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2011:

Successfully Using Lecture Capture

Does lecture capturing software help students learn? Engaging Lecture Capture: Lights, Camera…Interaction! is an article published by Educause Quarterly that seeks to answer this question. With not much research being done on the subject of lecture capturing, many institutions are wondering if lecture capturing software (and, in turn, hardware) will be a good investment.

The article highlights a few studies in which students were surveyed about their feelings towards recorded lectures as a supplement to class. In one survey at the University of Wisconsin-Madison, “82 percent of the students would prefer a course in which lecture content is recorded, and 60 percent were willing to pay extra to have this technology available to them”. Temple University’s surveys showed even higher approval by both students and faculty: 95 percent said they preferred a course with recorded lectures. Students at both institutions also mentioned that they enjoyed the benefits of having the lecture on hand to catch up on missed classes or review course material before a test.

Despite overwhelming student satisfaction, it is still unclear whether captured lectures benefit students’ test scores and grades. Studies at both the University of Texas-Austin and Coppin State University have revealed that there was no clear difference in grades between students in classes using lecture capture vs. students in classes not using lecture capture.

At this point, the big question is how do we maximize the benefits of lecture capturing in higher education? What’s the best way to implement this technology so that it can be a success? Below, I will highlight some of the answers and tips EQ provides (for those interested in getting more in-depth answers to this question, definitely give the original article a read):

  • Use a lecture capturing system that requires minimal faculty intervention. With lecture capturing software, it should not be required for faculty to be tech experts to use the software. After all, faculty have enough to focus on while teaching class.
  • “Develop clear guidelines regarding the use of lectures and communicate them to faculty before a course begins.”
  • Train instructors on best practices. For best results, faculty should be trained and given time to explore how the lecture capturing software will work with their teaching styles. Give them tips on how to use it best and a heads up on any errors they may encounter.
  • Emphasize practice for faculty and tech support staff before the recording starts. Make sure faculty members know where the camera is pointed, the sound quality is good, and all the hardware is working correctly.
  • Ask faculty to watch recordings after they are published. This way, faculty can learn and improve on any mistakes made.
  • Interactivity. Possibly one of the most important tips. Allow faculty and students opportunities to interact after the lecture has ended. This includes either in-class discussions or activities, and/or following up online (discussion boards, chat, blogs).

Students & Faculty at UWB Develop Kinect as a Teaching Tool

This video by David Ryder gives a look into a new teaching tool developed by UW Bothell faculty and CSS students involving the Kinect, a video gaming motion sensor. The tool was created for K-12 students and teachers in an effort to make math more fun, interactive and hands-on. Take a look:

The MERLOT Pedagogy Portal

MERLOT, an organization widely known for its collection of open source, peer-reviewed learning materials now has another invaluable resource for higher education: The Pedagogy Portal.

The Pedagogy Portal was designed for instructors, or anyone interested in instructional design and development. It is similar to the main MERLOT site, but rather than material that can make up the content of a class, the material found here is designed to improve and broaden one’s teaching skills. Also like the main site, everything is open source and peer edited…in other words, high quality and free!

The Pedagogy Portal has been well-received, and was even featured last March on Duke University’s Center for Instructional Technology blog.

If you are an instructor with any questions about teaching, the Pedagogy Portal is a great resource for answers. Here are some of our favorite sections of the portal:

Where are students getting their plagiarized content?

Campus Technology reported on a study conducted called Plagiarism and the Web: A Comparison of Internet Sources for Secondary and Higher Education Students. The report revealed that Wikipedia was the “top individual source” plagiarized by students in over 33.5 million papers reviewed for the study. Wikipedia showed matching text for 7.99 percent of the plagiarized instances. Yahoo Answers came in second, tagging along behind Wikipedia as the source for 7.55 percent of plagiarized text.

Although Wikipedia came in as the top individual site, encyclopedia sites like Wikipedia weren’t the most plagiarized, as a category. In the study, more than a quarter of the students plagiarized content from “social and content sharing sites” such as Facebook, Yahoo Answers, and SlideShare. Second in popularity were “homework and academic sites” (nih.gov, medialibrary.org, etc.). Third were “cheat sites and paper mills”, sites where students pay for pre-written content. Fourth were online news and media sources. At number five finally came encyclopedia sites like Wikipedia, Britannica Online and Encyclopedia.com.

Academic integrity is extremely important to practice in education–especially here in the digital age. Here are some valuable UW Bothell plagiarism resources:

…and some non-UWB resources as well

Capturing Lectures for Student Learning with Tegrity

Tegrity logoThe entire University of Washington system has adopted Tegrity as its lecture capture software.

Tegrity can record audio, video and your computer screen image (such as a PowerPoint presentation) and then create a high-quality, interactive video for students to review at a later time.  It allows instructors to record easily lectures in class as they are given or in their offices to be posted online as part of a hybrid or online class. Tegrity will be available to UW Bothell faculty starting Winter quarter.

Tegrity can be used to:

  • Record in-class lectures as you give them, including audio from a microphone, video from a webcam, the classroom projector image and a document camera image all at once (if desired), so that students can return to the lecture later to study and review the content.
  • Record lectures (with the same equipment listed above) in the instructor’s office to be posted online in the course Web site as part of a hybrid or online course

Although Tegrity is currently only available to the “instructors of record” in the UW Course Time Schedule, there are plans to open the system to the wider UW community, so that all staff, faculty and students can use it as a technology for formal and informal trainings and presentations. We will announce this on this blog when it become available in this way.

Look for more information on the Learning Technologies website in the weeks to come.