7 Best Practices for Deploying Lecture Capture Campuswide
Technology leaders from universities with large lecture capture implementations share their advice for rolling out the technology at scale.
By Leila Meyer 08/03/16
1) Automate the Recording Process to Make It Effortless
The Department of Instructional Technology
Echo360 lecture capture appliances and some Sonic Foundry Mediasite appliances. While lecture capture appliances are “not cheap,” according to Lucas, they reduce the complexity for faculty and staff.
Sonic Foundry Mediasite appliances with CollegeNET 25Live scheduling software to automate the lecture capture process.
2) Focus on Implementation in Large-Capacity Classrooms
installing lecture capture appliances and high-definition cameras in the large lecture halls at UMass Lowell has helped reduce DFWs (drop, fail, withdrawal rate) in high-enrollment classes such as Calculus 1.
3) Establish Relationships with Leadership and Early Adopters
4) Ensure High-Quality Audio Recording
“You might be able to get by if you don’t see the instructor, of if they step outside the viewing angle of the camera, but if you can’t hear them, the capture is wasted. It’s critical that they pay attention to audio.”
5) Offer Flexibility for Instructors to Record Lectures Anywhere/Anytime
6) Ensure Adequate Storage and Processing on Servers
7) Engage with Other Colleges and Universities
more on lecture capture in this blog:
Integrated Strategic Planning and Resource Allocation
Ultimately, aligning plans, people, and resources is about working collaboratively across departments and divisions. This program will give you the tools and techniques needed to accomplish this in a meaningful way. This workshop goes beyond creating a beautiful strategic plan; it’s about the hard work of implementation to move your institution forward.
purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”
SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined
my notes based on the material below:
- best, most applicable source for the purpose of this research: U of Alberta Committee’s notes on the learning environment:
the Canadians are using (citing) Acker (Ohio) in their research.
- best, most applicable source in terms of the logistics on e-texbooks creation and its pedagogical argumentation is this document from New Zealand: https://akoaotearoa.ac.nz/download/ng/file/group-7/guidelines-for-developing-interactive-etextbooks-on-net-tablets.pdf
- According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
- stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
- Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
- Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
- regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
- Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
- Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
- Different models of pricing also in Acker (2015, p. 48). Keith touched on that
- students learn equally well from etextbooks as from paper ones: Taylor (2011)
responses from colleagues:
Scott Robison, email@example.com: firstname.lastname@example.org listserv
Jeff Gallant, Jeff.Gallant@usg.edu: David Ernst with the U and Ashley Miller from Ohio State U: email@example.com. Ashley’s is firstname.lastname@example.org.
definition e-textbook and
an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.
Definition of: e-book
my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:
working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.
(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.
Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.
Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing
There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).
Electronic Textbooks or Paper Textbooks: What Are Students Reading?
According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.
Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.
E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.
A digital textbook
is a digital book or e-book
intended to serve as the text for a class. Digital textbooks may also be known as e-textbooks
. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of open access
and open source
support the idea of open textbooks
, digital textbooks that are free (gratis) and easy to distribute, modify and update
Exploring Students’ E-Textbook Practices in Higher Education
- Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida
According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.3
This cost sometimes drives students to delay or avoid purchasing textbooks
. Digital materials such as e-textbooks may offer a more cost-effective alternative.4
Also, the expectation for digital materials is gaining strength in the K–12 sector.5
For example, Florida school districts set a goal to spend at least half of classroom material funding
on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.
Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.
a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.
Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877
Implementing eTexts into a Course:
This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.
Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.
the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.
Wimmer, E. e., Morrow, A. a., & Weber, A. a. (2014). Collaboration in eTextbook Publishing: A Case Study.Collaborative Librarianship, 6(2), 82-86.
Distance education, e-learning, education and training. (2015). Clinical Chemistry & Laboratory Medicine, 53s557-s559. doi:10.1515/cclm-2015-5015
the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the
Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the
project and embedded within the final package. In order to limit the size of the final files, some content was uploaded
onto Youtube so that the user could access these via the internet.
The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the
iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-
dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as
review questions with instant feedback and assessment.
Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4
Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0
the author reflects the process on a state level (Ohio).
Marcoux, E. “. (2012). Best of the Best Planning. Teacher Librarian, 39(4), 69-70.
Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.
Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.
read the entire article, good data.
CourseSmart. FlatWorld Knowledge,
Horejsi, M. (2014). Textbooks 2.0. Science Teacher, 81(3), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94603788%26site%3dehost-live%26scope%3dsite
two Eastern Europeans (Moldova, Serbia) raise serious concerns about electronic textbooks
Španović, S. (2010). PEDAGOGICAL ASPECTS OF E-TEXTBOOKS. Odgojne znanosti. 12(2). 459-470.
