Evaluating staff and student's experiences of learning from video and multimedia
including created and commissioned content, web-based video communication and learner created video, and multimedia assessment delivered via City’s online learning environment.
Principal investigator: Sandra Partington
The ability to use video and multimedia affords much benefit to those designing, delivering and undertaking learning in Higher Education in general. As technology has advanced it can now extend that benefit to mobile and web-based learning. It is important that the now widespread use of video and multimedia content remains accessible to all learners including those with disabilities.
Educators and learners have become familiar with a blend of face-to-face and online learning that exploits the learning affordances (Koumi, 2006) of learning from a range or mixture of media including video, audio, and presentation materials. Sophisticated tools have been developed for use in Education that can further “personalise” the use of media rich resources (Clarke & Mayer, 2008). For example, in lecture capture systems the user has the ability to open close or resize the windows for audio, video and presentation, can choose different ways to navigate i.e. by time, by presentation slide or by bookmarks, and can add personal study notes and control the speed of the playback.
Aims and Objectives
This study will evaluate the use of existing educational technologies provided at City that have a substantial video and multimedia component.
*From academic staff and teaching in the disciplines it aims in particular to surface both unique, innovative and embedded practice in learning design, to identify areas for improvement and to signal new and emerging requirements.
*From learners and those who support students to learn in particular it aims to identify how and when video and multimedia components are being used and how easy it is to access them and to learn from them.
City has invested in and benefitted from the use of video and multimedia for education and has embraced new tools and technologies, e.g. the Kaltura video platform since 2012 and the Echo 360 lecture capture service since 2013 both of which are integrated with the Moodle VLE, Adobe Connect provides our teaching webinar platform and the MILL (Media and Innovation learning Lab) at University 3rd Floor whose facilities include a studio space and recording booths and the satellite mini MILLs for academic staff in Bunhill Row and Middleton Street.
All of these media rich services are now cloud based which is in line with City’s IT Services technology roadmap. However, with increased demand for lecture capture and new requirements for accessibility, electronic assessment, and learner content creation, it has been deemed important that LEaD and IT services work together to evaluate, review and create a learning and technology development roadmap.
A recent survey of technology enhancement (UCISA Academic Support Group, 2016) within the UK HE sector indicates that City is acting in line with the sector, where lecture capture and recording, mobile learning, and electronic management of assessment are the dominant demands on University services. It is also timely to evaluate and consider the added dimension of ensuring accessibility to counter the changes to the Disable Students’ Allowance in the English University sector.
Within this study, LEaD will evaluate the experiences of City’s schools, academic staff and students with a view to, providing sound pedagogic rational and requirements to informing future investment decisions, updating the design of staff development and the design of support for students.
Clark, R. and Mayer, R. (2008) “Applying the Personalisation Principle’, E-Learning and the science of instruction. San Francisco, CA: Jossey-Bass/Pfeiffer, pp. 157 - 167
Koumi, J. (2006) Designing video and multimedia for open and flexible learning. London: Routledge.
UCISA Academic Support Group (2016). Technology Enhanced Learning Survey. Oxford: University of Oxford, pp.1-3