Skip to main content

Home/ Ubicast (Public)/ Group items tagged quote

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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.
  • ...18 more annotations...
  • 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
Jean-Marie Cognet

Three Things You Don't Need in Your Microlearning Video - 1 views

info.alleninteractions.com/ed-in-your-microlearning-video

trends elearning tips

shared by Jean-Marie Cognet on 06 Jun 16 - No Cached
  • t might seem unnatural—impolite, even—to begin a presentation or demonstration without introducing ourselves to the viewers and explaining why they should pay attention to us. Combing YouTube™ or Vimeo, you'll find a plethora of educational videos that begin with a lengthy preface to the content. Here comes the Skip button.
  • Instead, try this approach: Mention your name at the beginning of the video, or put it on a title screen. You might put the name of the sponsoring organization here instead, if the video doesn’t feature a personal host. Don't mention the issue of credibility at all; this is established by the content itself. If it gives learners what they need, they'll pay attention. Use the video's title and hosting Web page to convey what the video will cover. Don't waste valuable screen time on this stuff.
  • It might seem economical or helpful to show multiple ways of completing a task within one video, but that's not how people generally consume this type of media. Assume learners are accessing your video at the moment of need, almost as if they're asking their coworkers for help over the cubicle wall. They want to get something done now. Most processes can be completed a few different ways, and most concepts can be approached from different angles, but you don't have to cover all of that in one video
  • ...2 more annotations...
  • Show, don't tell. It's the storyteller's mantra, but it sure applies to microlearning videos, too. Avoid long stretches of time where nothing is happening on-screen while the host speaks in the background. In a tutorial video, the amount of time spent showing the learner how to do something should be maximized, and the amount of audio-only commentary minimized. If you're creating a video of a conversation, use cuts and framing to add greater realism and visual interest. For conceptual videos, get creative! Tools like PowToon and VideoScribe are making it easier to illustrate your points with graphics and animation.
  • There's a quote attributed to Antoine de Saint-Exupery that captures the essence of good microlearning: “A designer knows he has achieved perfection not when there is nothing left to add, but when there is nothing left to take away.”
Jean-Marie Cognet

Global Enterprise Lecture Capture Solutions Market Forecast 2016-2022 - Research and Ma... - 1 views

www.businesswire.com/...ture-Solutions-Market-Forecast

lecture capture trends education studies

shared by Jean-Marie Cognet on 10 Dec 16 - No Cached
  • DUBLIN--(BUSINESS WIRE)--Research and Markets has announced the addition of the "Global Enterprise Lecture Capture Solutions Market: Forecast to 2022" report to their offering. “Global Enterprise Lecture Capture Solutions Market: Forecast to 2022”Tweet this This research covers the global market for enterprise lecture capture solutions (LCS). Detailed global market trend analyses, including market drivers, market restraints, technology trends, vertical analysis, and pricing analysis, are provided in this research. Revenue forecasts are provided for the total enterprise LCS market.
Jean-Marie Cognet

Fostering a culture of learning | Deloitte University Press - 0 views

dupress.com/...ture-of-learning-for-employees

trends stats corporate elearning

shared by Jean-Marie Cognet on 03 Mar 16 - No Cached
  • More than eight in ten executives (84 percent) in this year’s survey view learning as an important (40 percent) or very important (44 percent) issue. Employees at all levels expect dynamic, self-directed, continuous learning opportunities from their employers. Despite the strong shift toward employee-centric learning, many learning and development organizations are still struggling with internally focused and outdated platforms and static learning approaches.
  • To facilitate the effort to help employees “learn how to learn,” L&D teams are building internal knowledge-sharing programs, developing easy-to-use portals and video sharing systems, and promoting collaborative experiences at work that help people constantly learn and share knowledge.
  • Almost $1 billion of this went into tools, content, and companies that focus on the corporate market.6
  • ...1 more annotation...
  • Much of this investment is directed at tools to harness video, new mobile learning apps, and an explosion of content marketplaces. Today, any employee can browse through content from Coursera, Udemy, Udacity, or a dozen other providers and instantly access a lecture, course, or workshop on a needed skill. Such platforms offer learning opportunities at little or no cost and even allow employees to interact online with experts in the field—learning exactly what they need, when they need it, at a time that fits their schedules.
Jean-Marie Cognet

70 Percent of Global Education Customers See Value in Deploying Video Cameras in the Cl... - 2 views

www.prnewswire.com/...n-the-classroom-300514291.html

education trends video

shared by Jean-Marie Cognet on 07 Sep 17 - No Cached
  • survey released by Extreme Networks, Inc. (NASDAQ: EXTR) found that 70 percent of educators and IT managers believe video cameras should be in the classroom to create secure and productive learning spaces.
Jean-Marie Cognet

Forum E-learning Tunisie… Événement incontournable du e-learning au Maghreb - 1 views

www.e-learning-letter.com/...-du-e-learning-au-maghreb.html

elearning international tunisia quote press

shared by Jean-Marie Cognet on 05 Sep 17 - No Cached
  • Autre innovation : l'enregistrement et la diffusion des conférences grâce au système “EasyCast” (rich media) de notre partenaire Ubicast. Les conférences de notre 6ème édition du Forum seront diffusées sur le Web, pendant et après le Forum pendant toute une année, en accès libre. L’occasion de bénéficier de l’expertise et des bonnes pratiques de nos intervenants !
1 - 6 of 6
Showing 20▼ items per page