Fostering Effective Usage of Lecture Capture: A Longitudinal Study of Video Consumption Habits
I found this presentation by James Youdale very thought-provoking and rather informative. My role as Lecture Capture Coordinator means I spend a lot of my time managing the recorded content and supporting academics through training and workshops. It quickly became clear from hearing the research gathered from James that I would to turn my focus to student guidance and info. It was interesting to hear how students consume the content and if they were using any guidance already provided to them.
What James found is that even though there was guidance, only a small percentage of students used this and most students were not even aware it existed. It became clear to me that I would need to engage with our students to show them a guide for “Good Practice” as most students are under the impression that they have grown up with on-demand video so already know how to best consume it. One observation was in the way students consume the recordings. Only a very small percentage did this as a collaborative group most preferred to view them individually.
From the information gathered, I now aim to create a best practice guide for students that can easily be accessed on multiple platforms combined with some workshops. In conclusion, I thought the presentation was very informative and had given me a lot to think about. It has also solidified how we think students are consuming content and that lecture capture will never be a replacement for teaching but a tool to be used alongside it.
Session title: Facilitating peer-led group research through virtual collaboration spaces: a multi-year action research study, Richard Walker (E-Learning Development Team University of York)
Conference Theme: Creativity across the curriculum
Synopsis: This compelling session presented findings from a study using ‘peer-led group learning’ to support research tasks and the development of problem-solving skills in a 3rd-year undergraduate Biology module at York University. ‘Peer-led’ teaching is nothing new; it’s using an expert peer, in this case a postgraduate researcher, as a learning facilitator and resource. However, what was novel was how they used a collaborative technology platform as a virtual meeting and workspace to overcome challenges in more traditional approaches to project supervision such as:
tend to be one-to-one
problematic timetabling of meetings/supervision
little/no benefit to/from peers
propagation of solutions is slow
issues coordinating multidisciplinary projects
The app they used for the collaborative hub was Slack (a commercial product, similar to our O365 Teams). Using a channel for each student, for planning, and for questions, the ‘always-on’ collaborative hub fostered greater interactions in asking questions, sharing solutions and displaying data.
Their findings indicated this approach supported effective student collaborations, which promoted peer-to-peer learning – with a focus on interaction and creative problem-solving, thus reducing dependency on the instructor for guidance and control of learning processes. Students enjoyed the quick responses to queries and the ease in keeping a record of what’s been said through the conversation feed structure: “We were working as a team; although we have different projects, we have the same problems and were solving them as a team.” See this link for a case study of the initial pilot.
Comment: The app of choice here, Slack, by the University of York was down to the institutional license held for it at the time of the pilot. IT Services have just rolled out the analogous app in Office 365, Microsoft Teams, to the student cohort here at St Andrews, which could be a platform for similar types of collaborations. Given the prevalence of project-based coursework across disciplines, this is an approach worth trying for increasing engagement, not to mention the possible collateral benefits of improved efficiency and productivity.
Session presentation slides available here (thanks to Richard). A short paper of recent findings is in production.
In September this year, the TEL Team joined nearly 450 delegates in attending ALT-C (the annual multi-national conference of the Association for Learning Technology) in Edinburgh. Over the next few weeks, team members will present their highlights in a series of ‘session bite’ posts. The full three-day programme can be viewed here.
The McEwan Hall – a stunning venue
Your ‘session bites’ bloggers (L-R): Sonny Evans (IT Skills Developer); Margaret Adamson (Head of TEL); Daryl Haynes (Lecture Capture Co-ordinator). Photo by David Jarratt, Media Services.
Can you spot us in the conference photo by Chris Bull for Association for Learning Technology? ALT conference 2019 , Edinburgh. Day two – Wednesday 4th September. www.chrisbullphotographer.com
Last week we ran a Digital Footprint workshop for students as part of the PSC+ IT Skills programme. Participants were surprised to discover how much they could find out about each other online, just from knowing a name. The image … Continue reading →
Last Tuesday, Upper College Hall welcomed an audience of academic and professional staff to an event to outline the current and future work of the TEL Project Team, introduced by the Vice Principal (Education), Prof Clare Peddie, and Head of … Continue reading →
Two dozen Moodle enthusiasts from across HE and FE gathered in St Andrews last Friday. First up was Mark Glynn, Head of Teaching Enhancement at Dublin City University, who talked about a custom report they have created within Moodle to give lecturers a programmatic view of assessment, giving them the opportunity to improve collaboration and scheduling. Mark was followed by Chris Sumner from South Lanarkshire College who gave an overview of their Moodle/Microsoft Teams integration. Jasmin Hodge from Forth Valley College showcased two new Moodle course formats: Flexible Course and Structure Label. Ken Currie then talked about using interactive content libraries, in particular, the H5P plugin which adds interactive features to Moodle activities like Book, Page and Lesson. Lee Coomber from IT Services in St Andrews was up next, talking about the current integration work we’re doing with MySaint, Moodle and MMS. The last talk of the day was from Stephen Bruce from Edinburgh Napier who outlined a their fully online CPD approach using Moodle.
We recorded most of these sessions, and will make them available here once they’re out of post-production. Anyone who’s interested in learning more about any of the Moodle features mentioned, please get in touch via email@example.com.
You can follow some of the speakers on Twitter too:
Mark Glynn: @glynnmark
Jasmin Hodge: @jmdh22
TELStA welcomes SMUG to St Andrews on Friday 4 October. Five speakers from across HE and FE will present on Moodle innovations taking place in their institutions (see programme here). Lee Coomber of IT Services at St Andrews will talk about the current integration work happening as part of the TEL Project. Although this is a professional network event, we hope to record it so that we can share the event more widely.
St Andrews colleagues! Do we have a shared understanding of Learning Analytics? We are running an interactive workshop on 2nd May (1400-16:00) which gives staff an opportunity to explore potential definitions and uses from the perspective of various user groups. The event is also the launch of our TELStA Gateway space, and afternoon tea is provided! Book on PDMS.
Visualization needs to be approached carefully, with proper consideration given to audience and purpose. For example, will your visualization be a product, or a process – will it be used to explain, or explore your dataset?
Some risks of visualizations were highlighted to help contextualize their use:
Over-emphasis of one aspect of the data may de-emphasise another, for example, Beck’s tube map of 1951 emphasises connections but de-emphasises geographical proximity.
Some visualization tools and softwares may have inherent bias built into them depending on what audience they were designed for. The algorithms used may not be transparent, for example with Google’s N-gram tool.
Visualizing “sentiment” analysis is not an exact science. Current algorithms can work with words, but take no account of tone or register (or even emojis!). For an example of “sentiment” analysis, see the Twitter visualization of the Olympics in 2012.
As well as the time to get hands-on with and evaluate various visualization tools, it was great to see and hear about the work already being done in this area by colleagues around the University, for example Kathryn Rudy from the School of Art History – and of course the exciting digital humanities projects taking place in the Library.
For more information on digital humanities at St Andrews, contact Dr Alice Crawford in the Library – or catch up with her blog.