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Lecture Capture Systems Are They Worth It? Coppin State University of Maryland Dental School Lecture Capture Systems Are They Worth It? Coppin State University of Maryland Dental School Copyright Chris Brittan-Powell, Ahmed El Haggan, Sadie Gregory, Habtu Braha, & James Craig. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

Who We Are • Presenting perspectives of two institutions University of Maryland – Dental Who We Are • Presenting perspectives of two institutions University of Maryland – Dental School • James Craig, Professor and Educational Consultant Coppin State University • Sadie Gregory, Provost and V. P. of Academic Affairs • Ahmed El Haggan, CIO and V. P. of IT • Habtu Braha, Dean, School of Management Sciences • Chris Brittan-Powell, Asst. Professor

Session Goals • Provide brief overview of lecture capture systems (LCS) and their place Session Goals • Provide brief overview of lecture capture systems (LCS) and their place in the academic marketplace. • Describe our experiences at our institutions. • Give hard data on effectiveness of LCS.

What is a LCS? • Lecture Capture – term used to describe a set What is a LCS? • Lecture Capture – term used to describe a set of technologies to digitally preserve both the visual and audio aspects of a presentation. – Typical Capabilities • Publishing of presentation • Asynchronous viewing • Remote viewing

LCS • Applicable across course formats – f 2 f – Hybrid – Fully LCS • Applicable across course formats – f 2 f – Hybrid – Fully online • Can be used to provide – Pre-lecture (or lab) preparatory material – Tutorial information / trainings – Extra material • Recordings can be used as learning objects that are utilized across semesters and educational settings.

Benefits of a LCS • First present data on the benefits as found at Benefits of a LCS • First present data on the benefits as found at both our institutions: – University of Maryland Dental School – Coppin State University

Research on Student Attitudes Toward Lecture Capture Dental School University of Maryland, Baltimore Research on Student Attitudes Toward Lecture Capture Dental School University of Maryland, Baltimore

Educational Technology • Lecture halls - Crestron, Telestrator, 2 video cameras (front and back), Educational Technology • Lecture halls - Crestron, Telestrator, 2 video cameras (front and back), audio • Laptop requirement Dental 1, 2, 3 Hygiene 1, 2 • Control room - remote control for lecture hall technology – make it easy on faculty • Curriculum - Blackboard, Mediasite, Questionmark

Integration • Dean – embraced technology and curriculum change • Introduced lecture capture technology Integration • Dean – embraced technology and curriculum change • Introduced lecture capture technology to faculty and campus IT group. • Requested on-site trial for hands-on opportunity. • Developed list of functional considerations • CIO made it happen • Did many presentations demonstrating the technology in other

Typical Course Offerings • • Cell and Molecular Biology Microbiology and Immunology Gross Anatomy Typical Course Offerings • • Cell and Molecular Biology Microbiology and Immunology Gross Anatomy Neuroscience Physiology Dental Anatomy and Occlusion Operative Dentistry General Pathology

Nature of Courses • Highly visual • Lots of terminology • Need for “front Nature of Courses • Highly visual • Lots of terminology • Need for “front row seat” for clinical demonstrations • Need opportunity to review content 24 x 7 • Classes held in multiple rooms or locations • Accommodate students where English is a second language

Student Attitudes Toward Lecture Capture • Dental (122) and Dental Hygiene (33) Students Years Student Attitudes Toward Lecture Capture • Dental (122) and Dental Hygiene (33) Students Years 1 & 2 (11/2007) • 111 had viewed more than 25 captures • Prefer to watch alone without distraction • Prefer to watch streaming using telestrator with slides

Capture Statistics Lecture Captures Times accessed • • • Fall 2006 - 42 Spring Capture Statistics Lecture Captures Times accessed • • • Fall 2006 - 42 Spring 2007 – 194 Fall 2007 – 637 Spring 2008 – 556 Fall 2008 – 692 (through today, 12/19) Fall 2006 – 4, 415 Spring 2007 – 15, 790 Fall 2007 – 49, 562 Spring 2008 – 50, 342 Fall 2008 – 77, 031

Student Attitudes Toward Lecture Capture • Slight preference for using Mediasite and attending lectures Student Attitudes Toward Lecture Capture • Slight preference for using Mediasite and attending lectures upon occasion vs. attending lectures and using Mediasite to enhance notes • Typical dental class is 128 students with about 35 to 40 attending a given lecture. • Dental Hygiene has attendance requirement so all attend except distance education students.

