This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.

1. Lecture Capture:
Rationale • Response • Results
Dr Daniel Tan
e:
ethtan@ntu.edu.sg
ethtan@outlook.com
Presentation for
Media & Learning 2013
1
11 Dec 2013

2. Student: Dr. Einstein, Aren't these the same
questions as last year's [physics] final exam?
Dr. Einstein: Yes; But this year the answers are
different.

3. Context and Perspective of
Learning and Lecture Capture
Learning
• Self directed learning
• Collaborative learning
• eLearning Week
Teaching
• Classroom & Lecture Theatres
• Faculty development
Technology & Platform
• Operations and management
• Capture & delivery

4. Rationale
Why?

5. Trends, Pull and Push:
All Experiencing Rapid Change
Change
Demography
Technology
Globalization

6. Generation C
http://www.google.be/think/research-studies/introducing-gen-c-theyoutube-generation.html
• Because they thrive on
•Connection
•Community
•Creation
Content
•Curation

7. Democratisation of Content
Knowledge and its Access
• Ubiquitous content
• Broadened access to higher
education
• Content co-creators and participation
• Class-rooms beyond walls and
campus
• Knowledge gateway devices in the
hands of learners

8. Considerations
Within

9. You have
taught them;
Have they learnt?
Thomas C. Reeves
Professor Emeritus of
Learning, Design, and
Technology
University of Georgia

10. Quality from Different Perspectives
• Quality of content
– Usually not the issue
– Standard textbooks,
derivative material,
multimedia courseware
– Library
– Open Educational
Resources
• Quality of teaching
process
– Professional & faculty
development
– Teaching evaluation
You have taught them
• Quality of the (selfdirected) learning
process
– Impact on
• Student performance,
• Institutional
reputation
• Student value-add
quality
have they learnt?

11. Quality of Content
Quality of Teaching
Quality of Learning

12. New Pedagogy:
Quality
in
Learning

13. Current and
Near
Future

14. Content
Textbook
Training Material
Courseware
Learner
Receptor
Teacher
Didactic
Communicator
Knowledge transfer
Current
Mode
Book-based

15. Emerging Model
• Internet-based
• Education 3.0:
Content
Textbook
Courseware
eContent
Internet
Web
OER
Video Lectures
– Participative
– Collaborative
– Teacher to student,
student to student,
student to teacher,
people-technologypeople (coconstructivism)
Teacher
Facilitator
Curator
Learner
Learner

16. Research Evidence
Source: web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdf
Cited 2171 times
16

17. Participative Learning to enhance
Learning Quality
Hake, R. R., (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test
data for introductory physics courses. American Journal of Physics, 66, 64- 74

18. Learner Understanding
During Lecture Presentation
Professor’s
belief
100
Re-learn/ review
via lecture
recording
80
60
65%
40
20
30%
With clicker
activities
Lecture
0
time

19. In-Class Latency Gap between Teaching and
Learning (assuming perfect language literacies)
• Professor teaches at
• Students are
the pace of expression
processing and
constructing new
– Prep time of between 5
to 20 hrs per 1 hr
knowledge
lecture
– Teach as re-runs for
established courses
– Time taken for students
to listen, join the dots,
and understand
– Then, take notes

20. Post-class Forgetting Curve
(assuming good level of knowledge understanding)
After 2 days, the effect of the (re-)learning is minimised

21. Response
What we are doing

22. Operational Elements of University 2.0@NTU (Today)
edveNTUre
Ecosystem Framework
Blackboard Learn
Course content delivery and communication
Social and community of Learning through Web 2.0
social media
Blackboard Mobile Learn and
Central
Mobile learning and services
Blackboard Connect
Campus Emergency Alerts, Outreach and Course
Notifications
Turnitin
Plagiarism Management
Uni-wood
Lecture Recording
eUreka
Project Work Management System
Clickers Audience Response
System
Participating and active learning in Lectures
LAMS – Learning Activities
Management System
Re-usable learning pathways
Learning Analytics
Analytics for eLearning
edUtorium
Faculty and professional program
http://edutotrium.ntu.edu.sg
Teaching Assistant (TA) Program
Faculty of the Future
HWG702: University Teaching for Teaching Assistance
TR+
Classroom Learning Space for participative and
collaborative learning

