REC:all Webinar: The Pedagogy framework
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REC:all Webinar The Pedagogy framework Date: 4/9/2012 15.00-16:00 CET During this one-hour webinar the pedagogic framework will be explained that was developed by the REC:all project. With the help of case studies the speakers will show how this framework can help teachers to make the right choise between the various types of weblectures when they want to integrate them in their courses. They will also tell more about the pedagogy handbook for lecture capture that is being produced as an outcome of the REC:all project. Speakers: Sylvia Moes, VU Amsterdam, the Netherlands and Clive Young, University College London, UK Moderator:Sally Reynolds www.rec-all.info
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REC:all Webinar: The Pedagogy framework
- 1. The pedagogy framework 4th Sept 2012 Sylvia Moes, Vrije University, Amsterdam Clive Young, University College London EU Lifelong Learning Programme (Erasmus)
- 2. Exploring • new technological and pedagogical learning designs based on lecture capture • how weblectures can be used effectively in conventional, blended and distance courses • different types of interaction with weblectures
- 3. Erasmus project 2011- 2013 REC:all (recording and augmenting lectures for learning) • University College London, UK • Vrije Universiteit Amsterdam, NE • ATIT, BE • Universitat Politècnica de València, ES • Université de Lorraine
- 4. REC:all • how lectures are currently being captured and used • new learning designs for flexible and off-campus delivery • technical, pedagogical and legal issues • case studies and scenarios • practical guidelines to help teachers
- 5. Models of pedagogic use of video lecture capture - limitations • Thinking and learning design tools • Not analytical, predictive or prescriptive • Provide a way of sharing designs (+ vocabulary) • REC:all model in ‘draft’ format – your feedback is very important to us
- 8. Three ‘I’s model Film strip/slide Image TV / VHS Desktop video + Interactivity Multimedia Web media + Integration Streaming/LC Mobile video Social video (+ Input) [Asensio and Young, JISC Click and Go Video, 2002]
- 11. weblecture enriched lecture slidecast social tagging studio based screencast knowledge clip
- 12. enriched webinar lecture with tasks tutorial virtual classroom
- 13. Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interaction Self produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions Slidecasts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content + Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-used Screencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based
- 14. Flipping
- 15. Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interaction Self produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions Slidecasts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content + Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-used Screencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
- 17. Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interaction Self produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions Slidecasts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content + Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-used Screencast e.g. iTunes U Fieldwork YouTube edu Tutorial e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
- 18. How does this work from a teacher’s perspective?
- 19. Redesign of lesson Practical problems plan
- 20. Remembering/Understanding Applying/Analyzing Evaluating/Creating Live lecture capture Lecture capture Lecture capture from start- to end (classic) (classic/chapters) or video conferencing High level of interaction Self produced (partly) Re-used + Self produced Quizes Weblecture e.g. iTunes U YouTube edu Tasks Webinar Discussions Slidecasts e.g. Academic Earth Tagging Virtual Videolectures.net (with objects) Polling classroom cutting Enriched Enriched (with tasks) Student generated Knowledge clips Instruction clips content + Self produced (partly) Re-used Tasks producing Assessment Screencast Self produced (partly) Re-used Screencast Camera on e.g. iTunes U YouTube edu Tutorial mob.devices e.g. Screencast- Flipcamera o-matic and MIT Studio- e.g. Academic Earth Studio- OCW based Studio- Videolectures.net based based FLIPPING THE CLASSROOM
- 21. Practical problem 1. Big amount of students 2. Pour interaction during classroom
- 22. Questions How can web lectures solve my problems? Do my students really understand what I’m talking about? Can they remember anything of what I have explained?
- 23. Idea Weblecture Screencast UNDERSTAND REMEMBER
- 24. LEARNING OUTCOMES IN FIRST YEAR OF STUDY (N= 1200 STUDENTS) Collegejaar 2008-2009 2009-2010 2010-2011 M&T 63,90% 79,70% 79% understanding by training their knowledge via screencasts Remembering by watching the web lectures on demand, any place, any moment
- 26. Practical problem My students are starting too late with their assignments ANALYZE APPLY
- 27. Studio- based Via which way can I let them ANALYZE the material? How can I help them to APPLY?
- 28. + I can give them extra points for the webtasks ANALYZE APPLY
- 29. LEARNING OUTCOMES increase the success rate in examinations from 58% to 79% For more information: http://istarlearning.com/ ANALYZE APPLY
- 30. LAST
- 31. Redesign of lesson plan CREATE EVALUATE ANALYZE APPLY
- 32. I would like the idea that my students How can I realise this? can work in the field
- 33. Results? • This pilot of REC:all is running from 17-30 September • We will expect and disseminate the outcomes November-December • www.rec-all.info
- 34. CREATE EVALUATE
- 35. Bloom and social media (...integration with lecture capture) http://www.usi.edu/distance/bdt.htm
- 36. What you can do to get involved Join: http://www.rec-all.info/ Join: http://vital-sig.ning.com/ Follow: http://www.scoop.it/t/rec-all Contact: c.p.l.young@ucl.ac.uk