8. Recording live lectures - why?
recover entire lectures lost due to forced absence
(e.g. illness, work (98%)
checking the notes taken in class (100%)
reviewing portions of lectures that are difficult to
understand (97%)
recover portion of lectures in which they were
distracted and lost concentration (94%)
12. Rethinking video lectures
A paradigm shift
Year N: The teacher is recorded
Year N+1:
The teacher dos not "lecture" any more!
Students watch the video BEFORE class
In class: discussions, Q/A, working in groups etc.
13. Isn't it too much load on the
students?
1 ECTS: 25 hours, 1/3 of them in class
The old model:
The learning phases
KA - Knowledge acquisition
DU - Deeper understanding
KC - Knowledge consolidation.
<= @ CLASS, WITH TEACHER
<= @ HOME, ALONE
<= @ HOME, ALONE
14. Is'nt it too much load on the
students?
1 ECTS: 25 hours, 1/3 of them in class
The old model:
The learning phases
KA - Knowledge acquisition
DU - Deeper understanding
KC - Knowledge consolidation.
<= @ CLASS, WITH TEACHER
<= @ HOME, WITH TEACHER!
<= @ HOME, ALONE
16. In the you-tube & iTunes-U era…
82% of the students never used videos
for didactical purposes
17. Usability of the system
The video allows reading well the blackboard (yes
60%, no 34%)
Slides visualization is good (yes 86%, no 14%)
Audio is good (100%)
Video quality is fully satisfactory (yes 94%, no
3%)
Video navigation allows easily finding the
searched portions of the lectures (yes 75%, no
16%)
18. Proficiency
86% of students regularly watched
videos before coming to lecture
50% of students skipped some section
72% broke the lecture into pieces
19. About the methodology
Is it boring to watch videos?
54% NO, 14% much
Is the workload increased?
61% NO, 9% much
Classroom activity is useful
79% Much, 1% NO
Fear of being involved in discussion in front of
peers:
YES 35%
20. Adapting the lecture's pace
Some students watch videos at higher speed
(1.3 x)
Many students watch multiple times lecture
segments
Some students do practical exercises while
watching the videos
21. Maintainability of the material
A mix of new lectures (recorded) and old
ones (reused) allows evolving the
lerning material
22. Conclusions
Recording video lectures allows cheap and quick
production of e-learning material
VOLARE:
transforms traditional, frontal lectures into a
blended approach
moves the physical presence of the teacher in the
most critical learning phase
doubles the time that student and teacher spend
together
allows for a self-paced, personalized learning
environment