Stuart talks about how he uses lecture recording for assessments, software training, and his students’ perceptions of Panopto lecture recording.
Joy Lewis, Team Leader of International Student Centre recently needed to record some student presentations for assessment. Here is what she had to say about the experience:
“I requested access to Panopto because we had a Summer School and wanted to record the final presentations of the Chinese students. The choice of Panopto was because it is not invasive and the students do not feel that they are being videoed or recorded and the experience for them is much more positive and the results of the recording are clear, sharp and give a very wide view as well as being able to have access to the slides.
I had a very quick training session, no longer than five minutes. It was very easy to use and that is from someone who is a bit of a technophobe. This was followed up with a second short training session of how to download the recordings, again this was very easy and user friendly.
The only other experience I have had of videoing and recording presentations is where there is a camera facing you, depending on if this fixed, or is on a tripod or handheld it can be shaky, poor quality with problems with sound and visuals of the slides, and is also very off putting for the person being videoed, Panopto makes the whole experience much easier and real, I would not hesitate to use it again.”
Joy used one of our Lecture Record Ready rooms which included a ceiling mic and ceiling camera to record the front of the class.
Find out more about Lecture Recording at Derby University and how it can help you simplify capturing presentations like lectures and student assessments.
Maria Potempski, Lecturer in Marketing and Public Relations, College of Business, University of Derby.
The Design and creativity for marketers module requires students to work in groups to produce a four page leaflet that targets a consumer group with a message. The leaflet has to take into account the audience, and consider design elements such as typefaces, colour schemes and layout. Students also must produce a reflective piece which justifies and explains their design choices.
Maria decided that the students should create one or more short videos, rather than a written piece, justifying their choices and deconstructing the leaflet to show how it meets the assignment brief. The students were responsible for creating the videos using their own devices, and uploading them into Media Gallery for submission with the leaflet in a Course Resources Assignment activity.
The majority of students used their mobile phones to create their justification videos and were able to upload them straight into Media Gallery and submit in the assignment.
Maria comments “This is the first time I have used Augmented Reality (AR) videos as a vehicle for an assignment. It seemed very appropriate to use this method as it reflects what the marketing sector is currently using to reach many target audiences.
Student feedback about the module confirmed that they found the use of AR exciting and a welcome alternative to a written paper. Making the videos was straightforward and each student simply used their smartphone. Because the students had to verbalise why they had used certain colour psychology, use of typeface and impactful images it added to their understanding of the design process. Academic integrity was also preserved by the use of a ‘Student Agreement’ that recorded reference material and their agreement that each member of the group had contributed equally to the assignment.
Personally I found this an excellent way of assessing as it demonstrated much more understanding than a traditional written paper. It was also helpful to colleagues who moderated the assignment, easy to use, but above adding an extra dimension to the assignment.”
Samantha Drake. Lecturer in Forensic Science, College of Life and Natural Sciences, University of Derby.
Samantha has flipped! Flipped teaching has entered the educational consciousness over the past few years. Teachers record materials for students to study outside of class so when they meet for lessons or seminars they are already prepped with an idea of what to do, rather than use contact time for demonstrating procedures or explaining material. This leaves more contact time to discuss or practice under the supervision of the expert teacher who can feedback tips or facilitate discussion.
Samantha comments “The practical ran far more smoothly, with fewer initial queries about the lab techniques, than previous years without the videos. It was also great not to have to spend the first half hour or so demonstrating everything in the video – more time efficient and less work for me in the long run as the videos will be used again in future years.”
Samantha used a consumer grade video camera, borrowed from the TEL Media Team, to record for her forensic chemistry students a series of equipment demonstrations and do worked examples of maths question. Titles included “Making a Solution in a Volumetric Flask”, “Amine Calculations”, and “How to do a Titration”.
Still from How to do a Titration
She then edited and uploaded the videos into Media Gallery, and shared the videos directly into Course Resources for students to watch before coming to lab, and to review afterwards.
The videos embedded into Course Resources
The cohort comprised 57 students, and as you can see from the statistics of plays the videos were well used.
Number of plays per video
In conclusion, using some basic commonly available recording equipment, Samantha was able to make her teaching more effective and efficient, and although recording and uploading required some more effort upfront, this will be paid back manifold in future as the resources are reused. Media Gallery is a simple to use video distribution resources which integrates directly into Course Resources and enables staff to create and distribute flipped teaching materials quickly, and directly to students.
Matt Le Mare. Creative Expressive Therapies, College of Health and Social Care
Matt, who ran the Music and Musicianship module in Spring 2016, wanted a way for students to share their formative music assignment with each other within the Course Resources module so they could do peer feedback. He also wanted the students to submit their final assignment, which comprised a piece of music, through Course Resources.
Matt comments that Media Gallery “…works for me as I wanted to electronically move quickly from assessing audio to text and then back again instead of trolling through usb stick, CDs and DVDs, then reading students’ paper submission, then having to give the feedback on paper. It works for the external examiner because she/he can do the same. For students, they can submit electronically, which is what they wanted to do. They can share it if they wish. It was easily set up, just works, and ‘saves’ time!”.
Sharing media within Course Resources
Media Gallery (Kaltura) was the perfect solution for his requirements. First, using the Media Gallery feature, students were able to upload iterations of their music and publish them within the module.
A view of the Media Gallery containing students’ formative work
Media Gallery also has a comment feature akin to social media, which allows attributed comments to be posted.
Submitting media for assignments
Mat also wanted students to submit their final piece of music through Course Resources. Previously dealing with media would have required receiving CDs, DVDs or USB flash memory drives with all of the associated management and potential for damage or loss that entails – especially when required by external examiners.
With Media Gallery, students were able to upload their music and submit it directly through Course Resources “Assignment” where it was safely stored and accessible only to the tutors. External moderators are also able to view the work directly through Course Resources, so there is no more worry about sending off media in the post.
Media Gallery provided a simple and robust solution for Mat’s needs. It also enhanced the student experience as they were able to share their music and get feedback from each other which is kept only to the group enrolled within the module. This effectively extended the classroom into an asynchronous space offering more opportunity for students and tutors to interact outside of physical contact time.
The submission of media within Course Resources solved the problem of access and security of assessed work. Pieces were available immediately within Course Resources to tutors and moderators, and management of physical submissions was eliminated.
Dr Bill Esmond. Senior Lecturer in Initial Teacher Education: Post 14. College of Education, University of Derby.
Bill’s cohort of trainee FE teachers were considering the current curriculum and the gaps which exist in the teaching of the subject. They had an introductory seminar to consider the issues and then, in small groups, were required to create a video of their discussion which was recorded into a panopto Dropbox. A Dropbox is a special folder that allows students to record presentations to using the Panopto recorder. It can be set to be private so that only the tutor and student can see their recording, or group view, so that everyone in the cohort can view them all. In this case Bill chose group view so that the students could see each others’ work.
A training session for the students went through the basics of Panopto recording, and solved technical problems with installation on students’ computers. For many, this was a new experience, and as Bill says:
“This was clearly a challenging experience for everyone concerned: even trainee teachers are nervous about recording their ideas on shared video, no matter what they might do on [Facebook]. And, yes, there were technical issues: I think most of the Apple people struggled to upload, some sound quality didn’t come out well… and the quality of the medium wasn’t as good as the media teachers would like!”.
However, despite these teething troubles, the result was generally positive.
“But the point of the exercise was really less about the product (the video-clip) than about the process of getting them to discuss ideas in sufficient depth that they felt able to make a video about it. I couldn’t count the number who said to me afterwards how useful they had found the activity because it had made them think about and discuss the issues in far greater depth than they would have done for an open-ended task (and, I suspect, a poster or [Powerpoint]).
So, I think this technology has some potential as a tool for interactive, relatively autonomous learning just as much as it has for the one-way transmission of lectures.”
In summary, although Panopto’s main feature is recording traditional lectures, it contains an option which has the potential to engage students with material in a different way. Analytics of the students’ recordings shows that many of the presentations had at least five unique viewers which means that peers were attending to each other’s’ work.
Yasu Kotera (left), Wendy David. UDOL Online Counselling. University of Derby Online (UDOL).
Students from around the world were studying on the University of Derby Online course in Counselling Skills. Part of the assessment involves students recording their counselling sessions for tutors to view and feedback on. Course Resources is limited in the way it handles large files, especially videos, so Yasu and Wendy were pleased to use Media Gallery (Kaltura) as a way of sharing video. In this case, students recorded a short video, usually on their phone, and shared it by embedding it into a forum. This allowed tutors and peers to comment on the video.
In this screenshot, the uploaded video is displayed over the forum which contains a dialogue between the student and tutor.
Yasu comments “I manage the counselling programmes at the University of Derby Online Learning. Our programmes include video assessments, where students record their counselling sessions and the tutors and peers make comments on them. We used to mail those DVDs to evaluate their counselling skills, but as the programme expanded, it just became unfeasible. Then we started to use a file transfer system, but it still took a lot of time to up / download the videos. We had been trying to find a scalable and secure way to conduct the video assessments, and heard about Media Gallery. Media Gallery enables students upload their video easily in a secure way, and the tutors and peers can see and make comments to improve their counselling skills. This is really crucial in the counselling studies online. We are planning to use Media Gallery more in our programmes
Elaine Conway. Senior Lecturer in Accounting and Finance. College of Business, University of Derby.
Elaine used Panopto Lecture Recording to save the day when she was unable to attend lectures on campus due to an accident. Nearing the end of term, and with students preparing for final exams and assessments, she suddenly became unable to attend a face to face session, and instead used Panopto to record her lectures that students might otherwise have missed due to being rescheduled or having run out of teaching time.
Elaine recorded the presentations at home on her computer using Panopto. These were then uploaded and published directly into Course Resources ready for viewing by the students.
