Hello Chris, Good to hear that the analytics feature is part of a longer term plan!
And I think I understand your view re: the Annotations feature: > With respect to annotations I have to admit I have some very specific > feelings on the topic. Based on a prototype we piloted with lecture > capture I don't believe timeline annotations will be used by students. > Instead, a more free flowing note taking method is something they > want. We halted our investigations here, but the last survey we ran > showed students were really interested in having built in note taking > facilities, and a second pilot showed that these notes tended to be > quite rich in semantics. I think note-taking, as opposed to > annotations, would be an excellent predictor of student outcomes. > Building the right tool here will take alot of solid engineering though. Though perhaps, based on the way you have described it above, you may have identified two potential, yet distinct, features: Annotation and Note-taking. For example, I've always thought of Annotation as being something a student can do /to or with/ the material so that they may integrate/analyze the material within an assignment or class project i.e. something with constraints designed by an instructor. Note-taking, in comparison, would be more of an activity that a student does /alongside/ the material to assist with their own review of concepts in the material i.e. something with no constraints. (The material in this example, of course, is a lecture recording.) While students may want a Note-taking feature--something that helps them use the recordings for review & study– wouldn't it be instructors who may want an Annotation feature, so that recordings could be utilized in support of assignments? Perhaps each have a certain weigh of value depending on the student role or the instructor role, and how each role views Matterhorn and Matterhorn recordings as utility. An Annotation feature may be important for an instructor to use in creating their course content, whereas a Note-taking feature might be better suited for student viewers of content. During your pilot, did instructors provide reactions, comments, or feedback in terms of instructional-focused features? However, after re-reading what I've written, perhaps the above raises the larger question of how lecture recordings are typically used in most courses (review & study vs. integrated into class coursework), and what product features might fit into each type of use. At any rate… Cheers, Brian --- Brian O'Hagan Columbia Center for New Media Teaching and Learning http://ccnmtl.columbia.edu/staff/ohagan twitter: @britubes skype: bohaganjr On Feb 15, 2012, at 3:18 PM, Christopher Brooks wrote: > Hi Brian, > >> After thinking it over, I guess I'm asking what exactly would the >> 'learning analytics' measure besides comparative view counts and >> popular sections of the recordings? To show true 'learning' >> analytics, wouldn't there have to be comparisons to student work & >> progress in their respective courses? (i.e. how are the recordings >> helping students learn, and how do they assist w/ an instructor's >> teaching goals.) > > Right, this is the first step in a bigger process. We share the vision > presented by the SOLAR folks [1] that analytics has to become > cross-tool; we need to include lcms, clicker, video conferencing, > adaptive testing, etc. etc. data in order to build something really > meaningful for instructors. Especially because Matterhorn doesn't have > assessment information which is often used as for learning outcomes. > > Right now we're looking to just sow the kernels of an analytics > component within Matterhorn, and grow it from there. At the same time, > we're undergoing research to try and uncover some of the correlations > that might exist in viewing habits with self-reported learning goals & > outcomes. We're also investigating building a set of more broad APIs > in order to tie Matterhorn data in with out LCMS data (Blackboard) in > order to build a system to predict student activity. Here's and early > paper on some of the investigations [2]. Comments always welcome. > >> Also, I wonder whether there are any ideas out there in how >> Matterhorn recordings can be integrated with an instructor's online >> assignments, which could then also be captured through analytics. >> This might be helpful in bringing to light just how course recordings >> are used alongside course work. (Also wonder if an the Annotations >> feature might overlap this, actually - >> http://opencast.jira.com/wiki/display/MH/Annotation). > > We've got a prototype of integration with Blackboard going (UNL was > doing some of this too). That would probably be our route. I know > others (Cape Town in particular) are doing integration with Sakai as > well. I hope we'll show off our LCMS integration in the fall. > > With respect to annotations I have to admit I have some very specific > feelings on the topic. Based on a prototype we piloted with lecture > capture I don't believe timeline annotations will be used by students. > Instead, a more free flowing note taking method is something they > want. We halted our investigations here, but the last survey we ran > showed students were really interested in having built in note taking > facilities, and a second pilot showed that these notes tended to be > quite rich in semantics. I think note-taking, as opposed to > annotations, would be an excellent predictor of student outcomes. > Building the right tool here will take alot of solid engineering though. > > Regards, > > Chris > > [1] http://www.solaresearch.org/ > [2] > http://www.cs.usask.ca/~cab938/TheWhoWhatWhenandWhyofLectureCapture.pdf > > -- > Christopher Brooks, BSc, MSc > ARIES Laboratory, University of Saskatchewan > > Web: http://www.cs.usask.ca/~cab938 > Phone: 1.306.966.1442 > Mail: Advanced Research in Intelligent Educational Systems Laboratory > Department of Computer Science > University of Saskatchewan > 176 Thorvaldson Building > 110 Science Place > Saskatoon, SK > S7N 5C9 >
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