1. QUILT Conference Technology-Enhanced Education Improving the effectiveness of Face-to-Face Teaching Steve Rutherford Cardiff University School of Biosciences rutherfords@cf.ac.uk

2. 1. Audio Feedback (Audacity) 2.Lecture Screencasts (Camtasia) (Camtasia) Using Technology to improve the student learning experience

3. Quality? What’s wrong with Lectures? Concentration Span “Missed bits” Misunderstandings Transient Little Interaction

4. Information Transfer? What is a Lecture? Discussion? Understanding? “Taster”?

5. Main substance of lecture does not change dramatically Why Record Lectures? Why Record Lectures? Not all students will listen attentively for 50 minutes Information will be missed Revision is dependent on good notes from lectures

6. Record main information-based portion of lecture Pre-recorded Lectures Upload to VLE in advance of scheduled lecture slot Use lecture slot to reinforce material Cover areas that require a personal explanation Cover areas that require a personal explanation Inspirational ideas Inspirational ideas Quiz Quiz Further development / elaboration Further development / elaboration Identify key misunderstandings Identify key misunderstandings Discuss key research Discuss key research

7. Camtasia Studio Software:

8. Software:

9. Software:

11. How many of the pre-recorded lectures did you watch? What do the students think?

12. Did you feel the pre-recorded lectures helped your understanding? What do the students think?

13. Do you feel the pre-recorded lectures will help your revision? What do the students think?

14. How many of the live lectures did you attend? What do the students think?

15. How useful have you found the “Live” lectures? What do the students think?

16. Which method do you prefer? What do the students think?

17. Would you recommend continuing? What do the students think?

18. Allows you to “rewind” back over material Allows you to “rewind” back over material Easier to understand difficult bits Easier to understand difficult bits Allows time to digest information Allows time to digest information Reinforces information well Reinforces information well You can pause and catch up You can pause and catch up You can watch the lecture in your own time You can watch the lecture in your own time Don’t need to rush to make notes Don’t need to rush to make notes Can do extra reading during the lecture Can do extra reading during the lecture Full lecture is there for Revision Full lecture is there for Revision Live lecture develops specific concepts Live lecture develops specific conceptsBenefits

19. Less inspirational than a live lecture Less inspirational than a live lecture Less visually-engaging than a live lecture Less visually-engaging than a live lecture “You are effectively doubling our workload for the module” “You are effectively doubling our workload for the module” Confusion over what is core material and what is additionalConfusion over what is core material and what is additional Not enough time to view the video before the lecture Not enough time to view the video before the lecture Extra time cost (initially) for Lecturer Extra time cost (initially) for LecturerDrawbacks

20. Lectures put up earlier Lectures put up earlier “Recorded lecture should be additional material” “Recorded lecture should be additional material” Record actual lecture (including lecturer) Record actual lecture (including lecturer) Give handouts for the recorded lecture before Give handouts for the recorded lecture before “Nothing” “Nothing” “Get everyone to do it” “Get everyone to do it”Improvements?

21. o Beneficial to learning experience o Give students time to watch the videos o Could link/cut to other media o Needs careful thought of what to record and what to do in Live sessions o Significant initial input, minimal input after o Can tailor “live” sessions to students’ needs o Emphasises that Lectures are part of learning process, not totality General Thoughts