E-Learning Environments team blog
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    We support Staff and Students using technology to enhance teaching & learning.

    Here you'll find updates on developments at UCL, links & events as well as case studies and personal experiences. Let us know if you have any ideas you want to share!

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  • Archive for the 'Lecturecast' Category

    News for Lecturecast users: Direct booking is introduced and the Lecturecast Resource Centre gets a make-over.

    By Rod Digges, on 18 August 2014

    neon video sign

     

    A new booking form, linked into the Lecturecast system allows UCL staff members to schedule recordings for portico registered modules directly.

    Staff wishing to book non-portico module recordings should email ele@ucl.ac.uk

    The Lecturecast resource centre  has been substantially updated, giving more detailed information about a number of existing and new topics. We very much hope that the UCL Lecturecast community find the resources both interesting and useful – included is new information about:

    • Live webcasting and an invitation to join with ELE in a preliminary study of its potential for teaching at UCL.
    • The new personal capture client – the PC version is even more user-friendly with a completely new look and feel. The lastest Mac version is more reliable. (PC users should download the latest personal capture software from Lecturecast the old version will no longer automatically update).
    • A new embed facility allowing Lecturecast recordings (voice and display only) to be embedded in Moodle and other web pages – much like embeding a YouTube video.
    • How Lecturecast course instructors can use EchoCenter pages to access viewing figures.

    UCL Moodle Archive, Imagestore, Lecturecast outage 18th August

    By Domi C Sinclair, on 14 August 2014

    The following services will be UNAVAILABLE between 17:00-19:30 on Mon 18th August 2014 whilst planned system maintenance is undertaken, and should be considered AT RISK until 09:00 on Tues 19th August 2014.

    UCL Moodle Archive (read-only archive of moodle courses from previous years)

    https://moodle-archive.ucl.ac.uk/

    UCL Imagestore (UCL Imagestore is an online digital archive of images, read more at http://www.ucl.ac.uk/isd/common/creative_services/imagestore)

    https://www.imagestore.ucl.ac.uk/

    Lecturecast (central lecture recording system)

    http://www.ucl.ac.uk/isd/staff/e-learning/core-tools/lecturecast

    (no content can be viewed/edited, any new content scheduled to be recorded during this time will be recorded but will not be processed/published until after 09:00 on Tues 19 Aug)

    Any centrally hosted video content embedded into systems such as
    – UCL Moodle – https://moodle.ucl.ac.uk/
    – Silva webpages
    – UCLeXtend – https://extend.ucl.ac.uk/
    – https://www.londonentrepreneurshiponline.com/
    – any other centrally hosted video content

    Also read this story on the ISD News page: http://www.ucl.ac.uk/isd/isd-news/isnews/aug2014/Moodle_Archive_Imagestore_Lecturecast_outage_18th_August

    Annual Lecturecast Archiving

    By Rod Digges, on 4 August 2014

    At the end of the academic year – All Lecturecast recordings located under available/unavailable tabs will be moved into the ‘archive’ category within the Lecturecast system – at this point they will become unavailable for viewing. Unless you have specifically requested otherwise your content will be included in this process.

    It is the responsibility of content owners who want recordings available from one academic year to the next to move their content back from ‘archive’ to ‘available’ once the archiving process has been completed

    This year, archiving will take place take place between 8.00am Thursday the 7th August and 8:00am Friday the 8th August. During this time the Lecturecast service should be considered unavailable. Please do not log into the admin interface during this period.

    Once the service is restored you will receive an email informing you that archiving is complete, content can then be un-archived – this is straightforward and details are given in the Lecturecast Guide here http://bit.ly/17m3JOX

    Next academic year the usual monthly content deletion cycle will commence in October, according to the Lecturecast Archive Policy http://bit.ly/11nfZKw

    PLEASE NOTE: Archived material will only be deleted two years after the date of its capture/recording. Thus it is critical to move old material out of the archive if you want it retained for viewing

    If you have any questions or concerns surrounding this procedure please contact ele@ucl.ac.uk

    Live lecture broadcast study at UCL

    By Rod Digges, on 22 July 2014

    Students in Lecture

     

    Many Lecture spaces at UCL that have been equipped with Lecturecast are now able to stream (broadcast live) lectures but this aspect of Lecturecast has yet to be introduced to the UCL teaching community.

