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Effective use of lecture capture in
a large lecture hall course
Nick Linardopoulos, Ph.D., Public Speaking and Debate
Coordinator,
Communication Department, School of
Communication and Information, Rutgers
University
Steve Garwood, Ed.D. Candidate, Assistant Dean for Instructional
Support and
Assessment, School of Communication and
Information, Rutgers University
Twitter: #ELI2015
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Poll Primary Role
Whats your primary role at your institution?
Instructor/Faculty
Instructional Design/Technology Staff
Administrator
Other
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Sample Recording (1:01)
Local Link URL -
http://bit.ly/1yewKnJ
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Agenda
Background Recorded Lectures in Comm 101 Present Study What Weve
Learned
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Background - Literature
What the research tells us* o Use
Yes/No
Why/How
o Learning Depends
o Who benefits most NNES
* See handout for various sources.
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Background - Literature
What the research tells us* o Segment (where possible)
o Be clear in your organization
o Multimedia o Words and Pictures
o Be natural
o No need for your image
* Mayer, R. E. (2010). Multimedia learning. Cambridge: Cambridge
University Press.
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Poll Do You Presently Record?
Do you presently pre-record content or record
your live lectures?
Yes, and Im intermediate-pro
Yes, but Im new to it
No, but Im very interested
No, Im on the fence
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Background - Recording at SC&I
Panopto Uses - Online, Hybrid, Face2Face
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Background - Comm 101
Large lecture hall course 250 450 students
Attendance via iClicker Survey communication course
Required for entry to the major
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Comm 101 Spring 2013
Spring 2013 Pilot o Recording of in class lectures
audio, video, slides
o Embed link for review on Sakai
o Password protection
Feedback o Great idea, hard to utilize and search content
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Fall 2013/Spring 2014 updates Nick?
Nick?
Captions incorporated
Comm 101 F 2013/S 2014
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Poll - Experience
Nick and Steve have been recording lectures
in Comm 101 since:
Spring 2013
Fall 2014
Just started in Spring 2015
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Fall 2014
~250 students 26 Recordings - Direct link on dedicated
tab on Sakai
~100 (avg) unique users of each recording 4096 views / 18,261
total minutes viewed Note: Participation measured via iClicker
Comm 101 Fall 2014
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Comm 101 Fall 2014
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34% male / 64% female / 2% Prefer not to answer 33% caucasion |
30% asian/pacific islander |12% african-
american | 14% latino/hispanic | 11% other
89% 17-21yrs old 46% 0-12 | 19% 13-30 credits earned | 24% 31-60
| 11% 61+ 58% No Communication major |21% Yes | 20% Not Sure 79%
English 1st language |21% English 2nd language
Comm 101: Fall 14 Survey Results 177 responses (71%)
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Was your decision to enroll in this section of Comm 101
influenced by
the availability of lecture recordings?
Comm 101: Fall 14 Survey Results 177 responses (71%)
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The fact that the recording of each class session were available
made
it more likely, less likely, or made no difference in your
decision to miss
the sessions that you did?
Comm 101: Fall 14 Survey Results 177 responses (71%)
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Comm 101: Fall 14 Survey Results 177 responses (71%)
If attendance had not been taken via the iClicker how likely is
it that
you would have missed more class sessions?
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How many recordings (either fully or partially) of our class
sessions did you end up watching this term (in total)?
Comm 101: Fall 14 Survey Results 177 responses (71%)
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Which of the following best describes the time frame in which
you
watched the recordings of our class sessions?
Comm 101: Fall 14 Survey Results 177 responses (71%)
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If you viewed the recordings as part of your preparation for the
exams,
how did you use them?
Comm 101: Fall 14 Survey Results 177 responses (71%)
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Overall, I feel that the availability of the lecture recordings
facilitated the
learning process and helped me meet the objectives of the
course:
Comm 101: Fall 14 4 Survey Results 177 responses (71%)
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Overall, I feel the availability of the lecture recordings
helped me do
better in the exams for this course:
Comm 101: Fall 14 Survey Results 177 responses (71%)
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Overall rating for the set-up through which you could access
the
lecture recordings:
Comm 101: Fall 14 Survey Results 177 responses (71%)
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Overall, I feel that making the recording of the class
sessions/lectures
available was useful this term and should continue in future
terms:
Comm 101: Fall 14 Survey Results 177 responses (71%)
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I felt that the recordings were very interesting and effective.
This was
the first class that had this and it was nice to have so I can
just listen in
class without worrying about catching all of the notes and
everything
the instructor says
Overall I would say the lecture capturing system is VERY helpful
and
should be continued. It is very useful and allows us to
review
everything that was said in class plus we can pause and
rewind
which is also useful.
Comm 101: Fall 14 Survey Results Qualitative Comments
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I thought it was very effective, and if I didn't understand
something or
had missed something it was easy to go back and re-watch.
It is very help if you want to find something. All you need to
do is to
search for that key word to find out more information
I think the lecture recordings really helped my overall grade in
this
course. Even though I went to 90% of the lectures and only
missed 1-2
I still reviewed them because hearing things helps me
remember
them better so I used them to study for exams and go over
information I was unsure about.
Comm 101: Fall 14 Survey Results Qualitative Comments
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The lecture recordings can either be extremely useful or
useless
depending on the student's attention in class. And for this
particular
course, they were useful because a lot of questions for exam
were
answered by what Nick had said in class that wasn't on the
notes. It
was useful if you missed taking those notes in class and had to
go
back and listen to what he said.
Maybe have smaller recordings of just the key points and no
filler talk.
Comm 101: Fall 14 Survey Results Qualitative Comments
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Present study Spring 15
In-process: Research questions:
1. Do students utilize recordings of lectures/presentation more
if they are captioned/transcribed? Why/why not? (value,
perception)
2. How do students use transcriptions/captions of lecture
recordings for studying and learning? (approaches, strategies)
3. How does the inclusion of captions and the indexing of the
lecture recording affect how well students are able to search
for
and find information from recorded lectures? (recall vs.
precision)
Method:
Survey. (n = ~250) Additional questions on the end-of-semester
survey that has been in use since the end of the Spring 2013
semester. Specifically, we will add 3 questions to the survey to
directly address captions and transcriptions. Responses to
these questions will be coded and analyzed with specific
themes.
User Test (n = ~20) Experiment with a small sample of students
to see how they use captions. Specifically, students will be
provided with a certain number of closed- and open-ended tasks and
their actions will be recorded as they are asked to
think aloud to explain their reasoning and actions. Data
collected will be coded and analyzed.
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What Weve Learned
Instructor and student benefits
Review function
Enhancing online component of the course
Captions
Indexing
What tips/tricks would you like to share?
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_____ Interested in Recording
Now that were done are you ____ interested in recording:
More
Less
About the Same
Wownow I have even more questions
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Questions? Comments?
All images from
shutterstock.com