Railean, E. (2015). https://prezi.com/sbidiadctrzo/beyond-textbook-digital-textbook-use-and-development/
- (Un)desirable features in etextbooks
- How etextbooks might affect course delivery
- Pilot projects that can help build institutional expertise
- Address how and where insights gained from pilot projects will be collected and
- made available
- People resources (e.g., instructional designers) that will be needed to assist
- instructors to use this technology
ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.
MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):
NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!
Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!
Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.
Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.
Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.
NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)
The future of textbooks looks like this
February 22nd, 2016
are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?
two massive surveys and reports by the National Association of College Stores (NACS) and the Independent College Bookstore Association (ICBA) in partnership with the Campus Computing Survey (CCS),
Here’s one thing Google and Microsoft agree on (and they’re right)
Virtual reality, like the new Facebook Oculus and HTC Vive, completely immerse you inside a computer generated world. It’s like being inside a 360-degree video game, or movie, or computer-generated simulation.
according to a report in The Information today, Google’s long-term bet is on augmented reality. The company is making not one but several follow-ups to Glass, and has a project called “Tango” that aims to outfit smartphones with computerized “eyes” that can map a 3D space.
More on augmented reality in this IMS blog
NISO Virtual Conference:
Justifying the Library: Using Assessment to Justify Library Investments
April 20, 11:00am – 5:00pm EST – Learn more and register at: http://www.niso.org/news/events/2016/virtual_conference/apr20_virtualconf/
Assessment exercises for institutional libraries are frequently a double-edged sword; they’re as readily used to justify cuts as they are to bolster budgets. This NISO virtual conference provides expert insights into how data gathered in the normal course of activities can be leveraged to demonstrate value to the parent institution. Data represent the raw material for building your case. What data are available? How is their quality? What is the appropriate context for persuasively presenting that data to deans, provosts and other administrators? This virtual conference will address the very hot topic of library assessment in the context of a changing educational environment and features a complete roster of expert speakers, including:
- Steven J. Bell, Associate University Librarian, Temple University
- Nancy Turner, Assessment and Organizational Performance Librarian, Temple University
- Jocelyn Wilk, University Archivist, Columbia University
- Elisabeth Brown, Director of Assessment & Scholarly Communications Librarian, SUNY-Binghamton
- Ken Varnum, Senior Program Manager for Discovery, Delivery, & Learning Analytics, University of Michigan
- Jan Fransen, Service Lead for Researcher and Discovery Systems, University of Minnesota
- Kristi Holmes, Directer, Galter Health Sciences Library, Northwestern University
- Starr Hoffman, Head, Planning & Assessment, University of Nevada – Las Vegas
- Carl Grant, Chief Technology Officer and Associate University Librarian for Knowledge Services, University of Oklahoma
The preliminary agenda and pricing information for this event may be found at:
As a bonus, register for the virtual conference and receive an automatic registration for the follow-up training webinar, Making Assessment Work: Using ORCIDS to Improve Your Institutional Assessments, on Thursday, April 28!
Instructors for that session are Alice Meadows (ORCID), Christopher Erdmann (Harvard University) and Merle Rosenzweig (University of Michigan).
For more information about this event, please contact Jill O’Neill (email@example.com).
Other questions for NISO? Get in touch at:
3600 Clipper Mill Road
Baltimore, MD 21211-1948
More on assessment in this IMS blog:
analytics in education
Classroom Discussion and Students Participation: how to Secure Student Engagement to Increase Learning and Improve Teaching
- How to increase the number of students who take part in classroom discussions
- How to avoid the problem of dominant talkers
- How to encourage introverted students to increase their participation in classroom discussions
- Strategies to help your students recognize what they learned in any discussion
- How to use the first day of the semester to engage your students—and techniques for getting them to participate right from the start
- What common classroom practices can decrease the likelihood of a student participating in discussion?
- What strategies can you use to overcome established classroom practices and increase student participation?
- And how can you structure classroom discussions to better facilitate student learning?
What does Research Tell Us about Classroom Discussion? Jay Howard
Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses?
facts from sociological research:
- Gender yields mixed results
- Males participate more frequently than females.
- Males participate more frequently in courses taught by female instructors
- Other studies show the opposite
- Non traditional students participate more frequently
- Instructors’ gender also returns mixed results
- Class size as variable is important, smaller classes, more participation
- Class participation – grading
- Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
0 – absent
1 – present but did not verbally participate
2 – verbally participated one time
3 – verbally participated more than once
4 – made an equitable contribution to discussion in terms of both quantity and quality
- The well-known and established belief that smaller classes spur more participation.
Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion:
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission,
call on student
instructor’s personality issues:
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
- The 10 second rule: students discuss in pairs the concept/question
- Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
- Quick writes: write their thoughts and then share. Loose paper, names on top,
- Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
- K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326.
Discussions and participation in hybrid environment
Jinhong, J., & Gilson, T. A. (2014). Online Threaded Discussion: Benefits, Issues, and Strategies. Kinesiology Review, 3(4), 241-246.
For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
- preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
- Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
- Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017
- 111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
- Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
- Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
- Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
Incorporating online discussion in face to face classroom learning: A new blended learning approach
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.
PDF file available
More on classroom discussions in this IMS blog:
From the Blended and Online Learning discussion list:
We’re working on a grant program at my unit to improve these lec-capture courses. One of the ways is to train faculty:
- We’ve seen that these courses have very little student engagement, especially for online students for whom this is the main medium of instruction. It’s challenging for the instructors to keep the online student in mind as they teach their lec-capture class. This is not surprising, since they’re essentially being asked to teach 2 different audiences simultaneously – in class and online. However, given that this is not going to change in the near future for us, we’ve begun exploring ways to train faculty to do a better job given the constraints. Below are some ideas:
- We are in the process of creating a sort of “checklist” to address things that can be done before, during, and after the class and ways of streamlining the process.
- Make faculty familiar with the technology – do tours of rooms, tutorials, short workshops, etc.
- Syllabus, Schedule and instructional materials are prepared before the semester begins.
- Learning objectives, outcomes, and assessments are aligned and made transparent to the students.
- Design pedagogy that is inclusive – for e.g., move discussions online, create groups that include in-class and online students, use language that directly addresses online students, etc.
- DURING & at the END
- Review a sampling of videos at the beginning, middle, and end by ourselves and then with the faculty and provide them feedback on the good, the bad, and the ugly – very discreetly. 🙂 It’s going to be a sort of a joint reflection on the class. We believe if we do this a few times with the faculty, they’ll get the message and will make greater effort to include the online student in their instruction. And doing it 3 times will also make visible the changes and progress they make (or not)
- We also plan to survey the students at the beginning, middle, and at the end of the semester and share the results with the faculty.
Chunking of videos includes preplanning and post production tasks. Faculty can be trained to script their lectures more, create lecture based on “topics” to make chunking and tagging easier. Need to focus on end user experience (online student).
These are some of the ideas. We plan to start implementing them this summer. I’ll share with you our progress. 🙂
Rema Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <firstname.lastname@example.org> wrote:
Thank you all for filling out the survey on the use of lecture capture in higher education. I appreciate your time and interest in this subject.
Attached are the results. I’ve also provided an overview below. The main purpose of this survey was to get an overall idea of how lecture capture is used in HE. I was just curious to see if the way we use it is pretty much similar at other institutions. The finding was inconclusive. My next step is to dig a little deeper – perhaps repurpose this survey for faculty and students. The final goal is to improve these courses – make them as pedagogically sound as possible, given that this technology is here to stay at our campus, at least for the near future. It will certainly require designing faculty training, but I would also like to explore innovative and efficient ways of chunking lecture videos pre and post production.
Let me know if you have any questions or need further information.
OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS
By Rema Nilakanta
I’ve listed some of the findings that impressed me. They do not follow the order of the questions in the survey. For details, please view the attached report.
Just a quick note – There were 39 respondents, but not all responded to every question. The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.
FINDINGS & THEMES
- Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
- The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
- Almost every one (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
- The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
- The majority of the respondents seem to indicate a campus wide use of lecture capture for different purposes:
o review of in-class lectures
o training and advising
o student presentations (students use the technology to create their presentations/demos/assignments)
o live streaming of seminars and on-site hosting of conferences for remote students and audiences.
- Size of the support units ranged from 1 person to 150+ people spread across campus.
- Similarly, there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
- Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
- Majority seemed satisfied with the lecture capture setup, so did the students. However, it seemed that the knowledge about student satisfaction was more anecdotal than formal. Other observations include:
o For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.
o Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed response.
o There seems to be an awareness of the need to get the lectures captioned.
o Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seems preferable, especially in the face of rising costs of lecture capture technology.
- The top 5 challenges concerning faculty support can be summarized as follows:
o Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.
o Funding and support
o Ensuring best practices
o IP concerns
- Efforts to address these challenges were related to:
– Keep mic on all the time
– Use of media asset management systems, like Kaltura (MediaSite)
– Admins trained to check settings for rooms
– Disable download of recordings as default setting (addressed IP concerns)
– Create user groups around technologies
– Promote communication among instructors using a particular room
– Training of faculty by instructional design teams on the use of technology and best practices
here is more on lecture capture in this IMS blog: