7 Things You Should Know About Lecture Capture

From EDUCAUSE:

http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/47894

Camtasia Relay

Camtasia Relay is finally available. $5,000 and a dedicated server. Rats.

http://www.techsmith.com/camtasiarelay.asp

Course redesign effort at Purchase College

http://listserv.educause.edu/cgi-bin/wa.exe?A2=ind0810&L=CIO&D=0&P=77561

Recent articles on lecture capture

A couple of recent articles about lecture capture from InsideHigherEd and CampusTechnology:

http://www.insidehighered.com/news/2008/09/23/capture

http://www.campustechnology.com/articles/67990/

Meeting with Dave Burrows (8-25-08)

Present: Berk, Burrows, Damerow, Fricke, Gilbert, Haurykiewicz
Subject: Institutional support for the course redesign project

Meeting Notes:

• Review of lecture capture/time-shifting technology
• Our goal: to work in a coordinated way to support course redesign
• Burrows: we should use technology to support the goals of liberal education (e.g., faculty-student interaction); creating hybrid courses of the type we are proposing may open up time for other liberal arts activities (Burrows wants us to add a statement to this effect in our recruitment materials)
  
• Course releases: require support/permission of the faculty member's department chair and should be restricted to a certain (small) number of courses per year
  
• Burrows is hesitant to offer any course releases this academic year because courses are on the books, students have registered for them, etc.
• Faculty should use the LU Curricular Development Grant form (or our modified version of it) to request a course release (rather than financial support) for course redesign; Burrows typically only gets 1-2 of these grant requests a year; this form will be submitted to the Provost's Office and will be reviewed by him and our committee
  
• Arno: we should pitch the idea of "extending class time" through the use of technology such as lecture capture
• Pete: instructors could develop Moodle (or clicker) assessments to gauge where the class (or individual students) is/are in terms of understanding various concepts after viewing/listening to lectures--thereby allowing the instructor to focus on these issues in class; we could develop a "toolkit" of such assessment options
  
• The technology might be used to create more time for experiential learning (we should talk to /coordinate with alan Parks on this topic); Burrows: elite liberal arts collges are often describing their offerings in terms of experiential learning
• This technology could be used to individualize the learning in larger lecture courses; these courses are often pereceived as difficult to teach (esp. because students tend to enroll in such courses to fulfill GERs)
• See NCAT "Five Principles of Successful Course Redesign" website sent by Pete re: goals for course redesign
  
• Recruitment: announcement should describe the initiative in general and give a few key examples; talk about individualized learning/experiential learning possibilities; announce the initiative at a faculty meeting; announce in the fall and again at the beginning of Term II (this is when most faculty will be thinking about their course offerings for the 2009-10 academic year--we need to get faculty thinking about this before the 09-10 course schedule is established)
• Follow-up: Julie H. will draft an announcement about the initiative on Google Docs
  

First Meeting (post-collaboration workshop)

Pete, David, Arno, Julie F, and Julie H. met in the CTL this morning and devised a preliminary plan for the course redesign workshop.

We brainstormed:

• a timeline
• Summer 08: meet with the Provost to share our plans and firm up details of course release(s)
  
• Term I (Fall 08): announce to faculty; recruit participation
• Term II (Winter 09): hold workshop; help faculty prep course(s) to be redesigned
  
• Term III (Spring 09): faculty member(s) pilot redesigned course(s) for the first time
• Summer 09: Assessment of pilot redesign project
  
• possible departments/individuals with large-ish Term III courses who would be likely to participate:
• ANTH 110: Cultural Anthropology (Speier)
• ARHI 100/102?
  
• BIOL 140: Integrative Biology: Heterotrophs (Humphries)
• CHEM 116: Principles of Chemistry: Energy & Dynamics (Staff)
• CHEM 250: Organic Chemistry II (Debbert)
• ECON 100: Introductory Microeconomics (Galambos)
• ENST 150: Environmental Science (Clark & Lane)
• GEOL 110: Introductory Geology (Knudsen)
• GOVT 110: Intro to Political Science (Shober)
• GOVT 150: Introduction to Global Studies (Skran)
• HIST 101: Clionautics (Frederick)
• HIST 115: The Modern World (Cohen)
• MATH 107: Elementary Statistics (2 sections: Clemons & Shaw)
• MUHI 202: Music History Survey II (2 sections: McQuinn & Ceballos)
• PHIL 150: Symbolic Logic (Ryckman)
• PHYS 110: Topics in Astronomy (Pickett)
• PHYS 160: Principles of Modern Physics (Stoneking & Pickett)
• PSYC 100: Principles of Psychology (Burrows)
• RLST 100: Intro to Religious Studies (Smith)
• some potential pitfalls/opposition
• will this mode of teaching create more work for teachers and/or students?
• making sure faculty and students understand the motivation for and benefits of "time shifting" lectures
• teaching faculty to use the technology
• make students accountable for the material delivered in the podcasts
  
• how to prep students and faculty to make the best use of this new way of learning
• showing faculty the benefits of this new methodology for both themselves and their students
  
• encouraging student learning teams?
• could help students to be accountable to each other and to the class as well as to share knowledge
  
• multiple occasions to test/verify knowledge learned in podcasts (e.g., using clickers or Moodle Quiz to test the material covered in the podcast)--having multiple opportunities to learn, review, and recall the material in both non-graded (and, ultimately, graded) settings helps students to learn the material and to be able to access it long-term
  
• thinking about how to address different student learning styles (and different teaching styles)
• teaching students about active listening strategies

Follow up: Julie will draft an announcement for faculty about this exciting new initiative and share it with the team via Google Docs

NCAT

The National Center for Academic Transformation (NCAT) "is an independent non-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce the cost of higher education."

They have an excellent list of background readings about course redesign, descriptions of boatloads of courses that have been redesigned, and (my favorite): a list of course redesign planning resources.

Enjoy!