Does Lecture Capture Make it EASIER to Learn • 142 students (91%) responded strongly Does Lecture Capture Make it EASIER to Learn • 142 students (91%) responded strongly agree or agree that lecture capture made it easier for them to learn. • Given attendance level, performance equal to or better than straight lecture.

LIKED MOST • Stop, start, repeat, FF, RW or pause, take better notes • LIKED MOST • Stop, start, repeat, FF, RW or pause, take better notes • Anytime and anyplace • Speed control, to watch what you know faster or slow down to take notes • Clinical procedures can be viewed repeatedly

LIKED LEAST • Instructor not using telestrator • Instructor doesn’t wear mic or walks LIKED LEAST • Instructor not using telestrator • Instructor doesn’t wear mic or walks away from podium microphone • More speed options other than slow, normal and fast • Instructor’s don’t repeat questions from audience

Considerations • Establish an attendance policy when lecture capture is being used to avoid Considerations • Establish an attendance policy when lecture capture is being used to avoid confusion and ill will. • Explore most effective use of this medium, e. g. some of our faculty give lectures “sans” students. • Use interactive technology such as “Turning Point Technology” to engage students during lectures.

COMMENTS • “have those (faculty) who are bitter about it (lecture capture) realize that COMMENTS • “have those (faculty) who are bitter about it (lecture capture) realize that students have their own ways of learning and that most of the people that are in class anyways are not paying attention (scan the room with the a video camera and you will see!). The only thing that matters is that we are learning and if they (the faculty) have failing or poor averages to show you to contradict this, that is because they taught the material POORLY, because everyone watched the professors lecture as many times as they needed to and could catch every detail thanks to Mediasite!”

COMMENTS • “You can watch and learn lecture material in your favorite setting, you COMMENTS • “You can watch and learn lecture material in your favorite setting, you can fastforward when going through material you are already familiar with, you can pause and rewind when you didn't hear or write down everything you wanted to, it saves time, and it reduces my stress level by giving me more free time. Also the fast setting for lecture presentations is great. ”

What does it cost? / Media. Site University of Maryland Dental School • 4 What does it cost? / Media. Site University of Maryland Dental School • 4 Mediasite units @ $20, 000 = $80, 000 • Serving Dental 1, 2, 3 (390 students) Dental Hygiene 1, 2 (62 students) • 197, 140 June 1, 2006 through December 19, 2008 / $80, 000 = >$2. 46 a view • 2099 lecture captures / $80, 000 = $38. 11 a lecture

Do LCSs Work? The Experience at Coppin State University Do LCSs Work? The Experience at Coppin State University

Coppin State University Location: Urban university located in Baltimore, Maryland About the University • Coppin State University Location: Urban university located in Baltimore, Maryland About the University • Historically Black Institution, established in 1900 • Carnegie Master’s (Comprehensive) Institution with 10 Programs at the Master’s Level • Comprehensive institution with a commitment to excellence in teaching, research and community service • Fall 2008 Headcount Enrollment: 4, 051 (760 which are graduate) • Number of undergraduate majors: 22 • Number of undergraduate minors: 31

Vision and Strategy Our Student Population • Many students face socio-economic challenges that are Vision and Strategy Our Student Population • Many students face socio-economic challenges that are characteristic of urban communities • 78% of students are females who work full or part-time and have major family responsibilities • Many students are commuters • Only 600 students live in residence halls

Vision and Strategy • Our Strategy: Division of Academic Affairs Partnership with Information Technology Vision and Strategy • Our Strategy: Division of Academic Affairs Partnership with Information Technology Division – To improve teaching and learning to enhance student achievement – increases retention – To immerse our students in a technology-rich environment that models the real work place. – Create an environment in which technology is an integral part of the teaching and learning process

Pearls of Wisdom • Integrate IT into Institutional Cultural Values • Making IT Faculty Pearls of Wisdom • Integrate IT into Institutional Cultural Values • Making IT Faculty Friendly • Value Early Adopters' • Make them desirable and nourishing • Provide Various Levels and Forms of Support and Engagement with Faculty • Appreciate the Late Majority’s Aversion to Change

CSU LCS Research Faculty Buy-In CSU LCS Research Faculty Buy-In

Additional CSU Research Survey Research on Student LCS Satisfaction • • Overall Course Satisfaction Additional CSU Research Survey Research on Student LCS Satisfaction • • Overall Course Satisfaction Given LCS Future Desire for LCS Impact of LCS on Grade in Course Impact of LCS on Student Learning

How did the use of a LCS impact your overall satisfaction with the course? How did the use of a LCS impact your overall satisfaction with the course?

