From lecture capture to learning capture: how classroom engagement, video and analytics are...

From lecture capture to learning capture how classroom engagement, video and analytics are

transforming the learning experience

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

…beyond ‘isolated islands of innovation’

ALT Annual Conference 2017University of Liverpool

https://creativecommons.org/licenses/by-nc-nd/4.0/




Dr John CouperthwaiteSolutions Engineer, Echo360 EMEA

+44 7855 [email protected]@johncoup

Dr Auðbjörg BjörnsdóttirDirector of the Centre of TeachingUniversity of Akureyri

+354 460 [email protected]





Islands of learning experiencesALT Annual Conference 2017

University of Liverpool

Islands of learning experiencesALT Annual Conference 2017

University of Liverpool

‘Are we designing new spaces that support

communication, collaboration, creativity and critical

thinking or are we designing spaces that fit the mouldwe’ve used so many times before?’

Daniel Axson, 2017. https://blogs.sussex.ac.uk/tel/2017/08/29/campus-dead-long-live-campus/

In-ClassPre-Class Post-Class

VLE

Notes Quiz

Social

Theatre

Seminar Lab

Online

Disconnected approaches to teaching delivery and active learning

Tools

Spaces


Building bridges for learners

• Engaging students during class • Providing real-time feedback for instructors• Blending in-class and online ‘coalesced’ learning• Connecting out-of-class learners• Merging before, during and after class learning


during class

post class

before class

Live class experience available for all on-

campus and distance learners

Interaction between instructor and peers

Place and pace to suit each learner

Recap/Reflection/Revision on recording, discussions

and activities

Instructor review of class analytics



Class follow-up discussion

Recording, discussion and

activities released

In-class engagement tools: discussion,

quiz, flagging

Active learning captured

Connecting teachingand learning

In-ClassPre-Class Post-Class

VLE

Notes Quiz

Social

Theatre

Seminar Lab

Online

Connecting teaching delivery and active learning

Integrating Tools

Linking Spaces

Merging interactions

Engaging learners


Current and emerging digital active learning solutions

Sample features:

- Conversational space- Formative assessments- Instant feedback for staff and students- BYOD and institutional platforms- Social media and gamification elements


Does it work?



In-class student behaviours strongly relate with student success.

(Samson, in press)


Successful students behave differently.

(Samson, in press)


Significant learning gain from increased student engagement in class.

(Montpetit, 2016)


Greater number of students getting high course grades.

(Harvey et al, 2016)


Increased retention of students resulting from active learning in STEM subjects

(Freeman at al, 2014)

Established 1987

Located in the northern part of Iceland

~2000 Students

Flexible learning offered at all three schools

• School of Health Sciences (Nursing, Occupational therapy, Graduate

Studies)

• School of Humanities and Social Science (Social Science, Law and

Education)

• School of Business and Science (Natural Resource Science and Business

Science)


University of Akureyri (UNAK)

UNAK is a leading university in the field of flexible

learning in Iceland:

–meets the needs of its students e.g. by introducing more

flexibility in its studies

–students come from all parts of the country to enjoy the

flexible study environment the university offers

The University has played a key role in providing

university education, research, development and innovation in rural areas in Iceland


Moving now to more flexible learning

• Offered officially since fall 1998 (Nursing)- video conferencing

• Other degree programs followed

• Increase in enrollment

• From 2001, distance learners have been 30-40% of enrolled students

at UNAK

• Since fall 2016, all undergraduate degrees offered in flexible learning

• Fall 2017, 70% of students enrolled as distance learners

• The Centre of Teaching and Learning established 2015

• Collaboration of IT and teaching specialist


History of distance/flexible learning at UNAK

• Importance of Interaction, constructing a

community of learners

• The LMS more as a classroom, not a

storage room

• Increase in using flipped learning –

recordings

• Development of learning spaces, Active

Learning Classrooms, VLE

• Incorporating Robots (Kubi) into teaching


Teaching development at UNAK


Challenges

• Blending learning spaces• Academic development and support• Effective learning analytics• Integrated (in)formal technologies











Any Questions?




Axsom, D, 2017. The campus is dead, long live the campus.

https://blogs.sussex.ac.uk/tel/2017/08/29/campus-dead-long-live-campus/

Freeman S. et al, 2014. Active learning increases student performance in science,

engineering, and mathematics. http://www.pnas.org/content/111/23/8410.abstract

Harvey et al. 2016. Encouragement for Faculty to Implement Vision and Change

http://www.lifescied.org/content/15/4/es7.full

Montpetit, C. 2015. Learning fearlessly: does fearless engagement translate into class

performance? Blog post for Echo360, 10th March. http://blog.echo360.com/learning-

fearlessly-part-2

Samson, P. 2017. Student behaviours during class predict student success.

https://umich.app.box.com/s/0mpnapcn3nwfxih6c472rvdx9ang1u22

White, D. 2016. Coalescent spaces. http://daveowhite.com/coalescent/


References

https://blogs.sussex.ac.uk/tel/2017/08/29/campus-dead-long-live-campus/

http://www.pnas.org/content/111/23/8410.abstract

http://www.lifescied.org/content/15/4/es7.full

http://blog.echo360.com/learning-fearlessly-part-2

https://umich.app.box.com/s/0mpnapcn3nwfxih6c472rvdx9ang1u22

http://daveowhite.com/coalescent/

From lecture capture to learning capture: how classroom engagement, video and analytics are...

Education

Transcript of From lecture capture to learning capture: how classroom engagement, video and analytics are...