    In light of this, E-Learning Environments will be undertaking a limited exploratory study of live streaming, inviting a number (5-10) interested academics to use streaming in addition to recording their lectures.
    If you are interested in taking part in this study or want to find out more read on..

    Five videos on UCL’s lecture capture experience

    By Clive Young, on 28 January 2014

    UCL was the lead partner for the recently-finished  REC:all project supported by the European Commission under the Life Long Learning Programme. REC:all explored new ways in which lecture capture could become more pedagogically valuable. Over the course of the project we realised that the situation in UCL was developing very rapidly. We decided therefore to explore beyond the original case studies in order to capture some of the broader issues that were emerging.

    To do this we spoke to many practitioners from across the institution and in the spirit of the project, we created five short films to  capture various aspects of UCL’s experience.

    Video 1 The Lecturecast story (11m 34s)

    Why and how UCL adopted and rolled out our Echo360 installation.

    http://www.ucl.ac.uk/stream/media/swatch?v=9b4e78f22683

    UCLCS01

    Video 2 Student reaction to lecture capture (7m 08s)

    UCL students explain why they like lecture capture.

    http://www.ucl.ac.uk/stream/media/swatch?v=0721c9fc8af6

    UCLCS02

    Video 3 Pedagogy (10m 38s)

    The pedagogical impact of lecture recording

    http://www.ucl.ac.uk/stream/media/swatch?v=4a50c8e0a05f

    UCLCS03

    Video 4 Lecture flipping (11m 01s)

    One of the most popular ‘enhancements’ of of lecture capture is flipping

    http://www.ucl.ac.uk/stream/media/swatch?v=5461b59f4751

    UCLCS04

    Video 5 The Future of Lecture Capture (7m 41s)

    Social media, open resources and other ideas.

    http://www.ucl.ac.uk/stream/media/swatch?v=b20c29e817ae

    UCLCS05

    Many thanks to all UCL students and staff who agreed to be videoed for this project.

    Lecture Capture debate – is it a “game changer”?

    By Clive Young, on 17 January 2014

    lecturecastIn a short video The ‘disruptive potential’ of lecture capture posted in December I challenged a astonishingly persistent narrative among learning technologists that lecture capture is the ‘worst’ educational technology.

    On Wednesday I had the opportunity to debate this issue further with a lively audience from Queen Mary University London as part of their Teaching and Learning Conference. I was up against a formidable opponent, Andy Brown, Head of Academic Development at University of the Highlands and Islands.

    My argument was that lecture capture is a genuinely transformative technology in higher education, benefitting our students, our staff and our institutions. Any cynicism I may myself have had about this approach has been dispelled by my experience of seeing at first hand the effects of lecture capture implemented at large scale in at UCL. I now believe it is a game changer and I use that awful cliché deliberately as lecture capture is not often seen in that transformative light.

    We started with a small pilot using Echo360 around five years ago; fast forward to today we have over 60 installations across the campus, 20% of our lectures are routinely recorded with 2000 recordings last term, 10,000 hits a week and 15,000 at exam time. An important aspect is that we did not start out by making recording compulsory; we just made it available. The growth therefore is due to student demand, our surveys show students are overwhelmingly in favour and two thirds use the system. There seems to be a ratchet effect – once students use lecture capture on one course, they want it on all courses and this is a common story among all institutions who implement at large scale.

    Of course just because people like something, doesn’t mean it is good for them. I’m fond though of Josef Stalin’s maxim “Quantity has a quality all its own. Remember most of our growth is due to voluntary participation. Academic colleagues might sometimes be skeptical about new technologies and we know our students are often strategic learners, but the data from thousands and thousands of micro-decisions seems to show there is a clear perception at an individual  that level lecture recording is in some way educationally beneficial.

    In the recently-finished REC:all project which UCL led, we tried to identify some concrete educational benefits, starting with ‘classical’ lecture capture the recording of live teaching events. We used a simple framework to describe educational value – the 3 I’s, namely image, interactivity and integration (all the references, by the way are in Beyond lecture capture, one of the guides on the REC:all web site).

    Of the three, image is the weakest part of lecture capture, a small video window with iffy quality – what can that convey? Student surveys reveal it can get across emotion, enthusiasm, energy, models of academic thinking. It provides the authenticity, reality sometimes drama of  a live performance and above all helps orientate especially if students unfamiliar with material, lecturer or language.

    The jewel in the crown of lecture capture is perhaps interactivity. Lecture capture transforms an ephemeral event into a learning object. The learning object can be accessed on demand on students’ devices in their  own time and is controlled via search  start, stop, pause and  review. The slide based indexing (synchronising video with slide changes) is key to this. It is important to realise that students generally only look at a small percentage of a recording. Research shows students “actively choosing specific sections of content to review rather than passively revisiting entire lectures”, and our UCL data certainly backs this up. Sometimes students use the recordings for clarification (there is a peak of use immediately after a lecture), sometimes for consolidation (there is another peak before exams but in wither case this simple control and interaction is in my view a rich form of engagement. It is active, selective, process oriented, and learner centric; using lecture captured recordings is much more than transmission.

    Even if colleague are not convinced by the intrinsic benefits of video itself the third educational benefit integration provides another route to student engagement. Where do the recordings of lecture capture go? Into the virtual learning environment (VLE) appearing as links, in our case, in Moodle. This allows the lecturer to enhance or expand the recordings with additional resources, worksheets, background readings, quizzes discussion forums and so on and evidence suggests they do. Lecture capture drives traffic into the VLE, and students spend longer in the system, it becomes part of their study workflow this in turn encourages academics to invest time more in developing richer online student resources. One result of this ‘virtuous circle’ is that in a survey last year our students considered a remarkable 45% of our Moodle courses were ‘enhanced’ with media, forums, discussion and so on.

    Lecture capture also has benefits for the university or college. Implementation rightly conveys the image that the institution is responsive to student demand and that they are providing a supportive and sophisticated, media-rich online environment for them. But we are also building capacity in the institution; infrastructure, technology, support skills, knowledge of copyright, accessibility, IPR and so on and above all sustainable budgets. This kit is not cheap and making cases to finance committees forces the institution think about media use and our future priorities.

    One final point is our experience at UCL suggests while it may be hugely beneficial itself, lecture capture also acts as a ‘gateway’ to greater use of media across the institution. It is easy to use so it draws ‘mainstream’ academics into using media and gets them familiar with seeing themselves on media. Once they have done this in our experience they often ask “what else can I do with this system?”. Some start thinking spontaneously about more sophisticated learning designs such as ‘flipping‘, using screen capture, recording mini lectures and even getting students to create video. Video is increasingly used to prepare lab sessions or field trips, elaborate on ad hoc problem areas, provide feedback  At UCL a community of practice is now emerging around the idea of the ‘media-savvy academic’. All this in turn is impacting on the use of video in distance learning, for CPD, marketing and maybe one day for MOOCs or MOOC-like offerings. Not everyone ‘upgrades’ in this way but the path is clear and a significant group of our lecture capture users are taking it. Lecture capture provides the experience, expertise and infrastructure to make this possible.

    Was my argument successful? It seems so. Using ‘clickers’ we found those in favour of lecture capture at the beginning of the debate were already an encouraging 48%. This however rose to 57% by the end of the debate – despite some tough critical questioning! – so a 9% positive swing is not too bad!

    Many thanks to QM’s Stella Ekebuisi for organising this very enjoyable event, Prof Omar Garcia for chairing and of course Andy for her impressive counter-argument.