Tobias wrote:
> Hi Chris,
> > :
> > ... So just "using" lecture capture isn't enough, you need
> > to look at how students are using it. A secondary finding that is
> > interesting is that a lot of students are using lecture capture
> > facilities right before the midterm examination, and their marks
> > don't outperform those of their peers.
> Do you have any insight into why tjis is the case? I would suggest that one of
> the reasons may be that even though we offer searchability on the videos as
> well as segments, we are still lacking proper tools to efficiently work with
> and manage (read: learn) large amounts of video and audio.
In my opinion, measuring lecture capture usage does not give any insight into
whether or not it helps the students. To understand that we need to talk to
them and learn their stories. I wrote an article about just that after talking
with some instructors and students using the University of Michigan / Flint
Cyber Classroom:
http://autoaud.com/StreamingMedia_Classroom-DL-Mashup.pdf
... "students' situations and learning styles vary widely and that
having both classroom instruction and distance learning resources
available to all students enrolled in a course improves student
understanding of the course material as demonstrated by final grades."
I also suspect that students are not taught how to use video recordings
effectively and many don't figure out how to make them work to support their
learning style. Am it wrong about that?
I image some treating the recorded lectures much as the treat the live ones, as
background to what ever they are doing on their laptops, because they believe
they can "multi-task".
--
Mike Bianchi
Foveal Systems
973 822-2085
[email protected]
http://www.AutoAuditorium.com
http://www.FovealMounts.com
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