video in higher education

VIDEO IN HIGHER EDUCATIONClive YoungNataša Perovic

Digital EducationUCL - University College London

Clive and Nataša’s background

• Advisory Team, Digital Education

• Video projects and interest groups

Context

• Est.1826 (1st in London)• One of top 10 global universities• Research intensive • 12000 staff• Multidisciplinary• Growing fast

“As we become increasingly accustomed to using video in every aspect of our daily lives, students and educators expect to encounter video in every step of the educational process, and recognize the importance of digital and video literacy for success beyond the campus”. Kaltura 2016

Video both expected and ‘accepted’

Media in 2016-21 UCL Education Strategy

Importance of lecture recording at UCL

• Lecture recording for eight years

• Echo360 (“Lecturecast”)• 123 spaces• 15-20% of lectures recorded• Never compulsory just

available (…but….) STUDENTS

DEMAND IT!

Lecture capture ‘mainstream’ in UK

Echo360 23%Panopto 45%

(UCISA 2016)

1. perpetuates an outdated and discredited passive learning experience (the classroom lecture).2. does not engage the student.3. traditional lectures aren’t designed for online delivery.4. it diverts resources

Why?

The uninspired label “lecture capture,” fails to convey the disruptive potential of this tool

Janet Russell, September 2012Georgetown U Center for New Designs in Learning and Scholarship

“We have always thought of lecture capture as a way of changing pedagogic practice”

Jason NortonUCL Digital Education

Services Manager

The pedagogical secrets of Lecturecast

LECTURECAST FULL OF PEDAGOGICALGOODNESS

transforms an ephemeral event into a learning object

Clarification

Consolidation

Time

Views

Event Exam

• Access – own devices• Choice – on-demand, search• Control – start, stop, pause, review

How do students actually use recordings?

How do students actually use recordings?

• Selective view “hot spots”• Capture of subject

terminology • Note-taking a high priority• Supplementary to lectures• Re-experience, not just re-

cap• Assessment is a key

motivator

Helps faculty engage with video

• Builds media familiarity, capacity & activity• Grows interest from staff (…beyond lectures)

• Encourages use of VLE – important side effect!

Leading to growing use of…

How common is flipping?

Flipped classrooms are becoming a

widely used form of pedagogy

(53%). KALTURA 2016

Echo360 Personal capture• Lecturer as producer - not event-driven• easy-to-use narrated screen captures YouTube video • Lecturer as curator – needs researchOpen Educational Resources• Shared video – early days though

But more pedagogically demanding

Video for flipping

http://lecturecast.ucl.ac.uk:8080/ess/echo/presentation/adc1491d-6554-49fc-a595-74a9093a3be5

Getting ever more sophisticated…

Briefing + task online

Getting ever more sophisticated…

Analysis of responses + continuation in class

Flipping Ideas• Prepare or motivate• Elaborate on and further explain• Recall and integrate• Lead-in to an assignment• Learning guidance and strategies• Content to encourage analysis

Even more ideas• dial-e designs (JISC)

….and there’s more….

Acquisition

Investigation

Production

Practice

Collaboration

Discussion

Adding video to learning design (ABC workshop)

ABC curriculum design

Examples Acquisition

Discussion

Acquisition

Production

Examples

Practice

Assessment and feedback

http://www.cetl.org.uk/learning/neonatal/unit_2e/player.html

Production

Practice

Assessment and feedback

http://www.cetl.org.uk/learning/BP_Korotkoff_sounds/player.html

Production

Practice

Showcase and promote research - summaries

Video competition showcasing students’ research in 2’ videohttp://blogs.ucl.ac.uk/digital-education/2015/01/09/showcasing-the-research-from-masters-students-using-a-video-competition/

Production

Practice

Showcase and promote research - interviews

Many faces of dementia MOOChttps://www.dementiablog.org/the-many-faces-of-dementia/www.futurelearn.com/courses/faces-of-dementia.

Discussion

Acquisition

“The use of video at UCL is about transitioning to the future”

Dr Graham RobertsUCL Computer Science

Becoming mainstream

MIT 90s transformational model

http://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf

http://www.flickr.com/photos/wfryer/1342355056/

Mainstream means….

More and different people involved

“The characteristics of late adopters are profoundly different from those of early adopters” (McKenzie 1999)

•Realise what worked for pioneers does not work for the later groups•New barriers will emerge (e.g. skills, funding)•Rebuild systems and processes...

Role of the student has changed• Sit back film and TV• Sit forward internet video• Stand up producers and ‘social video’

• New modes of assessment

“72% are using video for student assignments, and 10% of respondents say more than half of students actively create video”. KALTURA 2016

Beyond mainstream - students as producers

UCL Integration projects

• Computer Science• Anthropology• UCL Doctoral School

Trending @ UCL• Programming• Adobe suite• Web design/development• Film and Photography• Office• Mac• 3D Animation & modelling• Microsoft• Management and Leadership

Digital capabilities

Kaltura report 2015• easy-to-use tools for video capture (79%) • integration with VLE (72%)• simple workflows to publish videos (61%)• a centralized video system (52%)

UCL Media Manifesto 2015“To unlock this potential staff and students need easy-to-use tools for video production and simple workflows to publish media to a centralised system for delivery for example via Moodle.”

New systems

• MediaCentral - central media server

• Online and hands-on training environment• Easy access to support by specialists• Loan equipment ‘prosumer’ quality • Mini-studio ‘media rooms’ distributed DIY suite • High-end studio space, supported/bookable.• Media user group/special interest group• Programme of evaluation

2016 “Manifesto” in progress

“It is not easy to do but it shouldn't bar you from having a go, and I think you learn by doing and you learn iteratively in making video and you learn alongside students.

Dr John PotterEducation and New MediaUCL Institute of Education

To conclude