The result was that the students were able to get the materials on time and not miss any crucial information for their exams, and Elaine now has recordings she can use again with just a couple of clicks in a future module.
She said “Overall, the students were appreciative of both the lecture and seminar recordings I made and they have been viewed. I also have the recordings as resource for a future class to help in their revision also. Panopto is a good tool, and as with all tools, not perfect, but it certainly allowed me to deliver to my students despite my incapacity.”
I had the opportunity to participate at a conference intended to highlight current use of Polling/Voting technology in Teaching and Learning at the University of Birmingham.
The keynote speech was given by Dr Fabio Arico, a senior lecturer in Economics at the University of East Anglia. He talked about how he uses polling data to produce learning analytics and pedagogical research. He has actively adopted the active learning approach in his practice which he says took him 3 years to get it to work. He emphasized that planning is key. The participants were able to practically participate in the demonstration of this methodology. Some Economics questions were presented on the screen and participants were given time to respond using TurningPoint / Responseware, and then the results were displayed on the screen. Then participants were given the opportunity to discuss their responses with their peers or neighbours in the conference room then the same question was asked and participants selected the answers again this time influenced by their discussions. It was interesting to notice the change in results graph with more participants actually getting the answers right after the discussions. Dr Fabio Arico has been able to successfully influence more than 50% of his colleagues to use the peer learning approach. He uses the students’ feedback to improve his teaching.
Another very interesting presentation was given by Professor Prem Kumar, Professor of Physiological Science at the University of Birmingham. He talked about his journey from traditional teaching to using the flipping approach hence the title of his presentation: ‘If in doubt, try, try and then try again: the very real perils and pleasures of adopting a flipped approach’. He particularly mentioned his use of this approach with medical students. Some of the key points from his talk included the fact that, to successfully use the flipped approach, a lot of preparation has to be invested before the session and that the lecturer has to be self-confident and believe in the methodology and be very knowledgeable of their subject. He also advised to ensure there is value added to the session after students have already seen the Panopto videos in their own time.
Other contributors included Bob Ridge-Stearn from Newman University who talked about their attempt to use OMBEA voting tool to run exams of which they experienced some challenges. David Mathew from the University of Berdfordshire talked about using TexWall to help shy students to participate. Annette Margolis from the University of Birmingham talked about her use of Socrative in her classes to provoke debate and to get students’ feedback. I presented on a few quick case studies to highlight the different ways technology is used here at Derby and that includes for: recapping, revision, mock tests, to provoke discussion and to get feedback among other uses. Both TurningPoint and Socrative are popularly used at the University of Derby. Socrative has also been used with collaborative partners in Malaysia.
Those who are using voting technology are clearly seeing the benefits of it in helping students to learn and engage with learning material. While flipping approach is upheld, a point was also raised that different learning styles should be considered as some people still preferred the traditional approach.
Dr Jose Arturo Garza-Reyes (left) and Dr Tony Anosike. Academic Innovation Hub, University of Derby Online, University of Derby Business School.
MOOCs are free open online courses becoming that are popular as a way to engage people interested in a subject. The University of Derby’s Academic Innovation Hub have been running highly acclaimed MOOCs, one of which is using Panopto Lecture Recording in an interesting way. As an online course, students are temporally and spatially distanced. Interactions usually occur asynchronously, often via blogs or forums. Students might respond to some materials by posting discussions and questions which the tutor may or may not engage with.
In the Innovating in Operations Management MOOC the tutors, Dr Jose Arturo Garza-Reyes and Dr Tony Anosike, responded to the questions in a “weekly wind up” video recording that answered several of the threads being discussed on that week’s topic.
Using the Learning Enhancement’s Media Team video booth located in B114, the tutors recorded several 30-40 minute feedback discussions covering topics raised that week.
Jose comments: “The experience that we had with Panopto was very positive as it allowed us to communicate with over 2,200 students all over the world without any issue in regards to the different times, and in a more dynamic way. With Panapto, Tony and I had the opportunity of elaborating in specific topics that we considered important for the specific units that we were reviewing every week. Also, we could elaborate on examples requested by the students. For instance, the MOOC content was very oriented towards the manufacturing sector, with plenty of examples regarding this industry. However, the students asked us to provide examples of the application of the Operations Management theory in other industries. We used the Panapto recording sessions to discuss this other examples that were not included in the written content of the MOOC. The Panapto recording sessions also helped us to wrap-up the unit reviewed during that week. The comments of the students were extremely positive, they were eagerly waiting for the recording session to be released every Friday.”
Screenshot of the Panopto recording giving feedback to learners
Feedback from learners about the wind up sessions has been very positive. Students commented:
- “I guess excellent is the word. Especially the weekly wind up”
- “It has been well thought out and the wind up each week is also very informative and engaging.”
- “The weekly wind-up video helped a lot in summarising the course.”
- “…also the weekly wind up videos deepen the understability of the learners.”