presentatie met overview op case studies van het REC:all project

1. Beyond Lecture Capture
Sylvia Moes, VU University Amsterdam
#RECall

2. OASE model as input for REC:all

4. Lessons learned OASE
• Students get used to weblectures and get higher expectations
• Most students use weblectures for exam preparation (the server peaks 1-2
weeks before an exam period) and to make or check their annotations
• Especially students with learning disabilities like adhd and dyslexia, can benefit
from classic weblectures
• Weblectures are no replacement of normal lectures, students still show up
• ‘classic’ weblectures (1-1,5 hour) are too long (and boring) to watch completely
• Students play it fast forward, go to moments which were difficult to
understand
• Clips give more flexibility, and when interaction is added, it has a positive effect
on learning outcomes
Year 2008-2009 2009-2010 2010-2011
M&T 63,90% 79,70% 79%

5. Lower to higher order
learning goals
“A short primer on scientific teaching”
Sealfon, C.D. 2012
“Students forget content knowledge if they not utilize that knowledge
in a context… “
“Students can learn lower-order skills outside of class, through
readings, videos, podcasts and
online applets”
“The benefit for the lecturer and students is to
move towards more engaging and
discursive live events”

8. Relation of case studies with concept of
the “flipped classroom”
• A means to INCREASE interaction and personalized contact time between students
and teachers.
• An environment where students take responsibility for their own learning
• A classroom where the teacher is not the "sage on the stage", but the "guide on
the side"
• A blending of direct instruction with constructivist learning
• A classroom where students who are absent due to illness or extra-curricular
activities such as athletics or field-trips, don't get left behind
• A class where content is permanently archived for review or remediation
• A class where all students are engaged in their learning
• A place where all students can get a personalized education
Resource: http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

9. Lessons learned based on 15 case studies
and in-depth discussions with academic staff
We did see a pattern of usage media by academics,
they start (in general) with clips to intensify learning
As academics gained confidence about using
technology, they rapidly began to ask: “What can i do
next?”
The integration of clips, is asking for more engaging
and discursive lectures
The framework covered integration of [rich] media
in learning design,
[ordered from lower to higher order learning goals]
regardless intensifying blended learning, fieldwork, etc

10. Available tools and systems

11. Framework REC:all in relation with
framework of Jos Fransen (InHolland)
Learning from
different
perspectives
Learning fom
feedback
Learning from
information
Learning by
distributing
Learning by
interacting
Learning by
collaborating

12. Sylvia Moes
s.moes@vu.nl 020 59 89 164
twitter.com/SylviaMoes
http://Rec-all.info