Use of Video for Lecture Capture

1. Use of Video for Lecture Capture Bernard Griffin 04.12.13

2. About Today • Background • Significant Reservations • Early Responses • Current Uses • Current Responses • Personal Observations

3. Background • Non-Attendance Problem from a final year Student with Childcare problems in Basingstoke: ‘Can’t get to 9am lectures any more’. • Roger Emery: Try a webcam recording – live streaming onto server provides secure access • Not BBC quality – more electronic note-taking • I’ll try it !! (With significant reservations)

4. Significant Reservations A leap into the unknown (Stress) • What if it looks & feels ‘sub-standard’ either visually or aurally – gives poor quality image? • What if I do this for all my lectures & nobody bothers to turn up to them any more – watching them in bed instead ? • What if I make mistakes and can’t edit them out ? • What if the management capture all my knowledge & I am no longer needed? • How much extra time will it take to prepare?

5. Other problems solvedit seems to be paying off (relief) • Case Study Solved – the Basingstoke student was able to access the lecture online via myCourse as soon as it finished, and found the quality adequate – but also ‘felt that she was still part of the experience’ over the next 16 weeks of the course (L6). • Fears offset – It is technically very simple to remove a video for any reason, although it has not been necessary up to now. • Attendance has increased @ L6, remained constant @ all other levels from 4-7 – no evidence of non-attendance as a result (so far) • Preparation time is increased to re-work powerpoint prompts (used like an autocue), no direct re-use of last year’s efforts due to upgrades • Students go quiet when the video is on – no superfluous chatter – and the questions are relevant & intelligent – an increase in delivery quality is tangible on several counts.

6. Kolb Learning Styles

7. Early Responses • After 6 weeks of recording lectures – student cohort (L6) reported the following comments: • Easier to keep up without being distracted by note-taking or other students (late etc) • Easier to re-iterate the learning experience by selecting areas of uncertainty ‘ad nauseam’ • Powerpoint view plus video aural commentary • There is a feeling of ‘confidence’ knowing that the video is there to refer to

8. Current UsesTakes a little more time & care to prepare • Lecture Capture – to present an audio-visual record of unit content supportsKolb & VARK Learning preferences. • Supports Unit Feedback – students want to talk to the camera at the end of the unit, sometimes to apologise!! Usually positive • External Examiners expressed very positive comments in exam boards about student engagement & feedback quality • Occasional workshops where multiple lecturers require a standardised delivery (learning object)

9. Current Responses • Students at all levels were offered a non-video option after week 6 of this academic year, and all rejected it, stating ‘the value of knowing it is there to refer to is a significant enhancement of the ongoing learning experience’. • Student reps report very positive views from all units that have it, and concerns from those that don’t have it yet, that laggards & non-attenders should not be allowed access to online recordings • The main response is that : ‘it provides an opportunity to re-live the experience…it also gives confidence after a missed week to return knowing what was covered and being able to experience it in real time – albeit second hand’. – • Removes the apprehension that might contribute towards another absence!

10. Individual Perceptions • Some students prefer not to be in shot for workshop videos – and sit out of shot – but re-join in shot before the end (usually) • Pragmatists say it reduces frantic note-taking and improves concentration & memory – (poss. deeper learning contribution) • All four Kolb learner categories are responding positively, the medium of ‘television’ seems to be a common learning denominator • Self Help Video