So many interesting questions to explore... What correlations are there between those with good metacognitive skills (how to assess?) and those who benefit most from using lecture webcasts?
Would students show more gains if they were "taught" (or even just told about) good lecture webcast study skills? Would students show more gains if they had more of the "proper tools" to support those good study skills? (User research done by Daphne Ogle and myself here at Berkeley showed a variety of behaviors that could be supported by tools, not only that provide better searchability, but also support for such things as highlighting/tagging, fine-tuned control over viewing, and finding&watching different lecturers on the same topic). I know there are various tools being built (e.g. Greg's ClipShow tool) that could be incorporated into further research... Btw, it's not surprising to me that watching right before exams doesn't lead to outperforming peers (seems that it's a form of "cramming"...known to NOT be an effective study technique). So glad we're talking about all this, Judy On Feb 8, 2013, at 7:12 AM, Mike Bianchi wrote: > 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 > _______________________________________________ > Community mailing list > [email protected] > http://lists.opencastproject.org/mailman/listinfo/community > > > To unsubscribe please email > [email protected] > _______________________________________________ _______________________________________________ Community mailing list [email protected] http://lists.opencastproject.org/mailman/listinfo/community To unsubscribe please email [email protected] _______________________________________________
