panopto basics - getting started with personal capture
TRANSCRIPT
www.wlv.ac.uk/capture
PANOPTO BASICSGetting Started with Personal Capture
Gemma Witton, eLearning AdvisorElora Marston, eLearning Facilitator
College of Learning and Teaching
www.wlv.ac.uk/capture
Session Overview• What are Capture Technologies and how do they work?• The Viewing Experience• Best Practices for Teaching with Video• Recording with Panopto• Editing and Sharing
• Summary of pilot findings & capture literature• Support for you and your students
www.wlv.ac.uk/capture
What are Capture Technologies?
• wlv.hosted.panopto.com
www.wlv.ac.uk/capture
Introductions• Who are you?• Which faculty/department are you from?• Do you have any previous experience of capture technologies?• What are you hoping to do with capture technologies in the future?• Do you have any concerns about using capture technologies as part of your practice?
www.wlv.ac.uk/capture
Capture Pilot 2014/15 & 2015/16
• An “experiment” followed by a closed pilot project• Rosalind Franklin Science Centre• MC001 Lecture Theatre• Personal Capture• Procurement of a long term solution
www.wlv.ac.uk/capture
Evaluation: What Our Students Say• Students found all types of captured materials useful
• Students are adapting the way they use materials depending on their learning need
• Students say they value the flexibility and playback control provided by captured materials,
• Students are claiming better concentration, improved understanding, and increased confidence in their own learning.
• 100% of students want to see the university continue with capture technologies
www.wlv.ac.uk/capture
Evaluation:What Our Academics Say• Staff tell us that the capture system is easy to use
• Staff would like to make more use of the technology in the future
• Staff say that time was the main barrier to greater engagement – but that it would ultimately save time
• Staff felt being able to have capture software available for their own computers and devices would be most important to their future academic practice
• Staff reported greater levels of engagement from students who were more prepared for practical sessions
www.wlv.ac.uk/capture
The Viewing Experience• If students have a problem viewing captured materials their first point of contact will be … ?
• Go to wlv.hosted.panopto.com and log in using your university credentials
www.wlv.ac.uk/capture
The session so far: a recapWe know:• what capture technologies are• how they are being used at WLV• our student and staff opinions• how students/viewers will use the material we capture
What else do we need to consider?
www.wlv.ac.uk/capture
Choosing what to capture• How might you incorporate capture technologies into
your educational approach?• Capturing live events e.g. lectures or classes for use as tools for
reinforcement or revision.• Capturing demonstrations of skills, techniques or processes to be
viewed by students in preparation for practical sessions• Capturing information delivery to be viewed by students in
preparation for on-campus activities such as group discussions or activities
• Capturing of video materials to support online and distance learning• Capturing relevant materials off-campus to use on-campus• Providing supplementary learning materials• Student-created recordings• Unpacking assessment briefs• Delivering video feedback to groups or individuals
www.wlv.ac.uk/capture
An evidence-based approachPublished Literature WLV EvaluationCaptured Lectures lead to increased Student Satisfaction (Franklin et al, 2011; Missildine et al. 2013)
Students found all types of captured materials helpful to their learning with the highest preference for pre-recorded science demonstrationsCapturing lectures have little to
no impact on student attainment (Leadbetter et al. 2013; Franklin et al. 2011;)
More engaged and prepared students in sessions means academic staff are able to facilitate deeper learning experiences in Rosalind FranklinCaptured materials have the most
positive impact on students when they are deliberately incorporated into the educational approach. (Marchand et al, 2014)
Higher levels of student engagement (viewing) with captured materials that have a specific purpose and/or are associated with other learning tasks
www.wlv.ac.uk/capture
Volume
Impa
ct
Flipped Classroom
Captured Lectures
Captured Feedback
Demonstrations Online Distance LearningCapture On-Location
Live-Streamed Lectures
Assessment Unpacking
Supplementary Materials
Impact =
Consu
mption +
Integration
The Capture Value Model (Witton, 2015)
Volume = Recorded Hours + Workload
www.wlv.ac.uk/capture
Choosing what to capture• Copyright & Intellectual Property Rights• Signage, consent and disclaimers• Length of captured content
• What to include:• A video stream of the presenter?• Just the slides and audio?• Q&A or Discussion Activities
• The availability of materials:• Restricting availability• Live streaming
www.wlv.ac.uk/capture
Choosing what to capture• The impact on attendance• Expect a decrease in attendance between 10% and 20%• Many students prefer live lectures• Some literature has reported an increase in student
engagement• Decrease in attendance more likely if the capture is a
faithful representation of the event
• What could you do to limit the impact on attendance?
www.wlv.ac.uk/capture
How to capture, edit and share
• Installing • Demonstration of the Panopto Recorder• Editing Your Recordings• Sharing your captured content
www.wlv.ac.uk/capture
Support for You & Your Students
• Panopto Help & Guidance• Get Started with Panopto• Capture Webpages
www.wlv.ac.uk/capture
Q&A