Twitter Weekly Updates for 2011-06-20

Posted to Diigo 09/19/2010

    • Survey results indicate that the majority of college students prefer courses that offer podcasts over those that do not
    • Students cite convenience, flexibility, and positive impact on learning as the main reasons to have recorded lectures (Nagel, 2008; Fernandez, Simo, & Sallan, 2009)
    • Lecture captureĀ provides additional resources for students:Ā archived lectures,Ā tutorials for lab work,Ā demonstrations of difficult concepts and complex procedures, andĀ presentations by guest speakers;

      ā€¢ allows students to review material at their own pace and convenience (Coghlan et al., 2007);

      ā€¢ offers students more flexibility in note-taking;

      ā€¢ makes time for active learning during class by having the lecture available for viewing before the class meetings (Lund, 2008);

      ā€¢ allows students to catch up with a missed lecture;

      ā€¢ offers another tool for student learning projects (e.g., student-generated podcasts for interviewing locals and sharing with peers in a study-abroad program).

    • Although many anecdotal reports about lecture capture circulate in higher education, only a few notable evaluation studies have investigated its impact on student learning
    • No noticeable impact on studentsā€™ class attendance
    • In one study, students explained that they continue to attend lecture because it offers opportunities for interaction in a structured learning environment (Copley, 2007)
    • Offering podcasts of lectures has the potential to improve studentsā€™ mastery of course material
    • Undergraduate students have reported in focus groups and surveys that podcasts helped them stay focused on the course, made learning more fun and informal, supported independent learning, and enabled deep engagement with course material (Edirisingha & Salmon, 2007; Duke University, 2005)
    • several perceived benefits of lecture capture technology, including the opportunity to make up a missed class, the convenience of watching lectures on demand, and the potential for increased retention of class materials (Veeramani & Bradley, 2008)
    • when students do use podcasts, they use them for specific reasons and at specific times in a course of study
    • Students report that they appreciate the flexibility of accessing podcasts anywhere and anytime (Fernandez, Simo, & Sallan, 2009; Winterbottom, 2007)
    • students who viewed video presentations of lectures with slides tended to back up and repeat slides containing information that they had difficulty understanding (Dey, Burn, & Gerdes, 2009)
    • Although students may appreciate podcasts, this technology tool should not replace traditional learning resources but, instead, should serve as a complement to them (Fernandez, Simo, & Sallan, 2009)
    • studies show that lecture recordings (audio or video) are used mainly to prepare for exams and review course material in order to gain a better understanding of complex topics
    • students usually view podcasts shortly after a lecture has occurred and in the few days before an exam
    • It is important not to assume that all students possess the same technology skills and have had equal exposure and access to technology
    • students without experience and comfort using techonogy may be disadvantaged when class materials must be retrieved from the Web
    • If the podcast will include studentsā€™ questions or responses, you should ask students to sign a consent form when the podcast audience is broader than the class itself
    • The availability of lectures in podcast form may change studentsā€™ learning behaviors as well as their expectations about the use of class time
    • Since students take fewer or summary style notes in courses using lecture capture (Brotherton & Abowd, 2004), they have more time to process course material on the spot, which may lead them to ask more questions and want more interactivity during lecture
    • Students may, therefore, expect the format of lectures to shift from a process of information transfer to a more student-centered and interactive format
    • As a result, instructors may need to devote more time to in-class activities that enable students to practice skills, think critically about material, and apply what theyā€™ve heard in lecture to grappling with real-world problems (McKenzie, 2008)
    • Recommendations for Using Lecture Capture Effectively
    • 1. Before you start, make sure that you have clear goals for podcasting lectures andĀ the time to prepare them consistently throughout the entire semester

    • 2.Once you decide to podcast, make time to experiment with recording quality. Poor sound quality may prevent students from using the resource
    • 3. Make podcasts available as soon as possible after a lecture
    • 4. If you require students to listen to podcasts before lecture, provide them with content-related questions or other learning activities
    • 5. When podcasts are assigned in advance of a class meeting, use class time for interactive discussion, student-centered learning activities, or demonstrations to complement and build on podcast content
    • 6. Before making podcasts available, be sure that all of your students have access to and are comfortable using devices to download and play podcasts
    • 7. When appropriate, make reference to podcasts during lectures or when responding to studentsā€™ questions so that students will be more likely to use them
    • 8. Make accessing and using podcasts easy and fast by providing detailed instructions for downloading and ensuring that the file format is compatible with common media-playing devices
    • 9.Provide students with a clear explanation of instructional goals
    • 10. Draft an evaluation plan for your lecture capture project to investigate what did and didnā€™t work for you and your students

Twitter Weekly Updates for 2010-05-10

Posted to Diigo 05/02/2010

    • You canā€™t force students to pay attention if they donā€™t want to. And even if you forbid all electronic gadgets, students will still daydream, whisper, and pass notes.
    • You canā€™t force students to pay attention if they donā€™t want to.
    • If you permit mobile devices, establish rules of etiquette.
    • Share research findings on task switching that show multitasking students learn significantly less and perform on tests more poorly than students who focus solely on classwork.
    • Survey results indicate that the majority of college students prefer courses that offer podcasts over those that do not. Students cite convenience, flexibility, and positive impact on learning as the main reasons to have recorded lectures (Nagel, 2008; Fernandez, Simo, & Sallan, 2009).
    • Lecture capture
    • archived lectures
    • allows students to review material at their own pace and convenience (Coghlan et al., 2007)
    • offers students more flexibility in note-taking
    • makes time for active learning during class by having the lecture available for viewing before the class meetings (Lund, 2008)
    • allows students to catch up with a missed lecture
    • No noticeable impact on studentsā€™ class attendance
    • In surveys, students report gaining a better understanding of class material in courses that used the technology
    • Undergraduate students have reported in focus groups and surveys that podcasts helped them stay focusedĀ on the course, made learning more fun and informal, supported independent learning, and enabled deepĀ engagement with course material (Edirisingha & Salmon, 2007; Duke University, 2005)

    • Some students have reported that, because they had access to this learning tool outside of class, they took fewer notes during class and were able to pay closer attention to the lecture (Brotherton & Abowd, 2004)
    • Students report that they appreciate the flexibility of accessing podcasts anywhereĀ and anytime (Fernandez, Simo, & Sallan, 2009; Winterbottom, 2007), and they like resources thatĀ are presented in a video or audio format, since this allows for self-paced learning and multitasking

    • students usually view podcasts shortly after a lecture has occurred and in the few days before an exam (Copley, 2007)
    • When considering the use of lecture capture technology, faculty should also understand studentsā€™ technological competencies. It is important not to assume that all students possess the same technologyĀ skills and have had equal exposure and access to technology (e.g., computers and MP3 players)

    • Given the potential differences in levels of access and technological skills,Ā instructors may want to consider administering a short survey at the beginning of the term to determineĀ studentsā€™ comfort with and access to technology required for using lecture capture (Zhu & Kaplan,Ā 2011)

    • Since students take fewer or summary style notes in coursesĀ using lecture capture (Brotherton & Abowd, 2004), they have more time to process course material onĀ the spot, which may lead them to ask more questions and want more interactivity during lecture

    • Make podcasts available as soon as possible after a lecture, since most students download podcasts within a few days of a given lecture
    • When appropriate, make reference to podcasts during lectures or when responding to studentsā€™ questions
    • Provide students with a clear explanation of instructional goals and technical requirements if podcasts are used for student projects or assignments.
    • the digital divide in education goes beyond the issue of access to technology.Ā  A second digital divide separates those with the competencies and skills to benefit from computer use from those without.”
    • the digital divide is as much about access to reliable power as it is about access to ICT.
    • ICT useĀ holds very real promise for facilitating greater inclusion of such groups into existing educational practices and environments as well — but such inclusion is by no means automatic, despite whatĀ countless pictures of happyĀ children with computers from all walks of life might imply.
    • But do we really need to repeat the mistakes of others? If adopting ‘best practice’ is fraught with difficulties, and ‘good practice’ often noted but ignored, perhaps it is useful instead to look at ‘worst practice’.
    • 1. Dump hardware in schools, hope for magic to happen
    • 2. Design forĀ OECD learning environments, implement elsewhere.Ā Sometimes this works, but unfortunately many places roll out programs and products that have at their core sets of assumptions (reliable electricity and connectivity, well-trained teachers, sufficient available time-on-task, highly literate students, space to implement student-centric pedagogies, relevant content, a variety of cultural norms, etc.) that do not correspond with local realities.
    • 3. Think about educational content only after you have rolled out your hardware. It is a fact that, in many places, only once computers are in place and a certain level of basic ICT literacy is imparted to teachers and students is the rather basic question asked: What are we going to do with all of this stuff?
    • 4. Assume you can just import content from somewhere else.Ā Much effort typically needs to be expended to map this content to explicit objectives and activities in the local curricula.
    • 5. Don’t monitor, don’t evaluate.Ā What is the impact of ICT use in education? If we don’t evaluate potential answers to this question, rigorously and credibly, all we are left with is well-intentioned guesswork and marketing dross.
    • 6. Make a big bet on an unproven technology (especially one based on aĀ  closed/proprietary standard) or single vendor, don’t plan for how to avoid ‘lock-in
    • 7. Don’t think about (or acknowledge) total cost of ownership/operation issues or calculations.Ā We know that “total cost of ownership or operation” (TCO) is often underestimated, sometimes grossly, when calculating costs of ICT in education initiatives in developing countries.
    • 8.Ā Assume away equity issues. Introduction of ICT in schools often exacerbates various entrenched inequities in education systems (urban-rural, rich-poor, boy-girl, linguistic and cultural divides, special needs students — the list is long)
    • 9. Don’t train your teachers (nor your school headmasters, for that matter). Teacher training is critical to the success of such initiatives.
    • Many of the lessons, or ‘worst’ practices that you describe can also be easily transferred over to the use of ICT in the health sector, so all nine points are applicable to us too.
    • technology can empower people, but not if their most basic needs are not met (i.e., safe water, sanitation, security).

