What’s working for learning? A workshop to explore current practice in recording our teaching (via Lecture Capture), here at City.
Sandra Partington - Senior Educational Technologist | LEaD
Emma Allsopp, Neil Goldwasser, Richard Knott - Academic Learning Support | LEaD
Julie Voce, Matt Goral, Connie Tse - Educational Technology team | LEaD
The recording of teaching activities using an automated Lecture Capture system is increasing at City and across UK HE. In February 2019, City’s Education and Student Committee approved a new project proposed by the Learning Environment Committee (LEC) to expand the use of Lecture Capture at City (Learning Environment Committee, 2019).
A recent City Student Unionsurvey (City Students' Union, 2019) reports that City students are using recordings at all stages of their programme for study activities, including note making, recapping and reviewing for understanding and for revision. The survey highlights that there are some students satisfied that they have all, or most of their lectures recorded while other respondents were dissatisfied, with no recordings. A Learning Enhancement and Development ( LEaD) research project delves further into the experience of learning from video and multimedia resources and adds further insights from City staff and students (Learning Enhancement and Development, 2019).
A recent review of evidence concerning the impact of student access to lecture recordings endorses LECs’ proposal to expand lecture capture at City, it found, “students perceive having access to recordings as enhancing their experience, providing a flexible resource to aid their studies, deal with competing demands, and reduce anxiety” (Nordmann, 2018).
A consultation exercise with academics and course officers about the programme wide use of lecture capture at City provides a valuable insight into the reality of use at City its impact on learning, the report (Learning Enhancement and Development, 2019) surfaces areas of policy and administration procedures that could improve and explored the impact on attendance in this context, as this is commonly cited as a barrier to take up by academic staff at City and in other findings.
The workshop will use these recent findings as part of an Appreciative Inquiry approach in order to “choose the positive as the focus of inquiry” (Mohr, 2002)to steer a City specific journey by sharing stories about the experiences of staff and students to illustrate the benefits to learning through the use of this technology.
Session learning outcomes, activities and timings
Introduction and presenting the perspectives – 15 minutes
A short presentation will introduce the findings of the recent survey and consultation activities at City which will outline perspectives on the student use of recordings and the practice of academic staff and introduce some disparate tensions between academic practice and student use and introduce considerations for inclusive practice.
Workshop Activity – 30 minutes
Keeping within the premise of perspectives the activity will request participants to choose and join one of the themed tables, student perspective, academic perspective and inclusive practice. Each group will identify and explore key points and select which channel it might be addressed through e.g. a policy item, a new procedure or guidance, and then create a draft proposition.
Plenary - 15 minutes The themed tables will share their propositions and their rationale with the whole group, all participants are then invited to feedback.
Learning Enhancement and Development (2019). Perspectives On Lecture Capture. City, University of London.
Learning Enhancement and Development (2019). Staff and Student Experiences of Learning from Video and Multimedia. City, University of London.
Learning Environment Committee (2019). Lecture Capture Update for ESC. City, University of London.
Mohr, B. J. & J. M. Watkins (2009). The Essentials of Appreciative Inquiry: A Roadmap for Creating Positive Futures, Waltham, MA: Pegasus Communications, Inc.
Nordmann, E. and Mcgeorge, P. (2028), “Lecture capture in higher education: time to learn from the learners”,PsyArXiv, 1 may, available at https://doi.org/10.31234/osf.io/ux29v.