Reinventing the lecture: how student engagement and analytics can transform teaching delivery and learning outcomes

Reinventing the lecture how student engagement and analytics can

transform teaching delivery and learning outcomes

#Learningatcity17 @johncoup @echo360

Being an active participant…

If you have a laptop, tablet or phone:

1. Follow the email link (sent 19/6, 9:01am) or • visit http://bit.ly/City_AL• Log into Echo360, institution ‘Echo360 University UK’

2. Enter your U=[your email], P=[you create one]3. Click on ‘Reinventing the lecture - City Uni Workshop’

University lectures, by numbers…

eg: 200 teaching rooms

5 teaching sessions / room / day

…5,000 sessions / week

…100,000 sessions / academic year

circa 15,000 undergraduate students

This work is licensed under a Creative Commons Attribution-NoDerivs 2.0 Generic License

https://creativecommons.org/licenses/by-nd/2.0/



…enabling choice and responsiveness in the

pace, place and mode of learning

“Flexible Pedagogies: part-time learners and learning in higher education”. McLinden 2013, Changing the Learning Landscape, HEA

“Sometimes disruption comes from technology transforming human activity. …The Fitbit approach to educational data gathering may possibly be a key missing link.”Fred Singer, 2016

https://www.edsurge.com/news/2016-01-04-what-higher-education-can-learn-from-fitbit/

Confused

Has a question

Not interested

Cant understand the lecturer

Too easy

Distracted by social media

Has difficulty making notes

Are they listening?

Have they completed the pre-lecture activity?

Are some students missing today?

Did they understand that last slide?

Why am I not getting much response to my

questions?Did that last student

question reflect the general consensus?

In-ClassPre-Class Post-Class

VLE

Notes Quiz

Social

Theatre

Seminar Lab

Online

Disconnected approaches to teaching delivery and active learning

Tools

Spaces

Mobile device use in class

Ban‘students will engage better without digital distractions’

Ignore ‘not a problem for me because my content/charisma/good looks keeps them sufficiently engaged’

Embrace and Use‘give shy students a voice, help students learn at their pace, give instructors more tools to engage students’

David White, 2016, http://daveowhite.com/coalescent/

Using devices in classroom spaces


Using devices as shared learning spaces in classrooms


“…design pedagogy which coalesces physical and digital spaces. Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps.”

Moving towards coalesced pedagogies

Questions?Questions?

during class

Live class experience available for all on-

campus and distance learners

In-class engagement tools: discussion,

quiz, flagging

Active learning captured

Active learning,Connected teaching

during class

before class



Interaction between instructor and peers

Place and pace to suit each learner

Recording, discussion and

activities released


quiz, flagging



during class

post class

before class





Recap/Reflection/Revision on recording, discussions

and activities

Class follow-up discussion


activities released


quiz, flagging



during class

post class

before class





Recap/Reflection/Revision on recording, discussions

and activities

Instructor review of class analytics



Class follow-up discussion


activities released


quiz, flagging




Evidence of student engagement in lectures

- Introducing an online discussion space changes the response rates by gender

Three examples:

Phillips

Rientes

Samson

Questions posted by

students during a

lecture

(Montpetit, 2016)

Students declaring

themselves ‘confused’

during a lecture

(Montpetit, 2016)

Student engagement post-lecture

Evaluation of student

behaviours with lecture

recordings following the

lecture

(Phillips, 2010)

Evidence of learning gain

Learning gains

compared across

different active learning

systems

(Montpetit, 2016)

Evidence of improved exam grades

Final exam results

following active learning

on course module, from

2011-2016

Using analytics to predict progress

Activities Correct

68

75

82 82

93

Ave

rage

Exa

m G

rad

e%Questions Answered Correctly

The accuracy of quiz

responses on final

exam results

(Samson, 2016)

Note-Taking

75 77 78

85 86

60

65

70

75

80

85

90

95

100

Ave

rage

Exa

m G

rad

eTotal Words Typed in Notes

Words typed in lectures

as predictors of final

exam results

(Samson, 2016)

Predicting student

outcomes, based on

classroom engagement

(Samson, 2016)

Some benefits of reinventing

the lecture

For Students

For Educators

For Organisations

• In-class tools to interact with teacher and peers • Mobile-friendly access to lecture resources• Real-time data on progress analytics• Connect pre-, during- and post-lecture learning

• Increased student engagement in lectures• Real-time feedback from students• Ability to deliver teaching as in-class, flipped, live and MOOC-style• Sophisticated analytics to evaluate teaching effectiveness

• Positive impact on TEF-related metrics (eg: NSS, retention, grades)• Integration with other learning systems• Earlier predictive data on student progress• Ability to effectively teach off-campus learners


VLE

Notes Quiz

Social

Theatre

Seminar Lab

Online

Disconnected approaches to teaching delivery and active learning

Tools

Spaces


VLE

Notes Quiz

Social

Theatre

Seminar Lab

Online

Connecting teaching delivery and active learning

Integrating Tools

Linking Spaces

Merging interactions

Engaging learners


Reinventing the lecture how student engagement and analytics can

transform teaching delivery and learning outcomes

mailto:[email protected]

Reinventing the lecture: how student engagement and analytics can transform teaching delivery and learning outcomes

Education