Once materials have been captured they become a resource that can be utilised for a variety of purposes at a later date…
The introduction of MyMediasite at the University together with the ease of quickly capturing content via a number of portable devices makes it possible to easily make audio and video recording of any educational or research activity. Once recorded (automatically in the case of lecture capture) your video or audio file can quickly be shared with your students on the VLE or made available to a wider audience on a variety of platforms including the University’s iTunesU and YouTube channels.
Research into the provision of recorded materials has shown that in most cases there are many benefits to student learning. Please view the literature below.
Student Use of Recorded Lectures (Karnad, 2014)
Exploring the Use of Video Podcasts: A comprehensive review of the Literature (Kay, 2012).
Podcasts in Undergraduate Higher Education Courses: A Review of the Literature (Walker & Milman, 2011).
The main uses for these materials have been shown to be:
- Revision materials for examinations
- Reviewing complex concepts at a learner’s own pace
- Allowing focus on the content during the learning session as note taking can be done later from a recorded version
- Access to a learning experience when live events can’t be attended
- Making content more accessible to students for whom English is not a first language and students with disabilities e.g. dyslexia
Once materials have been captured they become a resource that can be utilised for a variety of purposes at a later date. For example:
- Video/audio resources can be used to implement a “flipped classroom” approach (Educause 2012) where face-to-face time is used for more interactive sessions
- Visiting lecturers and one-off events are made available for reuse
- Recorded student presentations used for assessment and peer review
- Promoting the quality of teaching practiced at the University of Leeds
- Provide access to a learning experience when live events can’t be attended
- Sharing research excellence and teaching content with audiences external to the University
There are two main scenarios where digital recording can be undertaken:
- Recording a live lecture or an event – using a lecture capture system or other recording devices to record a one-off event.
- Recording at your desk – Using the personal capture system or other tools provided by your mobile device/laptop/PC to create a short targeted resource.
1. Record a lecture / event
Why – Provide a revision resource for the current cohort of students and a reusable resource for the future.
Case study – Prof. Simon Biggs (SPEME) video recorded each of his lectures on Chemical Science for Engineers. From these videos he produced 5 minute videos that highlighted the key lecture content and shared these short videos with his students soon after each lecture. The students provided very positive feedback on these resources and Simon highlighted that there was no negative impact on lecture attendance. Read more about Simon’s enhanced podcasting case study.
- Making your recording available to other student groups who would benefit from the content
- Making your recording available to external audiences
- Ensure that the content of your recording is copyright cleared
Why – Produce a record of presentations which can be used for peer review, providing feedback, assessment and quality assurance.
Case study – Nicolas Forsans (LUBS) asked students to each video record a short presentation and share these using Youtube. These videos were assessed and used as the basis for feedback to develop their presentation skills. Generally the students used the built in video cameras in their laptop, phone or tablet and Nicolas reports that they did not require technical support with recording or sharing the presentation videos. The students found this activity very challenging and most spent considerable time recording and re-recording their presentation engaging in their own critical review and improvement. It was felt the activity was very effective in aiding the development of skills for a subsequent larger presentation based assessment. Read more about Nicolas’s Using YouTube to assess student pre-recorded oral presentation case study.
How – Use Mediasite Further details
Why – To produce a reusable resource for utilisation in courses in the future.
Case study – In 2011 Prof. John Holloway from University of Puebla, Mexico spent some time visiting the School of Geography. During this time he delivered 4 guest lectures which were each video recorded and uploaded on to the LUTube service. These videos have become a set of resources which can be used in teaching the MA in Activism & Social Change for the future. Read more information about Prof. John Holloway’s visit to Leeds.
Consider – Recordings of guest speakers fall within the Policy on Audio or Video Recording for Educational Purposes. Arrangements should be agreed in writing (exchange of email will suffice) and relevant information contained within the notices to be given to other participants (see paragraph 9 and 10 of the Policy). As a default position guest speakers retain their rights in a recording made of them or by them. However, guest speakers allow the University under non-exclusive licence, the right to use the recording in the most general terms available. Where the University is to record, the guest speaker should be given the recording notices required under the Policy (see paragraph 9 and 10) alongside other anticipated participants. The guest speaker should also be given the right to object to being recorded and to request an edit of the recording. Where the guest speaker is to do the recording other participants again should generally have the same rights to object to being recorded and request an edit of the recording.
Record a research presentation
How – Ask a conference organiser to record and share a presentation you are making at a conference.
Why – To produce a resource you can utilise in your teaching: to make your research available to a wider audience and increase your online profile.
