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Lecture Capture: Rationale • Response • Results

Lecture Capture: Rationale • Response • Results. Dr Daniel Tan e: ethtan@ntu.edu.sg ethtan@outlook.com. Presentation for Media & Learning 2013 12 Dec 2013. No Brainer eLearning Projects. Rationale. Why?. Quality of Content Quality of Teaching. Quality of Learning.

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Lecture Capture: Rationale • Response • Results

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  1. Lecture Capture: Rationale• Response • Results Dr Daniel Tan e: ethtan@ntu.edu.sg ethtan@outlook.com Presentation for Media & Learning 2013 12 Dec 2013

  2. No Brainer eLearning Projects

  3. Rationale Why?

  4. Quality of Content Quality of Teaching Quality of Learning

  5. Research Evidence Source: web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdfCited 2171 times

  6. Participative Learning to enhance Learning Quality Hake, R. R., (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64- 74

  7. Learner Understanding During Lecture Presentation Professor’s belief 100 Re-learn/ review via lecture recording 80 60 65% With clicker activities 40 30% Lecture 20 • 0 • time

  8. In-Class Latency Gapbetween Teaching and Learning (assuming perfect language literacies) • Professor teaches at the pace of expression • Prep time of between 5 to 20 hrs per 1 hr lecture • Teach as re-runs for established courses • Students are processing and constructingnew knowledge • Time taken for students to listen, join the dots, and understand • Then, take notes

  9. Post-class Forgetting Curve(assuming good level of knowledge understanding) After 2 days, the effect of the (re-)learning is minimised

  10. Learning Analytics:Histogram of Viewings for a Lecture Recording (for illustrative purposes only) Number of viewings Time

  11. Current andNearFuture Learning Environments

  12. Current ModeBook-based Content Textbook Training Material Courseware Learner Receptor Teacher Didactic Communicator Knowledge transfer

  13. Emerging Model eContent Internet Web OER Video Lectures • Internet-based • Education 3.0: • Participative • Collaborative • Teacher to student, student to student, student to teacher, people-technology-people (co-constructivism) Content Textbook Courseware Learner Learner Teacher Facilitator Curator

  14. Response What we are doing

  15. Operational Elements of University 2.0@NTU (Today)

  16. Teach Less, Learn More UniWood Night scene of Nanyang Auditorium

  17. Sample End Productof Recorded Lecture

  18. Mobile Learning: Lecture Recording

  19. Impact and Usefulness of Lecture Recording • Not learning more content • More content • More workload • Learning (quality) better the content • Mastering the core content • Learn, re-learn, unlearn • Learning quality Disconnection Holes in understanding Lost Gaps Lecture

  20. Best Seat Location + Teleprompter

  21. Centralized Command Centre for Lecture Recording (CCCLR) • Campus-wide Lecture Recording is a key strategic eLearning initiative endorsed by the University’s management • CCCLR: to ensure quality of content recording

  22. Future Considerations • From doing lecture capture to doing lecture capture well • Lecture capture moving from IT project to AV and video production project • Increased usage by students • Scalability and bandwidth issues • Reliabilityof service • Learning design with lecture segments as a sub-activity • Changing role of faculty • Flipped classroom • More interactions during class • Less post-class disruption • Knowledge Curator • Changing role of students • Mind-mapping/big picture • Students becoming self-directed learners

  23. Results Outcomes

  24. Statistics for UniWood Lecture Recording No. of new recordings in AY2012/13 14,000 > 18.9% Record viewership in AY2012/13 80.2 Years Record Hits in AY2012/13 1.63 million

  25. UniWoodFrom AY2005/06 Sem Ito AY2012/13 Sem II 55,562 video recordings 6,946,304 viewing hits 324.2 years of viewing time

  26. Content Creation & Distribution Process hyperlink posted 4 3 Upload content 1 Email Notification with hyperlink (within 10 min) AcuStream 2 replication AcuStream AcuStream AcuStream Professors AcuManager IDM

  27. Content Access Process – optimum performance redirection 2 1 AcuStream AcuStream 4 AcuStream AcuStream student clicks on hyperlink AcuManager IDM 2000 3

  28. Students’ Feedback 94% of students agreed that video recorded lectures were useful in relation to their studies (n=1140) Legend: 1: Strongly agree2: Agree3: Disagree4: Strongly disagree

  29. Students’ Feedback 83.02% of students were satisfied with the video recorded lectures (n=1142) Legend: 1: Strongly agree2: Agree3: Disagree4: Strongly disagree

  30. Students’ Feedback 95.78% of students agreed that video recorded lectures should be continued in the following semesters (n=1114) Legend: 1: Strongly agree2: Agree3: Disagree4: Strongly disagree

  31. Dr Daniel Tane: ethtan@outlook.com

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