From lecture capture to learning capture transforming the learning experience
•Descargar como PPTX, PDF•
1 recomendación•417 vistas
1) The document discusses how classroom engagement, video, and analytics are transforming the learning experience by connecting teaching delivery, active learning, tools, and spaces. 2) It provides examples of digital active learning solutions that integrate features like formative assessments, instant feedback, and social elements. 3) Research shows that increased student engagement in class through these solutions leads to significant learning gains and better student outcomes like course grades and retention.
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Similar a From lecture capture to learning capture transforming the learning experience
Similar a From lecture capture to learning capture transforming the learning experience (20)
Más de John Couperthwaite
Más de John Couperthwaite (18)
Último
Último (20)
From lecture capture to learning capture transforming the learning experience
- 1. From lecture capture to learning capture how classroom engagement, video and analytics are transforming the learning experience This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. …beyond ‘isolated islands of innovation’ ALT Annual Conference 2017 University of Liverpool
- 2. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Dr John Couperthwaite Solutions Engineer, Echo360 EMEA +44 7855 615912 jcouperthwaite@echo360.com @johncoup Dr Auðbjörg Björnsdóttir Director of the Centre of Teaching University of Akureyri +354 460 8030 audbjorg@unak.is ALT Annual Conference 2017 University of Liverpool
- 3. Islands of learning experiences ALT Annual Conference 2017 University of Liverpool
- 4. Islands of learning experiences ALT Annual Conference 2017 University of Liverpool
- 5. Islands of learning experiences ALT Annual Conference 2017 University of Liverpool ‘Are we designing new spaces that support communication, collaboration, creativity and critical thinking or are we designing spaces that fit the mould we’ve used so many times before?’ Daniel Axson, 2017. https://blogs.sussex.ac.uk/tel/2017/08/29/campus-dead-long-live-campus/
- 6. In-ClassPre-Class Post-Class VLE Notes Quiz Social Theatre Seminar Lab Online Disconnected approaches to teaching delivery and active learning Tools Spaces ALT Annual Conference 2017 University of Liverpool
- 7. Building bridges for learners • Engaging students during class • Providing real-time feedback for instructors • Blending in-class and online ‘coalesced’ learning • Connecting out-of-class learners • Merging before, during and after class learning ALT Annual Conference 2017 University of Liverpool
- 8. during class post class before class Live class experience available for all on- campus and distance learners Interaction between instructor and peers Place and pace to suit each learner Recap/Reflection/Revision on recording, discussions and activities Instructor review of class analytics Instructor review of class analytics Instructor review of class analytics Class follow-up discussion Recording, discussion and activities released In-class engagement tools: discussion, quiz, flagging Active learning captured Connecting teaching and learning
- 9. In-ClassPre-Class Post-Class VLE Notes Quiz Social Theatre Seminar Lab Online Connecting teaching delivery and active learning Integrating Tools Linking Spaces Merging interactions Engaging learners ALT Annual Conference 2017 University of Liverpool
- 10. Current and emerging digital active learning solutions Sample features: - Conversational space - Formative assessments - Instant feedback for staff and students - BYOD and institutional platforms - Social media and gamification elements ALT Annual Conference 2017 University of Liverpool
- 11. Does it work? ALT Annual Conference 2017 University of Liverpool
- 12. ALT Annual Conference 2017 University of Liverpool In-class student behaviours strongly relate with student success. (Samson, in press)
- 13. ALT Annual Conference 2017 University of Liverpool Successful students behave differently. (Samson, in press)
- 14. ALT Annual Conference 2017 University of Liverpool Significant learning gain from increased student engagement in class. (Montpetit, 2016)
- 15. ALT Annual Conference 2017 University of Liverpool Greater number of students getting high course grades. (Harvey et al, 2016)
- 16. ALT Annual Conference 2017 University of Liverpool Increased retention of students resulting from active learning in STEM subjects (Freeman at al, 2014)
- 17. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Dr John Couperthwaite Solutions Engineer, Echo360 EMEA +44 7855 615912 jcouperthwaite@echo360.com @johncoup Dr Auðbjörg Björnsdóttir Director of the Centre of Teaching University of Akureyri +354 460 8030 audbjorg@unak.is ALT Annual Conference 2017 University of Liverpool
- 18. Established 1987 Located in the northern part of Iceland ~2000 Students Flexible learning offered at all three schools • School of Health Sciences (Nursing, Occupational therapy, Graduate Studies) • School of Humanities and Social Science (Social Science, Law and Education) • School of Business and Science (Natural Resource Science and Business Science) ALT Annual Conference 2017 University of Liverpool University of Akureyri (UNAK)
- 19. UNAK is a leading university in the field of flexible learning in Iceland: –meets the needs of its students e.g. by introducing more flexibility in its studies –students come from all parts of the country to enjoy the flexible study environment the university offers The University has played a key role in providing university education, research, development and innovation in rural areas in Iceland ALT Annual Conference 2017 University of Liverpool
- 20. Moving now to more flexible learning • Offered officially since fall 1998 (Nursing)- video conferencing • Other degree programs followed • Increase in enrollment • From 2001, distance learners have been 30-40% of enrolled students at UNAK • Since fall 2016, all undergraduate degrees offered in flexible learning • Fall 2017, 70% of students enrolled as distance learners • The Centre of Teaching and Learning established 2015 • Collaboration of IT and teaching specialist ALT Annual Conference 2017 University of Liverpool History of distance/flexible learning at UNAK
- 21. • Importance of Interaction, constructing a community of learners • The LMS more as a classroom, not a storage room • Increase in using flipped learning – recordings • Development of learning spaces, Active Learning Classrooms, VLE • Incorporating Robots (Kubi) into teaching ALT Annual Conference 2017 University of Liverpool Teaching development at UNAK
- 22. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Challenges • Blending learning spaces • Academic development and support • Effective learning analytics • Integrated (in)formal technologies ALT Annual Conference 2017 University of Liverpool
- 23. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Dr John Couperthwaite Solutions Engineer, Echo360 EMEA +44 7855 615912 jcouperthwaite@echo360.com @johncoup Dr Auðbjörg Björnsdóttir Director of the Centre of Teaching University of Akureyri +354 460 8030 audbjorg@unak.is ALT Annual Conference 2017 University of Liverpool Any Questions?
