Transcript
Page 1: REC:all Webinar: The Pedagogy framework

The pedagogy framework

4th Sept 2012

Sylvia Moes, Vrije University, Amsterdam

Clive Young, University College LondonEU Lifelong Learning Programme (Erasmus)

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Exploring

• new technological and pedagogical learning designs based on lecture capture

• how weblectures can be used effectively in conventional, blended and distance courses

• different types of interaction with weblectures

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Erasmus project 2011- 2013

REC:all (recording and augmenting lectures for learning)

• University College London, UK• Vrije Universiteit Amsterdam, NE• ATIT, BE• Universitat Politècnica de València, ES• Université de Lorraine

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REC:all

• how lectures are currently being captured and used

• new learning designs for flexible and off-campus delivery

• technical, pedagogical and legal issues

• case studies and scenarios• practical guidelines to help

teachers

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Models of pedagogic use of video lecture capture - limitations

• Thinking and learning design tools• Not analytical, predictive or prescriptive• Provide a way of sharing designs (+ vocabulary)

• REC:all model in ‘draft’ format – your feedback is very important to us

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Three ‘I’s model

Image

+ Interactivity

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreaming/LCMobile videoSocial video (+ Input)

[Asensio and Young, JISC Click and Go Video, 2002]

+ Integration

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weblecture

slidecast

studio based knowledge clip

enriched lecture

social tagging

screencast

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virtual classroom

webinarenriched lecture with tasks

tutorial

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Remembering/Understanding Applying/Analyzing Evaluating/Creating

Lecture capture from start- to end (classic)

Weblecture

Knowledge clips

Slidecasts

cutting

Screencast

Studio-based

Flipcamera

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

Self produced (partly) Re-used

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

producing

Enriche

d(w

ith tasks)

Enriche

d(w

ith objects)

Self produced (partly) Re-used

Instruction clips

Live lecture captureor video conferencing

High level of interaction

Student generated content

Webinar

QuizesTasksDiscussionsTaggingPolling

Lecture capture (classic/chapters)

TasksAssessment

Screencast

Fieldwork

Studio-based

Tutorial

Studio-based

e.g. Screencast-o-matic and MIT

OCW

Self produced +

+

Virtual classroom

Self produced (partly) Re-used

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Flipping

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Lecture capture from start- to end (classic)

Weblecture

Knowledge clips

Slidecasts

cutting

Screencast

Studio-based

Flipcamera

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

Self produced (partly) Re-used

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

producing

Enriche

d(w

ith tasks)

Enriche

d(w

ith objects)

Self produced (partly) Re-used

Instruction clips

Live lecture captureor video conferencing

High level of interaction

Student generated content

Webinar

QuizesTasksDiscussionsTaggingPolling

Lecture capture (classic/chapters)

TasksAssessment

Screencast

Fieldwork

Studio-based

Tutorial

Studio-based

e.g. Screencast-o-matic and MIT

OCW

Self produced +

+

Virtual classroom

Self produced (partly) Re-used

FLIPPING THE CLASSROOM

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Remembering/Understanding Applying/Analyzing Evaluating/Creating

Lecture capture from start- to end (classic)

Weblecture

Knowledge clips

Slidecasts

cutting

Screencast

Studio-based

Flipcamera

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

Self produced (partly) Re-used

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

producing

Enriche

d(w

ith tasks)

Enriche

d(w

ith objects)

Self produced (partly) Re-used

Instruction clips

Live lecture captureor video conferencing

High level of interaction

Student generated content

Webinar

QuizesTasksDiscussionsTaggingPolling

Lecture capture (classic/chapters)

TasksAssessment

Screencast

Fieldwork

Studio-based

Tutorial

Studio-based

e.g. Screencast-o-matic and MIT

OCW

Self produced +

+

Virtual classroom

Self produced (partly) Re-used

FLIPPING THE CLASSROOM

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How does this work from a teacher’s perspective?

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Practical problemsRedesign of lesson

plan

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Remembering/Understanding Applying/Analyzing Evaluating/Creating

Lecture capture from start- to end (classic)

Weblecture

Knowledge clips

Slidecasts

cutting

Screencast

Studio-based

Flipcamera

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

Self produced (partly) Re-used

e.g. iTunes UYouTube edu

e.g. Academic EarthVideolectures.net

producing

Enriche

d(w

ith tasks)

Enriche

d(w

ith objects)

Self produced (partly) Re-used

Instruction clips

Live lecture captureor video conferencing

High level of interaction

Student generated content

Webinar

QuizesTasksDiscussionsTaggingPolling

Lecture capture (classic/chapters)

TasksAssessment

Screencast

Camera on mob.devices

Studio-based

Tutorial

Studio-based

e.g. Screencast-o-matic and MIT

OCW

Self produced +

+

Virtual classroom

Self produced (partly) Re-used

FLIPPING THE CLASSROOM

Redesign of lesson plan

Prac tical problems

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Practical problem

1. Big amount of students

2. Pour interaction during classroom

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Can they remember anything of what I have explained?

Do my students really understand what I’m talking about?

Questions

How can web lectures solve my problems?

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Idea

REMEMBER

Weblecture

UNDERSTAND

Screencast

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Remembering by watching the web lectures on demand, any place, any moment

understanding by training their knowledge via screencasts

Collegejaar 2008-2009 2009-2010 2010-2011

M&T 63,90% 79,70% 79%

LEARNING OUTCOMES IN FIRST YEAR OF STUDY

(N= 1200 STUDENTS)

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My students are starting too late with their assignments

APPLY

REMEMBER

UNDERSTAND

ANALYZE

Practical problem

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How can I help them to APPLY?

REMEMBER

UNDERSTAND

Via which way can I let them ANALYZE the material?

Studio-based

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REMEMBER

UNDERSTAND

APPLY

ANALYZE

I can give them extra points for the webtasks

+

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LEARNING OUTCOMES

increase the success rate in examinations from 58% to 79%For more information:http://istarlearning.com/

APPLY

ANALYZE

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LAST

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APPLY

REMEMBER

UNDERSTAND

ANALYZE

Redesign of lesson plan

EVALUATE

CREATE

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I would like the idea that my students can work in the field

How can I realise this?

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Results?

• This pilot of REC:all is running from 17-30 September

• We will expect and disseminate the outcomes November-December

• www.rec-all.info

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REMEMBER

UNDERSTAND

APPLY

ANALYZE

CREATE

EVALUATE

Transfer of

knowlegde

Training of

skillsFeedback &

Reflection

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http://www.usi.edu/distance/bdt.htm

Bloom and social media(...integration with lecture capture)

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Join: http://www.rec-all.info/

Join: http://vital-sig.ning.com/

Follow: http://www.scoop.it/t/rec-all

Contact: [email protected]

What you can do to get involved


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