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Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording of lectures

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Slides from a presentation given at the Advance HE STEM Conference at Millennium Point, Birmingham in January 2019. The talk described the current status of the Pedagogy Involving Capture Technology (PICT) project, looking at innovative ways of using Lecture Capture tools for purposes over and above standard lecture recording.

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Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording of lectures

  1. 1. Pedagogy Involving CaptureTechnology: Uses of Panopto beyond the recording of lectures Matthew Mobbs+, Dr Gemma Mitchell*, & Dr Chris Willmott* * Dept of Molecular & Cell Biology & +Leicester Learning Institute University of Leicester, UK cjrw2@le.ac.uk STEMTeaching & Learning Conference 2019
  2. 2. Overview • “Standard” lecture capture (LC) • Other uses of capture technology (CT) • Methodology • Preliminary findings from current project • Initial reflections
  3. 3. The Rise in Lecture Capture (LC) • Recording of conventional lectures has become very common • 69% of UK HEIs have institutional LC system (Walker et al., 2016) • Opt in v Opt out • Literature examining: - student satisfaction - exam performance - attendance (Witthaus & Robinson, 2015) Walker et al. (2016) 2016 Survey of Technology Enhanced Learning for Higher Education in the UK. Oxford, UK: Universities & Colleges Information Systems Association Witthaus G. & Robinson C. (2015) Lecture Capture Literature Review: A review of the literature from 2012 to 2015 (Centre for Academic Practice, Loughborough University)
  4. 4. Uses of CaptureTechnology (CT) • Witton (2017) identified several potential uses - Flipped classroom - Pre-recorded demonstrations - Ad hoc supplementary materials - Assessment advice - On location filming, e.g. fieldwork Witton G. (2017) The Value of Capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. British Journal of Educational Technology 48:1010-1019.
  5. 5. Aim of Project • To capture local examples of CT use over and above standard LC • To examine emerging trends and issues • To share advice on best practice
  6. 6. Methodology • Literature review and design of project (CW & MM) • Invitation for participating academics, sent via College Academic Directors (CW) • Interviews with staff (GM & CW) • Focus group and student interviews (GM) • Access to module survey data and Panopto usage statistics • Evaluation of emerging themes (MM & CW)
  7. 7. “Flipped”Teaching - examples • Various examples, including: - Hate crime module (MSc Criminology) - Bioethics in core module (Yr 2 Bioscience) - 20 min Thermodynamics mini-lectures (Yr 2 Chemistry)
  8. 8. “Flipped”Teaching - examples • Hate extremism and everyday prejudice MA • The intervention - No traditional lectures - One 1-hour seminar per week - Two or Three 15-20 min videos each week - One video = introduction - One video = theories - One video = guest lecture, or victim lecture, or further context - Connection to set readings overt - Students encouraged to pause videos
  9. 9. “Flipped”Teaching - examples • Bioethics in core Research Topic module for Yr 2 Bioscientists (n>300) • 15 online videos (duration 3:30 to 23:30 mins) replacing 3 previous F2F lectures • Formative online quiz • Complete ethics form as part of team-based assessment
  10. 10. Bioethics experience More on Flipped Bioethics 11:15 Thursday Connect Event Space
  11. 11. Worked Calculations • Maths-based disciplines using CT to record staff walking students through calculations – Prior to assessment: demonstrating tasks – After assessment: part of generic feedback
  12. 12. Student Presentations Variety of identified reasons for recording talks • When students have anxiety issues re presenting in public (Psychology) • When logistical issues gathering academics for assessing talks live (Politics) • Made available to External Examiners for Quality Assurance (Politics)
  13. 13. Diversifying Lecture Content • Unanticipated significance at start of project • Creative use of Visualiser/Data camera • Tends to involve over-riding the automatic recording system • Various examples
  14. 14. Visualiser use: Example (1) • Protein expression lectures for bioscientists • Mini dry-wipe board as hard to capture material written on main board
  15. 15. Visualiser use: Example (2) • Mathematical Physics lecture • Addressing same issue re capturing board-work
  16. 16. Visualiser use: Example (3) • Anatomy lectures for medics
  17. 17. Taxonomy of CT uses
  18. 18. Project outputs • Primers for STAFF - why take these approaches? - what is possible? (e.g. many do not know you can upload into the Panopto software) - how to…? Point to other resources • Not developing resources for STUDENTS in the current project (but body of work needs to be done on that) – expectation management
  19. 19. Implications for Institutions • Use of LC likely to increase • Maximising investment by other uses of CT • Increased expectation may require standard provision of more equipment (e.g. webcams & microphones) • CT currently spearheaded by innovators, other staff will require appropriate training & guidance
  20. 20. Questions re FlippedTeaching • What activity will require students to watch? • Fewer, longer videos v More, shorter videos? • Additional resources (e.g. transcripts)? • Delivery schedule Regular release v Glut? (stagger release over time, even if ready) • Sound quality and format - animation? (VideoScribe? Investment) - on screen appearance?