- 24. Axsom, D, 2017. The campus is dead, long live the campus. https://blogs.sussex.ac.uk/tel/2017/08/29/campus-dead-long-live-campus/ Freeman S. et al, 2014. Active learning increases student performance in science, engineering, and mathematics. http://www.pnas.org/content/111/23/8410.abstract Harvey et al. 2016. Encouragement for Faculty to Implement Vision and Change http://www.lifescied.org/content/15/4/es7.full Montpetit, C. 2015. Learning fearlessly: does fearless engagement translate into class performance? Blog post for Echo360, 10th March. http://blog.echo360.com/learning- fearlessly-part-2 Samson, P. 2017. Student behaviours during class predict student success. https://umich.app.box.com/s/0mpnapcn3nwfxih6c472rvdx9ang1u22 White, D. 2016. Coalescent spaces. http://daveowhite.com/coalescent/ ALT Annual Conference 2017 University of Liverpool References
Notas del editor
- Each student brings their own experiences and learning ambitions to class…every class has inspirational moments…all teachers are innovators…but how can learners make sense of the disparate and varied experiences, and how can instructors support them effectively? This talk will show how we can connect: Learners with other learners Learners with their tutors Learning spaces Learning experiences
- We are also moving beyond islands of innovation by collaborating today. We met whilst I was visiting Iceland and found we had a shared passion for improving the learning experience. Introductions…
- The physical disconnect also impacts on the pedagogical practices we are using. Technology has a part to play in sometimes creating the disconnect, but also in connecting, especially through the use of digital tech to improve connections, access to content, and analyse learning behaviours.
- The problem we have arrived at is that our technology and learning have become disconnected…
- http://www.leedsgrenville.com/en/invest/ouruniqueadvantage/bridges.asp
- The core analogy used in the NGDLE paper is that each component of the learning environment is a Lego brick: The days of the LMS as a "walled garden" app that does everything is over. Today many kinds of amazing learning and collaboration tools (Lego bricks) should be accessible to educators. We have standards that let these tools (including an LMS) talk to each other. That is, all bricks share some properties that let them fit together. Students and teachers sign in once to this "ecosystem of bricks." The bricks share results and data. These bricks fit together; they can be interchanged and swapped at will, with confidence that the learning experience will continue uninterrupted.
- The problem we have arrived at is that our technology and learning have become disconnected…
- The problem we have arrived at is that our technology and learning have become disconnected…
- The problem we have arrived at is that our technology and learning have become disconnected…
- The problem we have arrived at is that our technology and learning have become disconnected…
- The problem we have arrived at is that our technology and learning have become disconnected…
- We are also moving beyond islands of innovation by collaborating today. We met whilst I was visiting Iceland and found we had a shared passion for improving the learning experience. Introductions…
- Student body changing, enrollment is peaking again, adding new degrees police studies
- UNAK is important for sustainability in rural areas, our research has shown that students are more likely to live in a rural area 5 years after graduation if they were distance students compare to students that moved to the capital to study. Student body changing, enrollment is peaking again, adding new degrees police studies Our research has shown that students in distance learning tend to stay in the rural areas, compare to the studnet
- With growing numbers of distance learners, and the universities more unique role as the distance/flexible learning university there has been more support with teachers development specifically in terms of how to accommodate the increasing number of distance students Our main objective is to provide professional assistance to faculty members at the University of Akureyri in all aspects of teaching, both consultation and development. We offer specialized consulting in a wide range of areas to help teachers evolve their teaching methods with an emphasis on information technology and pedagogy. In charge of equipment in classrooms and staff work stations.
- Unak has been growing in number of students and in distance students, and since we are the leading distance university In Iceland. The expectations and demand for good teaching have been high. Also with the new established T&LC We have been moving away from •Not just uploading slides or lecture online, one way direction •Only one form of media –recorded lectures 5170 recordings 2016 •Mandatory session at the learning centers, more flexibility but mandatory sessions on campus 1-2 per semester •To support flexible learning --(question John asked before) we have been designing new spaces that support communication, collaboration, creativity and critical thinking instead of designing spaces that fit the mould we’ve used so many times before. •Consistency and úthald—ekki gefast upp after the first try, students also need to adjust to the change, some of them are used to be feed and they want that Róbótana.. Social presence and Embodiment-- with the robots, changing space both online and also on campus
- Not just uploading slides or lecture online, one way direction To support flexible learning