After you experienced using a LCS in this course, please indicate how important it After you experienced using a LCS in this course, please indicate how important it is to you to see a LCS used in other courses?

How did this LCS impact your grade in the course? How did this LCS impact your grade in the course?

Overall, what was the impact of this LCS on your learning? Overall, what was the impact of this LCS on your learning?

Viewing Patterns by the Students over 24 hours (Feb- March 2006) Times viewed 1600 Viewing Patterns by the Students over 24 hours (Feb- March 2006) Times viewed 1600 1400 1200 1000 800 600 400 200 0 Times viewed 1 3 5 7 9 11 13 15 17 19 21 23 Hours of the day 100 90 80 70 60 50 40 30 20 10 0 Hours 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Usage Statistics for the Academic Year 2006 to 2007 Students Viewing Hours 16, 000 Usage Statistics for the Academic Year 2006 to 2007 Students Viewing Hours 16, 000 Viewing Times 35, 000

Additional CSU Research Empirical Data of LCS Effectiveness • Research Question: – Does the Additional CSU Research Empirical Data of LCS Effectiveness • Research Question: – Does the use of a LCS influence key academic indicators such as students academic performance and/or retention? • Research Design – Causal-Comparative - Group Comparison • Follow up Correlational Analyses – Compare academic indicators for students experiencing different course delivery formats for the same course. – 3 year long study – Data Set

Group Comparisons Three Course Delivery Formats • f 2 f – Non-LCS Enhanced – Group Comparisons Three Course Delivery Formats • f 2 f – Non-LCS Enhanced – Fall ’ 05 - 1 semester data (n = 34) • f 2 f – LCS Enhanced) – Spring ’ 05 through Spring 07 - 5 semesters data (n = 82) • Fully Online using LCS – Fall ’ 05 through Spring 07 - 6 semesters data (n=192)

Course Delivery Formats Comparison Outcomes Grades No significant difference in grades between: • f Course Delivery Formats Comparison Outcomes Grades No significant difference in grades between: • f 2 f -Non-LCS Enhanced vs. Fully Online t = 1. 49, p >. 05 LCS makes ‘old’ static fully online model more dynamic and permits instructor to attend to class management issues and monitor students progress more closely via CMS

Course Delivery Formats Grades – Differences between: • f 2 f–LCS Enhanced and f Course Delivery Formats Grades – Differences between: • f 2 f–LCS Enhanced and f 2 f Non-LCS Enhanced) t = 4. 36, p <. 001 - (Tegrity Enhanced – higher grades) – Tegrity adds an important educational resource to the traditional f 2 f classroom – Compensatory mechanism * Student missing class not as serious * Reviewing of notes, etc.

Course Delivery Formats Grades Significant Difference between: • f 2 f–LCS Enhanced vs. Fully Course Delivery Formats Grades Significant Difference between: • f 2 f–LCS Enhanced vs. Fully Online t = 3. 27, p <. 05 - (f 2 f-LCS Enhanced – higher grades) Two key factors may explain this small/modest effect size. a) Additional instructional resources b) Self selection issues

Student LCS Viewing Time and Grades • Across Course Formats (f 2 f-Enhanced & Student LCS Viewing Time and Grades • Across Course Formats (f 2 f-Enhanced & Fully Online), Students’ usage of the LCS is positively correlated with their grades – f 2 f - LCS Enhanced Class r = +. 31, df = 80, p <. 01 R 2 =. 10 – Fully Online Class r =. 64, df = 190, p <. 001 R 2 =. 41

Student Retention • Student Retention Comparisons: – f 2 f (non-LCS Enhanced) 71 percent Student Retention • Student Retention Comparisons: – f 2 f (non-LCS Enhanced) 71 percent – f 2 f - LCS Enhanced 81 percent – Fully Online (with LCS) 83 percent • LCS is associated with roughly a 10% increase in student retention • Analogous findings in all categories have been found in other online courses using LCS

In Depth Discussion on CSU Research ‘Captured’ on the Following Webinars • The ROI In Depth Discussion on CSU Research ‘Captured’ on the Following Webinars • The ROI of Online / Distance Learning Technology, University Business, September 18, 2007 www. universitybusiness. com/viewpage. aspx? page name=/staticpage/webinar/tegrity 20070918. htm • Research Highlights Positive Impact of Class. Capture Technology on Student Outcomes, Campus Technology, October 8, 2008 http: //campustechnology. com/Pages/Webinars/Main. as px

Summary of CSU Research Findings Usage of a LCS • Accounts for 10% to Summary of CSU Research Findings Usage of a LCS • Accounts for 10% to 40% of variance in students’ grade/performance, depending on whether: • f 2 f – 10% – or • Fully online – 40% • Accounts of approximately 10% of the variance of improvement in student retention.

