i) Video recordings of physics lectures , Martin Smalley Physics
ii) Learning before and after the lecture: the role of learning technology, Matt Cornock E-Learning Development Team, Academic Support Office
Dr Martin Smalley began this engaging session with a discussion of his pilot project using audio and video lecture recording in the Department of Physics with undergraduate students. Recordings were made by a student with a video camera the made available via the VLE and YouTube for student access and dissemination to the wider public. Martin explained how this approach could be used to capture the vivacity and dynamism of the face-to-face lecture while supporting students to tailor their learning to their individual needs.
Martin was able to inform the audience that the lecture recordings had been used by students to support attention in lectures, take better notes and enhance their understanding, especially with regard to challenging subjects. In particular, lectures on optics that were known to be difficult for students had higher viewing figures. Although students viewed the videoed lecture throughout the module, it was clear viewing figures for all lectures peaked at revision time.
Martin concluded the lecture recordings worked well as part of an integrated blended learning approach (VLE site), were very popular with students and seem to have had a significant positive effect on the exam performance.
Matt Cornock began his session by encouraging delegates to reflect on how they currently plan episodes of learning and consider the role of the face-to-face lectures within the lifespan of a module. Whist lectures aim to impart knowledge, engage students and inspire them, Matt identified limitations in viewing a face-to-face lecture as a one off event and proposed that lecture-based learning could be optimized by perceiving it in the context of a blended approach with independent learning activities. Matt suggested that the use of lecture capture in this context could enhance learner independence and promote higher order thinking.
Matt offered some insights into students’ experience of lecture recordings based on work with students in Psychology and Biology at the University of York. Students completed study diaries and provided comments on their learning experiences through face-to-face interviews. Students reported using lecture recording to help them take better notes and enhance their understanding, demonstrating active learning utilising lecture recordings as a learning resource. In some cases, students’ independent study was structured by the provision of recordings, enabling them to work through lecture content with a more scaffolded approach. Matt concluded there is a relationship between the use of lecture captures and students’ independent study practice, suggesting that learning design that incorporates lecture capture can be usefully adopted to support independent study.
Ros Browlow, Health Sciences, University of York