What can we learn from learning analytics? A case study based on an analysis of student use of video recordings | Moira Sarsfield, John Conway.The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordingsįor learning is required. Investigation – students’ use of lecture recordings in collaborative settings. This article focuses on one area in particular which has been less reported and warrants further The article highlights insights gained in terms of how and why students use lecture recordings. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the studentĮxperience regarding lecture capture.
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The full impact on student learning, especially in different institutional and subject contexts. However, there is still much to be understood about lecture capture and Lecture capture and peer working: exploring study practices through staff–student partnerships | Geraint Evans, Karl LukeĪs lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes.The clustering providesĪ basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies. The five clusters are interpreted as representing different ways of utilising lecture recordings. Or partially, whether the recordings were watched once or multiple times, and the number of lectures the students missed. Five clusters of students were identified, which differed mainly on the amount of lecture recordings watched, whether the lecture recordings were watched completely The clusterĪnalysis was performed using partitioning around medoids with Gower distance. The data were combined and used for a cluster analysis with the aim of being able to describe the students’ distinct usage patterns. Of Münster (Germany), the lecture recording service was evaluated over three semesters. Students’ usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data | Ebbert, Stephan Dutke.There’s no way to introduce lecture recording ethically in the current HE climate / Policy is hard / The union says no.This blog post addresses some common concerns about lecture recording: You should record your teaching | Jill Mackay, University of Edinburgh.Why it’s sometimes better to switch off the camera. Lecture Capture – Sometimes it’s better to be heard…and not seen | Association for Learning Technology.This was an enjoyable and packed oneĭay event, consisting of guest presenters’ experiences using a variety of lecture capture systems, short presentations from a variety of learning technology vendors and chances to speak informally with and network with like-minded colleagues. The ALT conference Lecture Capture – Doing it well and at scale took place on the 16th June 2011 and was kindly hosted by Queen Mary, University of London (QMUL). Highlights from ‘Lecture Capture – Doing it well and at scale’ | Association.
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