LCS Decision Making Considerations • Desirable Features – Capture – Edit – Output • LCS Decision Making Considerations • Desirable Features – Capture – Edit – Output • Stream via Web – Indexing – Archiving – Search Engines – Reporting

LCS Decision Making Consideration • Features to tailor to your institutional needs – Hosting LCS Decision Making Consideration • Features to tailor to your institutional needs – Hosting of • At you institution • Off-Site – via provider – Level of Integration in existing IT – e. g. , CMS/LMS

Thank You - - Questions Coppin State University of Maryland Dental School Thank You - - Questions Coppin State University of Maryland Dental School

What did you think? • Your input is important to us! • Click on What did you think? • Your input is important to us! • Click on “Evaluate This Session” on the Mid-Atlantic Regional program page.

Additional Information/Resources • • James Craig Important Lecture Capture Sites Dental School Lecture Capture Additional Information/Resources • • James Craig Important Lecture Capture Sites Dental School Lecture Capture Site http: //www. dental. umaryland. edu/dentaloffi ces/it/Ed. Tech. Cent/Mediasite/Index. html Mediasite Lecture Capture Archive http: //dentalweb. umaryland. edu/mediasite archive/home. html

Jim Craig Functional Considerations for Lecture Capture System Integrate with Blackboard, the campus course Jim Craig Functional Considerations for Lecture Capture System Integrate with Blackboard, the campus course management system. Provides catalog for organizing, referencing and accessing captured lectures. Start and stop captures from control room, remotely or within the lecture hall thorough the course management system. Collect statistics concerning number of lectures captured, viewing statistics such as who, when, how much viewed, how many times, etc. Do remote captures “on-site” for special occasions such as graduation, guest speakers, continuing education, ceremonies, “State of the School Address”, etc. Flexible viewing characteristics such as syncing audio with the selection of individual slides, control panel to accommodate viewer preferences such as increasing or decreasing image size, speeding up or slowing down presentation, adjusting audio level. Maintain image quality of dental surgeries, clinical demonstrations.

Jim Craig Functional Considerations for Lecture Capture System Convert video presentations to streaming media Jim Craig Functional Considerations for Lecture Capture System Convert video presentations to streaming media Ability to edit presentations, add titles, graphics, special effects or delete unwanted material. On-site or on-line technical support for hardware and software with references. Product can be rack-mounted or used as a portable device. Offers potential for conversion of captures to podcasts (with audio and video) Relatively easy to operate. Can publish lecture captures to CD. Product has good reputation for reliability and service. Enterprise Solution available to enable campus-wide or school-wide system. Provides interactivity for live broadcasts for conducting polls or asking questions. Interactivity for posted captures to enable viewers to ask questions

Contact Information • Dr. James F. Craig Professor, Department of Oral Health Care Delivery Contact Information • Dr. James F. Craig Professor, Department of Oral Health Care Delivery Educational Consultant, Office of Information Technology Dental School, University of Maryland 650 West Baltimore Street • Baltimore, MD 21201 • [email protected] edu

CSU Functional Considerations for Lecture Capture System • Asynchronous viewing • User (faculty) friendly CSU Functional Considerations for Lecture Capture System • Asynchronous viewing • User (faculty) friendly technology – so can be used with little to no tech support once trained. • Simply and straightforward hardware & Software interface • Flexibility of recording location – Classroom, Office, etc. • Ease of training of Institutional Tech Support • Editing of recording • Ease of Integration with CMS • Reasonable Integration with other IT • Data Reports – – Viewing of Usage by institution, course, lecture, student, etc.

Contact Information • Sadie Gregory – Provost and V. P. of Academic Affairs – Contact Information • Sadie Gregory – Provost and V. P. of Academic Affairs – [email protected] edu • Ahmed El Haggan – CIO and V. P. of Information Technology – [email protected] edu • Habtu Braha – Dean of School of Management Sciences – [email protected] edu • Chris Brittan-Powell – Assistant Professor – [email protected] edu