Twitter Weekly Updates for 2009-04-12

  • UK students study blogging, wikis, podcasts as part of curriculum http://bit.ly/8pmw7. Wish that was included at university level in SA #
  • The lead up to elections in South Africa have started having an effect at our universities…and it’s not good http://bit.ly/i3BH #
  • UK university offers Masters degree in social media. Course too simplistic. Ā£4500 to learn what students already know? http://bit.ly/DiM7 #
  • Flutter: a nanoblogging tool using only 26 characters. Brilliant parody of Twitter http://bit.ly/BHrOC #
  • Political satire and cultural stereotyping does more harm than is funny http://bit.ly/mQ5F5 #
  • Introduction to lung auscultation with audio http://bit.ly/16u0ON #
  • Ethics podcast from the Open University. Series of interviews on the role of ethics in everyday life http://bit.ly/frMQR #
  • Trying to log in to #mozopenedcourse, getting internal server errors, anyone else experiencing the suckiness? #
  • @epanto I’m still not getting any love šŸ™ Will keep trying though in reply to epanto #
  • @kfasimpaur Thanks, I’m still unable to log in. Have sent message to Phillip but uncertain he can do anything about server problems. Enjoy in reply to kfasimpaur #
  • @epanto Thanks a ton, Phillip sent email, nothing anyone can do now anyway. Will download video later. Cheers in reply to epanto #
  • @sdkaaa Same for me, almost exact same system šŸ™‚ Problems logging in and now audio is stuffed…frustrating as… in reply to sdkaaa #
  • #mozopenedcourse audio issues too frustrating, going to bail, enjoy the rest of it everyone #
  • @sdkaaa Sorry for late response, had Internet issues probably unrelated to the platform, hope you come right for the next session in reply to sdkaaa #
  • Microlectures, condensing only most relevant info into 1-20 min. mini-lectures, promising results http://bit.ly/Bjv6w & http://bit.ly/127Bnn #

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Australasian Society for Computers in Learning in Tertiary Education

While working on the literature review for my Masters thesis, I came across a paper presented at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) 2004 conference and made a note to return to the site once my thesis had been submitted and I had more time to browse the other papers.

I’ve just gone to have a look and was blown away at the wealth of fantastic content here for anyone interested in the use of computers and the Internet to facilitate teaching and learning. If this is something that you’re even vaguely interested in, you must visit this site. It contains not only the full papers presented at each conference dating back to 1995, but also has podcasts from the 2007 conference.

Here are some direct links to the most recent conferences:

2007
Podcasts: http://www.netspot.com.au/ASCILITE2007/
Papers: http://www.ascilite.org.au/conferences/singapore07/procs/

2006
Papers: http://www.ascilite.org.au/conferences/sydney06/proceeding/onlineIndex.html

Index of conferences from 1995 – 2008
Look for “Papers and proceedings” at each conference home page.
http://www.ascilite.org.au/index.php?option=com_content&task=view&id=19&Itemid=35