Presentation on one of the case studies in the REC:all project.

1. Lecture capture in relation to
learning activities
from intake to evaluation
Sylvia Moes (VU)

2. Case study of REC:all
Rome in the film, film in Rome
the intake procedure
– Teacher planned a study trip to Rome with 20 students, coming out of
different universities, in the field of history of film.
– Two weeks effectively for this trip in Rome.
– Learning/tasks for students:
• Knowlegde of 3 theories:
• Insiders/outsiders
• Cinema and architecture
• The film in history
• In the first week they have to watch films which are recorded in Rome,
related to these theories.
• In the second week students have to do research on the locations in
Rome where these movies have been shot. You give the task to
students to find angles of camera’s on film locations in Rome.
• Students have to work out their findings of research, location based
(with geographical information), in a presentation at the end of the
course.

3. Learning goals in this study trip
• The student is familiar with the research methods.
• The students have the skills to:
– Compare the space and location in the film with the realistic situation
– Make analysis of editing processes
– Use secundair resources
– Use of literature
• Students have the skills to contextualized this information in time and space.

4. Goals of the pilot study via
“flipping”
Use the limited time more efficient
more interaction and quality of time
Expected results:
• Students show a better understanding of the theory in their assignments.
• Increased quality of contextualizations and presentations at the end of
the course
• More positive student evaluations of this study trip

5. Bottlenecks….
• Because of the small time frame, too much information have to be
processed by the students, plus developement of new skills:
• the 3 theories, watch (parts of) 15 films, background information of
Rome like growth of the city, political issues, etc…
• More interaction between: students and teacher, students-students,
but also students and content, is needed

6. ….and Challenges
• It’s needed to rethink the set-up of this trip:
• How do we create a path to interactive learing in this study trip?
– What kind of tools do we have to support interactivity?
• How can we let them learn “lower order learning goals” outside the
classroom, thus on forhand of this studytrip, to create space for
“higher order learning goals”?
• Can we improve the quality and sattisfaction of this study trip via
more interactivity?

7. Advise
• Higher quality of interaction
– “Lower order learning goals” can be learned outside the class
• Learning “lower order goals”in this study trip = understanding better the theories in an
early stage of this trip, via more interactivity with the content
– Prior their visit to Rome, students have to watch 3 enriched knowledge clips to
understand in an early stage the basic theories
• knowledge clip are used to give an outline of the theory as an introduction to research
methods, enriched with literature and extra resources via internet; on each clip 3 questions are
added

8. Advise
• Higher order learning goals should be learned in a more active way
• Higher order learning goals in this study trip are e.g.:
• Compare the space and location in the film with the realistic situation
• Make analysis in periods of times, but also on editing processes of the film(s)
• Visualize your findings in a map, based on geographical information
• Create a presentation for the end of the course
• Compare film fragments with realistic situation by film fragments on iPads correlated with
GIS data via Galileo app

9. Advise
• Higher order learning goals should be learned in a more active way
• Higher order learning goals in this study trip are e.g.:
• Compare the space and location in the film with the realistic situation
• Make analysis in periods of times, but also on editing processes of the film(s)
• Visualize your findings in a map, based on geographical information
• Create a presentation for the end of the course
• Make analyses in periods of time via Geoplaza, different layers can be viewed
because different maps are visible by transparancy
Geoplaza to see the growth
and changes in and of Rome
Geoplaza to see the growth
and changes in and of Rome
1883
2003

10. Advise
• Higher order learning goals should be learned in a more active way
• Higher order learning goals in this study trip are e.g.:
• Compare the space and location in the film with the realistic situation
• Make analysis in periods of times, but also on editing processes of the film(s)
• Visualize your findings in a map, based on geographical information
• Create a presentation for the end of the course
• Students can visualize their findings via Google Maps
Google maps to upload their
own pictures/videos which have
been shot in Rome during the
trip

11. Advise
• Better prepared students on the level of skills
Instruction clips to develop the skills to work with Geoplaza and
Google Maps (for integration of visualized material)

12. Rational thoughts
• Improving the quality of the course
– The face to face time in Rome can be used optimal. A higher level of interaction is
possible, because the students are better prepared to this trip.
– Students and teachers fully can concentrate on the higher order learning goals.
– In Rome the students have all the facilities to make the best out of this study trip, iPads
with film fragments in combination with Galileo. Geoplaza can be used to analyze the
growth of the city.
• Increasing student’s satisfaction of course and getting more positive
evaluations of course and teacher (teaching qualities)
– The design of the course matches better with the perception of today's students:
Having the right information and tools available place independent.

13. Results
• Teachers are very satisfied, much more interaction during face to face time
• The essays are improved, more concrete.
• Students about the knowlegde clips:
– I do understand the theoretical information because of the knowlegde clips.
• Studens about the instruction clips:
– Because of the small time frame it is very usefull already having the skills to work with Geoplaza,
Galileo and Google Maps. I do not lose time, which I can use very good in Rome to fully concentrate
on the content in the course.
• Students about the iPads:
– It’s so cool to see the fragments of films on the hotspots in Rome. Analyzing films works so much
better.
• Students on the design of the course:
– The course is intensive, but very atractive. A lot of interaction between teacher and students, but
also between students-students.

14. Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture
from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
Editted/cutting
Screencast
Studio-based
(Flip)camera
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
Self produced (partly) Re-used
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
producing
Enrichedwithtasks,quizes,etc.
Enrichedwithtasks,quizes,etc.
Enrichedwithobjects
Enrichedwithobjects
Self produced (partly) Re-used
Instruction clips
Live lecture capture
or video conferencing
High level of interaction
Student generated
(knowlegde) clips
Webinar
Quizes
Tasks
Discussions
Tagging
Polling
Quizes
Tasks
Discussions
Tagging
Polling
Lecture capture
(classic/chapters)
Tasks
Practise
Assessment
Tasks
Practise
Assessment Screencast
Fieldwork
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-
matic and
MIT OCW
Self produced
+
+
Virtual
classroom
FLIPPING THE CLASSROOM
(Flip)camera
Weblecture
Slidecasts
e.g. iTunes U
YouTube edu
e.g. Academic
Earth
Videolectures.net
Geoplaza to see the growth and changes in
and of Rome
Google maps to upload their own
pictures/videosInstruction clips for skills to work
with Geoplaza and how to
upload content in Google Maps