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PonoptoCreativeConnection were on hand to “…infuse visual communication into all areas of business…” by doing “visual minutes” for the morning session:

http://www.creativeconnection.co.uk/

Welcome From Panopto

with Tom Davy, CEO Panopto Europe

Requirements for successful Panopto integration involve getting the following components right:

  • Recording
  • Editing
  • Searching
  • Web casting
  • Viewing
  • Integration
  • Import
  • Analytics

The Effect Of Lecture Capture On Pedagogy At Imperial College London

with Prof. Debra Humphris and Prof. Omar Matar

Lectures remain a core part of a university’s “value proposition” but there are many new forms of engagements and students are becoming active contributors as opposed to the passive consumers they have historically been (blended learning?).

Chief trends amongst new forms of engagement:

Trend 1: Mobile (devices and connectivity)

Trend 2: Social (sharing)

Trend 3: “Flipped” (classrooms)

Trend 4: MOOCS (natch)

Trend 5: Blended (learning)

It is forecasted that there will be 2 billion mobile users by next year. Therefore there is a clear need to personalise learning which should create “lifelong learners”.

There has been a “Tremendous demand for lecture capture from students”.

Having this “at their disposal” is very important and it is recognised as a “powerful revision tool”. Overseas students find their English improves and their understanding of the content of the lectures deepens. This is especially useful for students with disabilities also.

Imperial’s E-learning Strategy Group pioneered the testing of lecture capture and traditionally only the business school had this capability but its use has since spread.

The National Student Survey: http://www.thestudentsurvey.com/

This has been really useful for demonstrating that students really do value the use of lecture capture technology because it matches who they are (hoe they like to consume lectures). The stats from Imperial ICT Dept demonstrate that they have reached 20.5 k views of lecture recordings.

A student at Imperial was recently quoted as saying:

“I am eternally grateful and indebted to the fantastic idea of lecture recordings.”

And it is notable that feedback from students for other subjects’ is beginning to mark subjects down if they ARE NOT doing lecture capture.

And these subjects and professors are beginning to realise that they may not have seen the added value to begin with and Prof. Omar Matar, who is also Head of the E-learning Strategy Committee, helps to do the “persuasion” for the resistant side of staff by helping with the innovative side of things (recording voice overs for PowerPoint presentations, performing the lecture captures, creating handouts, producing slides on the VLE). Imperial’s policy is that there is no point in embarrassing teachers who come to technology late. Materials get reused year on year; some get updated as and when…

The Student View: Technology And Learning

(The students were introduced in an amusingly similar way to Paxman introducing contestants on University Challenge).

At the moment students see lecture capture as a bonus but it’s increasingly becoming the case that they expect and demand this from every subject. This is putting pressure on academics (good thing?).

A lecturer resisting said that they “…didn’t want to be a ‘movie star'”. There is a phobia of being recoded, so there is definitely an element of training required. Over time the need for this will lessen.

Many lecturers worry about attendance but the panel said that the students who don’t attend are the ones who won’t work anyway; it doesn’t make a difference.

The issue is to do with interactions in the lecture; it’s the social element. People will always attend the lectures because they need to interact with lecturers.

Students mainly access the recordings after the lectures and create chapter marks to quickly access salient points weekly, but then also at revision times. It’s almost inevitable that students will miss some things during the lectures. Watching the video is always going to be much more powerful if the viewer has attended the lecture.

Students access the videos on laptops, for group viewing or on tablets for personal viewing. Tablets and smart phones won’t replace pen and paper until there’s more work done with recreating the act of writing (i.e. styluses).

The only things missing are seeing exactly what’s being written on the blackboard or whiteboard and interaction with the lecturer. Lecturers upload files immediately after the lecturer, especially if they’ve referenced them.

The key benefits are that videos are relevant; on YouTube the students could have to sift through a lot of rubbish but these videos are guaranteed to be relevant and useful.

Students can identify which sections they are going to have trouble with and then take the time to “drop the bookmark” at that point and make sure they revise these points. Students will always find time to do the things they WANT to do.

You could go really crazy with production but if it’s being used as a simple study aid the students just want to use it as an alternative to regular note taking.

It’s been suggested that the lecturer create the recording ahead of the lecture and use the originally scheduled lecture as something more interactive like a workshop.

Some students who don’t like physically attending are only still on their courses because of the videos (?).

Certainly having access to the videos means you may not have to take notes. Does note taking mean you’re paying less attention? Does that mean you interact less?

Therefore does lecture capture help students get more from the actual lecture?

Understanding Emerging Digital Behaviours And Their Impact

with Lawrie Phipps (JISC)

There’s a big push to get analytics and discover who’s accessing what, from where, using what.

Many users still believe the first thing that comes up is the best:

User reviews on Amazon are a key info source. Yoohoo! Answers is a key q&a site.

It’s helpful to understand your institution’s context of digital. (Helping the relevancy of the lecturer?)

Basic digital literacy… http://mashable.com/2013/05/06/digital-skills-college/

1. Setting Up a Wi-Fi Network

2. Backing Up to the Cloud

3. Basic Photo Editing (Photoshop)

4. Basic Video Editing (Final Cut Pro)

5. Google Drive and Microsoft Office (Seriously)

6. HTML and Basic Coding

7. Setting Up a Website and Domain

8. Converting File Formats

9. Online Banking

10. Branding Yourself

(Perhaps useful for our own study skills?)

Are many institutions including this in their calculations of grades?

Do you consider yourself as an online visitor or online resident?

The biggest frustration of students is the lack of joining up of the various systems. There are often conflicting messages from different departments and a lack of overall cohesion!

Notes compilied by James Leaghy @Witterquick VLE Content Developer at Regent’s University London

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