- Creating an online presence about your research and including recordings like this
- Ensure that the content of your recording is copyright cleared
- Agreeing in writing (an exchange of email will suffice) who owns the copyright in the recording with the conference organiser and discussing your proposed use in advance.
Make a recording for an external audience
How – Use MyMediaSite at your desk or in teaching spaces. Alternatively work with a media company to record a high quality presentation.
Why – To promote the quality of teaching and research at the University of Leeds and make an open educational resource.
2. Record at your desktop
Record student feedback
How – Use the Mediasite Desktop Recorder on your laptop, PC or tablet to record a short video where you give general feedback on an activity or assessment. This video is shared with students via MyMediaSite on the VLE.
Why – To create a resource which can be viewed and shared on a variety of devices making access to feedback more flexible.
Case study – Dr Jamie Dow of the School of Philosophy, Religion and the History of Science recorded a series of feedback videos to provide general feedback on presentations made as part of the Ancient Philosophy module. These were recorded using a web cam and shared with students using LUTube. View Jamie’s feedback videos.
Record a podcast
How – Use the web cam or built in microphone in your laptop, PC, phone or tablet. Share the video or audio files using the VLE or iTunesU.
Why – Provide a set of short focused resources that summarise key points or tackle complex issues which can be repeatedly accessed for revision.
Case study – Aisha Walker of the School of Education used audio podcasts to deliver weekly notes as part of the delivery of a distance postgraduate course. She found that even though these podcasts repeated content already available to these students in a text form, the feedback was very positive. This approach appeared to offer learning benefit over solely using text notes with one student commentating that the audio format aided her comprehension of a topic that she found difficult when reading the text notes. Read more about Aisha Walker’s podcasting experiences.
Record activity on your computer screen
How – Use the Mediasite Desktop Recorder to share the recorded video using the VLE or openly on LUTube.
Why – To provide short focused tutorials on using key aspects of software or websites. These can tackle common problems meaning support can be focused on the subject matter rather than using the tools involved.
Case study – Terry Wassall of the School of Sociology & Social Policy recorded a series of screencasts on using the complex statistical software called SPSS and shared these videos on LUTube. These provided an overview of the key steps involved in the activities students were to do using the software. View Terry’s SPSS screen capture videos.
Record an online webinar
How – Run the webinar using Blackboard Collaborate and record it.
Why – To create a reusable record of an online event, webinar or meeting for those who could not attend.
Case study – The Skills@Library team used Adobe Connect to deliver and record online workshops on the use of EndNote software. This approach allowed access to the existing face to face workshops to be increased, access to the workshops to attendees off campus and also allowed access to those unable to attend at the time of the workshop. The participants of the workshop provided very positive feedback on the experience. Read more about the EndNote webinar case study.
Create a Flipped Learning Resource
How – Create a presentation using PowerPoint or other presentation software and use the Mediasite Desktop Recorder to record your audio whilst running through the presentation. Ensure you are clear when giving instructions to your learners as to the tasks you want to them to engage in before the teaching session. Remember that live web links can be attached to digital content for students to easily access.
Why – Flipped Learning creates opportunities for students to explore relevant learning material prior to an event. In this case study the Staff Developer creates a 5 minute presentation which encourages users to engage in research and collaborate on an online Padlet Wall before attending the training session. The main benefit of flipped teaching is that the lecturer / teacher / facilitator can spend more time answering students’ questions and less time on delivering the content via a presentation. For more information on flipped pedagogies visit http://www.scoop.it/t/educational-pedagogy-by-beth-snowden
Case Study – Beth Snowden from SDDU uses the online resource below to share with academic teaching colleagues before they attend the 2 hour workshop entitled Leeds Curriculum:Using Personal Capture for Flipped Learning. This benefits everyone in several ways:
a) participants have the opportunity to explore an array of research material on the subject of Flipped Learning before they attend the workshop by being encouraged to visit http://www.scoop.it/t/educational-pedagogy-by-beth-snowden;
b) participants can engage in an online collaborative activity by contributing to a Padlet Wall and sharing ideas with each other, helping them to think ahead and be more prepared for the workshop;
c) the Staff Developer has access to information which can help her plan the beginning of the workshop by elaborating on the responses and ideas already made by contributing participants.
This flipped learning activity was made with the Mediasite Desktop Recorder (Personal Capture). This tool is available to all staff and students at the University and at home.
For more information visit: https://www.sdduonline.leeds.ac.uk/lecture-capture/personal-capture/