23. Campus-wide
Lecture Capture
Project

24. Teach Less,
Learn More
Night scene of Nanyang Auditorium
24

25. Sample End Product
of Recorded Lecture

26. Mobile Learning:
Lecture Recording

27. Crux of Content
(including lectures) for Learning
• It is not the lack of
content (quality and
quantity)
• but the learner’s
benefit-utility that is
lacking
– Usefulness
– Relevance
– Understanding

28. Impact and Usefulness of
Lecture Recording
Disconnection
Holes in
understanding
Lost
Gaps
Lecture
• Not learning more
content
– More content
– More workload
• Learning (quality)
better the content
– Mastering the core
content
– Learn, re-learn,
unlearn
– Learning quality

29. Best Seat Location + Teleprompter

30. Centralized Command Centre
for Lecture Recording (CCCLR)
• Campus-wide Lecture Recording is a key strategic
eLearning initiative endorsed by the University’s
management
• CCCLR: to ensure quality of content recording

31. Part of a whole

32. Learning Design Approach
• Focus on process, not just content
• Implicit collaborative Learning
Activities in the design process
• Can incorporate single learner
content and collaborative tasks
– Discussion, voting, small group debate,
etc
Process
Learning
Activities
Participative
Tasks
• “Wrap” Learning Objects with a
sequence of collaborative tasks
Individual
learner with
group
collaborative
activities
• Learning Designs can be stored, reused, re-purposed, customised
Re-purposed
easily
32

34. Example: Experimental Aerodynamics
• Background:
– Instructor interested in
developing a package to help
students better understand
wind and water tunnels in
exploring aerodynamics
– Limitation: wind and water
tunnel facility cannot
accommodate class of 140
enrolled students
– Solution: instructor create
documentary-style video to
induct students to wind and
water tunnels

35. An example involving
Experimental Aerodynamics

36. An example involving
Experimental Aerodynamics

37. An example involving
Experimental Aerodynamics

38. An example involving
Experimental Aerodynamics

40. • Multiple varied answers to the
same question
• Good, poor, incomplete, right,
wrong, partial, model answers
• Social learning

41. Results
Outcomes

42. Statistics for UniWood Lecture Recording
No. of new
recordings in
AY2012/13
> 18.9%
Record Hits in
AY2012/13
1.63 million
Record
viewership in
AY2012/13
80.2 Years

43. UniWood
From
to
AY2005/06 Sem I
AY2012/13 Sem II
55,562
6,946,304
324.2
video recordings
viewing hits
years of viewing time

44. Content Creation & Distribution Process
hyperlink posted
4
3
Professors
1
Upload
content
AcuManager
IDM
AcuStream
AcuStream
Email Notification
with hyperlink
(within 10 min)
AcuStream
2
replication
AcuStream

45. Content Access Process
– optimum performance redirection
AcuManager
2
IDM 2000
3
AcuStream
AcuStream
AcuStream
1
AcuStream
4
student clicks
on hyperlink

46. Students’ Feedback
94%
of students agreed
that video recorded
lectures were
useful in relation to
their studies
(n=1140)
Legend:
1: Strongly agree
2: Agree
3: Disagree
4: Strongly disagree
TOTAL Q13
60.00
55.09
50.00
39.82
40.00
30.00
20.00
10.00
3.68
1.40
0.00
1
2
3
4

47. Students’ Feedback
TOTAL Q14
83.02%
of students were
satisfied with the video
recorded lectures
(n=1142)
80.00
67.78
70.00
60.00
50.00
40.00
30.00
20.00
15.24
13.75
10.00
Legend:
1: Strongly agree
2: Agree
3: Disagree
4: Strongly disagree
3.24
0.00
1
2
3
4

48. Students’ Feedback
95.78%
of students agreed that
video recorded lectures
should be continued in
the following semesters
(n=1114)
TOTAL Q15
70.00
62.30
60.00
50.00
40.00
33.48
30.00
20.00
Legend:
1: Strongly agree
2: Agree
3: Disagree
4: Strongly disagree
10.00
3.05
1.17
0.00
1
2
3
4

49. Dr Daniel Tan
e:
ethtan@outlook.com

50. Story of 2 Islands

56. Dr Daniel Tan
e:
ethtan@outlook.com