Inclusive Practice Using Lecture Capture Angela Dunsire CEPMLP Graduate School for Natural Resources Law, Policy and Management

Why am I here today? Talk about inclusive practices Project that I started in 2011 Resulted in being awarded the Honorary Graduates Inclusive Practice Award in 2012

What was the project? Wanted to look at 2 things: ways to better deliver courses and make better use of lecture time adapt traditional teaching methods for an international audience Also had to ensure that any developments compliment and enhance both the on-campus and the Distance Learning courses The traditional approach of providing the content in a lecture is changing, and with an international audience the ability to provide content in different formats is a welcome development, as it can only aid student comprehension of the material. In this project of a series of lectures were specifically videoed to camera and combined in a talking-heads format with the related PowerPoint and a pdf transcript of the actual lecture. The approach of lecturing to camera rather than simply capturing a lecture to students was designed to ensure that the lecture consistently captured the pure essence of the topic matter, the PowerPoint was then displayed inline with the lecture content, further emphasising the key points being made. Lecture time is still indispensable as it allows for student participation and interaction, and it provides time for the key points to be highlighted again and looked at in more depth. The solution developed provided the opportunity for students who require time in advance to prepare questions so they can take part effectively with their peers. The key to this project appears to be ensuring this core content is accessible, not just to students but to devices on which students view the content. With the continuing development, and market dominance, of mobile technology, the next step is to enable the content to be further accessible by ensuring compatibility with mobile technology. This provision of accessible content, combined with developments in modern technology, provides the basis for more inclusive content, without actually having to tailor the content to one particular learning group. There is an argument that students would only use the media lecture provided and then not participate, but repetition of only the core content would be noticeable in exam papers; the additional marks coming from the fuller understanding, further reading and the in-depth discussions held within the actual lecture time, demonstrating a true understanding and insight into the material. This project is just the beginning of work which will be ongoing and developing.

Or, as my LinkedIn profile says…. The award was won for the development of a series of lecture videos into a more widely accessible format. The concept behind the project was based on the idea of the flipped classroom. Capturing the essence of the lecture directly to camera and incorporating that with other lecture materials (such as the PowerPoints) in order to make the course core material more accessible, in respect of time, media, audience and technology.

Why? Considerations…. Hot topic of 2011 appeared to be lecture capture Traditional teaching methods English not the first language for approx. 90% of our students Accessibility Adapting our material to current practices Mobile Technology

What’s wrong with simple lecture capture? Different form of delivery Issues with the PowerPoint presentations Inconsistent layouts Used as reminders for the Academic giving the lecture rather than as a learning tool for the students Too much information on the page No animation Lecture theatres not setup for recording lectures

Approach taken Assuming no constraints! time not an issue money not an issue Academic fully engaged with process

Methodology Lecture to camera Used talking-heads presentation Tied up with PowerPoint Presentation Included a pdf transcript of the lecture on a slide by slide basis Available on the VLE PowerPoint also available separately on the VLE

Result being? Learning tools Not just simple videos to watch

Student Feedback Over 50% said they watched the full lecture rather than picking out specific parts 70% said that it allowed them to use the lecture time to expand on ideas raised in the recording 60% said that the video and PowerPoint approach was better than an audio only version 40% watched the recordings at home

Conclusions Much easier if you plan an inclusive approach from the beginning This form of capturing the lecture is not appropriate for all modules Costly in respect of the time required to set it up BUT once the ground work is in place then it is a good foundation to build on

So where did we go next? Adaption/Flexibility of process used Adaptation of lectures to mobile format Conversion of distance learning materials to mobile formats: eBook format Audio book Use of tablets as primary student access tool

In practice where are we now? The project results no longer used for the on-campus module However…..project results able to be used for the distance learning module Creating smaller learning tools for distance learning modules units summaries module summaries feedback mechanisms first module eBook due to to launched September 2014 2013 upgraded our main lecture theatre and large meeting room to accommodate lecture capture

Its a slow process! Any questions? Any thoughts on what we’re doing?