University Business - July 2010 - (Page 72)

Lecture capture: P o l i c y and Strategy ville, also teaches engineering. He says students benefit greatly from the repetition in his videos, especially since he can narrate his thought process as he solves problems. Berger uses a tablet PC for annotation, which allows him to incorporate smart design principles such as color to indicate certain elements. He has created a library of 400 video solutions, some of which are being packaged with a textbook as digital extras, using tools such as Camtasia Relay from TechSmith. “I don’t require anyone to access the digital material. ... But for anyone who wants additional ways to understand the lessons, it’s available. I think it changes learning by empowering them to make that decision.” At DePauw University (Ind.), this “upside-down classroom” has become hugely popular. Computer Science Chair Dave Berque is one proponent. “In a traditional class, you spend time going over basics and building toward more difficult stuff,” he says. “When you assign homework problems and the students struggle, the learning happens when you aren’t there.” The upside-down class gives students time to work on the harder, open-ended problems together so the teacher can coach. Berque, who uses DyKnow during class to deliver content, says he’s had good results by teaching this way. “I think lecture capture is leveling the playing field,” he adds. How StudentS View lecture caPture EarliEr this yEar, a small group of undErgraduates at Clemson University (s.C.) questioned their peers on the use of rich media, including lecture capture. all of the participants said it enhanced their learning. some believed the online part of the class increased their course load, but that didn’t negatively affect their overall satisfaction of the class. in fact, students said that rich media online positively affected their course satisfaction. allowing anytime access to rich media was another plus. they said they liked watching the videos when they wanted to, rather than being constrained to a particular time. to be able to play back and pause the presentations at will promoted a greater reinforcement of content and student engagement in the course. overall, this small study showed that rich media presentation does appear to positively impact the student’s engagement and satisfaction. Professors Changing the Way They Teach “When I construct a lecture that I know will be recorded, archived, and used in subsequent semesters, I think about it differently,” says David Wicks, director of instructional technology at Seattle Pacific University (Wash.). “I think about bigpicture stuff, I include a conceptual overview, and I’m more careful about consistent use of format and color.” Other professors use lecture capture for self-evaluation. They can view their recordings to learn how they can improve their performance and refine their materials. The technology is also a time saver. Bill Havice, a professor and associate dean at Clemson University (S.C.), explains that his colleagues make recordings using Sonic Foundry’s Mediasite. “For example, if a faculty member needs to be at a conference or professional event, he or she can do a recording instead of canceling classes.” Faculty roles will continue to change as professors become more experimental with recordings. “You could assemble a series of lectures by people that are the best on a topic, a sort of ‘greatest hits of lectures,’ ” says Mark H. Nestor, chief information officer at Miami Dade College’s Medical Center Campus, which uses Panopto. “You’d have more time in class to devote to the students.” Better Learning Methods B-school students at The University of Toledo participate in role play and then watch themselves on video for instant feedback on their performance. 72 | July/August 2010 Lecture capture has improved student performance, Nestor is convinced. A colleague told him that since he’s begun using it, his students’ test scores have improved by 10 percent. “Students are encouraged to take fewer notes and really listen to what the instructor is saying in class. Why spend time writing it down when you can go back and watch it?” asks Nestor. Most lecture capture equipment lets students choose to watch a whole lecture or jump right to a certain part. Nestor says the analytics prove that his students tend to watch just what they need. “Students are mobile and want to access this content in different places. They universitybusiness.com http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - July 2010

Univertsity Business - July 2010
Contents
Editor’s Note
College Index
Company Index
Advisory Board
Behind the News
Sense of Place
Community Colleges
Viewpoint
Money Matters
Annual Directory of Higher Education Consultants
Human Resources
Models of Efficiency
Lecture Capture: Policy and Strategy
Projecting New AV
Land Mines Ahead
End Note

University Business - July 2010