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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).

YouTube Launches New Site for Teachers

Last week, YouTube introduced a new site specifically designed for teachers. The site’s purpose is to help educators incorporate educational YouTube videos into their lessons, maximizing student engagement. The site can be accessed at http://www.youtube.com/teachers.

If you are an educator, the site is definitely worth a look. Whether you’d like to publish your own videos on YouTube or create a playlist of additional course content for your students to view, YouTube Teachers can help with that. The site even has a resource list for both free and paid screencasting software, hardware, and video editing tools.

Many instructors are already using video–largely from YouTube–in the classroom. It’s great that YouTube is (at least aiming to) creating a community surrounding and supporting this. Stop by and check out their tips, resources and playlists!

Historypin Lets You Search and Pin Historical Photos

Historypin is a site that works in collaboration with Google Maps to map historical photos from all around the world. The user can post their own photos to the map or explore the ones which are already on the site. On Historypin, you can search by area, subject, and even time period.

Not only does the map let you know the area in which the photo was taken, but the user can also compare the photo to a modern-day satellite image of the area. There are also various other helpful tools, including tours- a tool which allows the user to be guided through a sequence of photos that tell a story. Overall, Historypin seems like an exciting tool that could be used for a variety of subjects. For more information, check out the video from Historypin’s site below:

Google Plus in the Classroom

In case you missed it, Google has announced that they will be releasing their own social networking site. The project, which is called Google+, is currently available on an invitation-only basis and is not yet available to the public. Still, many people have been able to try it and are saying Google+ could be a very useful tool in education.

A Wired Campus article by Jeff Young highlights the following key features on Google+, which may be beneficial to both students and faculty:

  • Google+ allows “selective sharing”, meaning that users can choose which circles of friends they would like to share specific content with. This feature could come in handy when professors would like to add their students as friends, but are concerned with respecting their privacy or personal lives.
  • Friend circles could also work as small group communication, possibly for class projects.
  • Google+ “hangouts” (casual video conferencing) can be used in place of office hours or face-to-face tutoring.
  • One assistant professor at UT Dallas even predicts that Google+ may be an alternative to the traditional LMS.

It’s hard to tell exactly what Google+ has in store for education. Since the social networking site is still in the developing stages, it may take some time before it’s widely used in the classroom. The site is expected to be released for public use on or before July 31st, 2011.

LT Site Analytics: May 2011

The Learning Technologies website analytics for the month of May are in! In total, 226 pages were viewed 6,493 times. At UWB LT, we are always interested in reading our site statistics to better understand how people are using the Learning Technologies website. Here are some things that stood out last month:

  • Our Blackboard page was the most viewed at 584 pageviews, 510 of them unique.
  • ePortfolio pages were very popular this month. The top 10 most visited pages included the pages for ePortfolios in general, ePortfolio Student Tutorials, Google Sites FAQ, and IAS ePortfolio Resources. We hope everyone who completed an ePortfolio this quarter enjoyed the experience and found our resources helpful!
  • The Digital Media Lab’s page spiked in popularity this month, moving from the 6th to the 2nd most viewed page. The page was viewed 429 times, nearly a hundred more than last month.
  • The average time spent on a page was 1 minute, 28 seconds. A whopping 5 seconds more than last month!

Thanks to everyone who visited our page last month- we hope you found our information helpful. Remember, if you need technology help, are looking for something on our site, or have any suggestions for us, feel free to send us an email at learningtech@uwb.edu.