research that has investigated the use of lecture capture as it relates to distributed practice. This may be in part due to the information that is available to researchers. Those studies that used self-reports did not report collecting information on the exact timescale of lecture capture usage across the term
  • First, students should be explicitly instructed that supplemental use is likely to produce the best outcomes.
  • Second, the concept of deep processing should be used to explain and promote that not only is supplemental use best, but selective supplemental use of recordings (rather than re-watching an entire lecture) will likely lead to better outcome
  • Finally, the concept of distributed practice should be linked to the use of lecture capture
Hélène Baudet

The Webinar Blog: Conversion Features For Webinar Technologies - 0 views

wsuccess.typepad.com/...-for-webinar-technologies.html

webinar

shared by Hélène Baudet on 05 May 11 - No Cached
  • Hélène Baudet on 05 May 11
     
    "webinar-specific items we need if we are going to take advantage of best practices when using webinars as a marketing tool"
lauraschmitz1992

elearn Magazine: Academic Integrity in the Online Classroom - 0 views

elearnmag.acm.org/featured.cfm

digital school education edtech online classroom

shared by lauraschmitz1992 on 12 Jul 19 - No Cached
  • There are several products in the technology-based proctoring solution marketplace, and the needs and environment of individual schools need to be taken into account when choosing a vendor. No technology-based proctoring solution fits every need, therefore it is imperative to have a set of alternative options established. Policy Establish recommended syllabus language for a technology-based proctoring solution to add clarity for instructors as well as students. Establish recommended usage guidelines for instructors for a technology-based proctoring solution to add clarity for instructors. Culture To change the conversation of academic integrity across campus, a technology-based solution must: Be identified and deployed in partnership with the campus community; they must have a voice in the decision-making process for new technology and policies. Be presented alongside best practices and authentic assessments and not as the single solution to ensure academic integrity. Be presented and recommended to instructors as one option, along with best practices and authentic assessments, to help ensure academic integrity. Funding Establish a funding model that allows for an enterprise deployment of a technology-based proctoring solution to ensure usage clarity for instructors as well as students.
Jean-Marie Cognet

Top 20 eLearning Statistics For 2019 - eLearning Industry - 0 views

elearningindustry.com/top-elearning-statistics-2019

trends statistics stats elearning corporate market

shared by Jean-Marie Cognet on 11 Dec 19 - No Cached
  • The global eLearning market was worth an impressive $107 billion in 2015 [1]. By 2025, however, Research and Markets believe that it will reach a staggering total market value of $325 billion [1]. The reasons for this explosion in value come on the back of several main drivers: the need to educate vast numbers of people at low cost, the falling price of learning solutions, the needs of the modern workforce to engage in life-long learning, and the fact that learning through an internet portal is often more convenient than going to school. The majority of the growth in the eLearning market will come from demand in developing countries.
  • 2. The Self-Paced eLearning Market Will Decline To $33.5 Billion By 2021
  • 77% Of US Companies Used Online Learning In 2017
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  • eLearning could reduce employee training time by as much as 40-60% [2]. Cutting training time means that workers can spend more time doing their primary role and companies don't need to organize as much cover.
  • eLearning may boost knowledge retention by an impressive 25-60% [2]
  • Deloitte, a professional services and research company, estimates that the average employee needs to dedicate around 1% of their time per week to training. Doing this, according to Deloitte, enables the worker to stay up to date with best practices and developments in their industry. 1% of the working week isn't much time at all. It translates to 24 minutes per week or 4.8 minutes per day, assuming a 5-day working week [14]. Arranging 4.8 minutes of training per day face-to-face would be impractical. But thanks to "microlearning"— a popular buzzword in the eLearning industry—companies can now take this approach. What's more, microlearning may be even more effective than regular learning because people are better at absorbing lots of small chunks of information than they are a few larger ones.
  • Data Suggests That When Employers Spend $1,500 Per Employee Per Year On Training, They Achieve Improvements In Profit Margins Of Around 24%
  • it's the conclusion of the American Society for Training and Development after a study of more than 2,500 firms
  • Data suggests that when employers spend $1,500 per employee per year on training, they achieve improvements in profit margins of around 24% [8]. Furthermore, for every additional $680 a company spends, shareholder return rises by 6%. Investing in the knowledge capital of a company, therefore, is just as important as investing in the physical capital [8].
  • This can be accomplished easily if the company opts for a value for money LMS.
  • Figures From An Open University Study Suggest That eLearning Cuts Energy Consumption By 90% And Slashes CO2 By More Than 85%
  • 72% of organizations believe that eLearning puts them at a competitive advantage [2]. eLearning is a flexible tool that firms can use to provide them with educational support when they need it. Keeping employees apprised of changes in the market is a significant challenge for many enterprises.
  • Data from a Gallup poll in 2015 found that only 32% of employees in the US were "engaged" and that more than 51% were "unengaged" [9]
  • According to data from The Molly Fletcher Company, eLearning helps firms achieve an 18% boost in employee engagement leading to higher productivity and customer satisfaction [2].
  • 49% Of Students Say That They Have Taken An Online Course In The Last 12 Months
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