  21. 21. Conclusions • Pockets of excellent practice exist • Staff need clearer vision for what is possible and guidance on how to achieve it • Production of staff guide will help these aspects • (Lack of) student engagement with “flipped” material remains a concern • Students need “expectation management”, with clear advice on why this approach is being taken and requirement for their participation • There are resourcing implications for universities
  22. 22. E-mail: cjrw2@le.ac.uk Twitter: cjrw Slideshare: cjrw2 Blogs: www.bioethicsbytes.wordpress.com www.biologyonthebox.wordpress.com www.biosciencecareers.wordpress.com www.lefthandedbiochemist.wordpress.com Thank you Any questions?
  23. 23. Panopto as DeliveryVehicle • Possible to upload materials produced (or edited) using other tools • Advantages: - resources is same place as recorded lectures - better usage analytics than YouTube • Disadvantages: - “costs” against institutional license
  24. 24. “Flipped”Teaching - example (3) • Thermodynamics module for Yr 2 Chemists • Previous lecture content summarised into series of 20 minute videos • Leaves more time in F2F session for working through questions and greater interaction
  25. 25. Not so flipping easy? 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 Humans i Humans ii Humans iii Humans iv Humans v Animals i Animals ii Animals iii Animals iv Animals v GMOs i GMOs ii GMOs iii GMOs iv Ethics form Percent of cohort viewing "flipped" video 2015 as % 2016 as % 2017 as % What factors underlie difference in engagement?
  26. 26. Differences? • Criminologist = Masters level, elective module Bioscientists = Undergrads, compulsory unit • Criminology = regular videos across module Bioscience = glut of videos • Bioscience focus group not used to watching captured lectures • “I really enjoyed the bioethics. I can’t say I watched the videos…I wish I’d sat and watched them because they did look interesting” … answered the quiz using “common sense and Google” instead!
  27. 27. Differences? • Context in module Criminologist = integral to weekly F2F discussions Bioscientists = background for team assignment • Two (of five) students in focus group said their team had allocated one person to “do the bioethics”, rest did other components • Those who did watch cherry-picked items they felt linked to their allocated research topic • “It was interesting…but half of it was not relevant ” • “As interesting as it was, in terms of prioritising my time, I guess that it did not become my priority ”
  28. 28. “Flipped”Teaching - example (1) • Hate extremism and everyday prejudice • The problem “What students were saying to me, particularly those who are international, is that they’re finding it’s information overload within the lectures… it’s just about being there and writing things down so they’re not enjoying it… They find the reading list just too cumbersome they don’t know where to begin” Module convenor
  29. 29. “Flipped”Teaching - example (1) • Hate extremism and everyday prejudice • The intervention - No traditional lectures - One 1-hour seminar per week - Two or Three 15-20 min videos each week - One video = introduction - One video = theories - One video = guest lecture, or victim lecture, or further context - Connection to set readings overt - Students encouraged to pause videos
  30. 30. “Flipped”Teaching - example (1) • Hate extremism and everyday prejudice • The impact - convenor “The difference – the *quality* of the discussions is unbelievable. Because they are coming already having not only watched the lectures, done more reading than I’ve ever known students to do reading because they’re like ‘you’ve been clear about why I should read that’ and I’m very specific, like ‘in this chapter only read page 8 to16, there’s no reason to read any further’, the discussions are phenomenal and it is – I take a back step…”
  31. 31. “Flipped”Teaching - example (1) • Hate extremism and everyday prejudice • The impact - student “I absolutely loved it, which is partly why I wanted to do this [interview] because I like the way it has been delivered” … You can sit down, watch that 20 minute [video], I mean for me that would kind of span out to about an hour because I’m stopping it every few minutes to make sure I’ve understood… and then you can stop and that’s one little discrete part done, so it’s not as overwhelming as either going into a lecture room or sitting at home and listening to someone do 2 hours of just someone talking”
  32. 32. “Flipped”Teaching - example (2) • Bioethics in core Research Topic module for Yr 2 Bioscientists
  33. 33. “Flipped”Teaching - example (2) • Bioethics in core Research Topic module for Yr 2 Bioscientists • 15 online videos (duration 3:30 to 23:30 mins) replacing 3 previous F2F lectures
  34. 34. “Flipped”Teaching - example (2) • Bioethics in core Research Topic module for Yr 2 Bioscientists • 15 online videos (duration 3:30 to 23:30 mins) replacing 3 previous F2F lectures • Formative online quiz
  35. 35. “Flipped”Teaching - example (2) • Bioethics in core Research Topic module for Yr 2 Bioscientists • 15 online videos (duration 3:30 to 23:30 mins) replacing 3 previous F2F lectures • Formative online quiz • Complete ethics form as part of team-based assessment

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