Digiknow: How to use Lecture recording to support inclusive learning and teaching

room with rope barriers leading to tv

Capturing lecture content, whether in the classroom or from your desk, and making this recording available to students, can give students the opportunity to re-watch content, enhance note taking and revise topics. This assists all students not just those with additional support needs.

However, these recordings can be made more inclusive and useful to students by following a number of simple practices.

Adding notes to the slides

Adding notes to slides, whether within PowerPoint or alongside the lecture recording, can make a big difference to how inclusive this learning resource becomes. Not only does it enable the student to draw upon the key points you make during the recording it also helps to provide an alternative to a transcript of what was said. You can either add notes to the PowerPoint slides in the note section (potentially converting this into a handout) or alongside the slides in your lecture recording.

Making the slides available to download alongside the recording

Making the slides available allows students to annotate and add notes to their slides either manually or digitally. This also makes learning more flexible as some students may want to take the slides with them on the move but would not have the ability to take the recording with them. There are two ways you can add these files, either upload them in Course Resources alongside the link to the recording or add them as a PDF to the recording.

Using holding slides to help students navigate within the recording

Sometimes within a recorded session time may be taken to participate in active learning within class. This part of the lecture recording will become less useful to students. In order to help with navigating past this part of the recording, consider using a place holder slide in your presentation. This makes it easy for students to use the slider to move past this slide and therefore this part of the recording.

Using the keyword search to aid navigation within the recording

You can easily navigate through a lecture recording using the search function, which allows you to use key words to search the recording and notes to get back to specific point in the recording. It then makes where this word occurs and means you can navigate to each point within the recording.

Use the Panopto app to view recordings on your mobile device

You can download and use the Panopto app on Android and iOS (Apple) via the iPad and iPhone to view lecture recordings. This enables you to take them with you on the go.

Making students aware of these features

In order for students to take full advantage of the practices and features of lecture recording which support an inclusive learning experience it is important to inform students how to access these. It might be during the first time lecture recording is used these features are highlighted to students or this is done within a short recording supplied alongside the first lecture.

More on the accessible features of our lecture recording system

Digi Know: How to Be a Digital Scholar

The world of research is growing bigger, faster, thanks largely to innovations in technology. At Derby our academics are using learning technologies in the classroom to teach in more dynamic ways, from in-class polling and quizzes to producing video case studies and creating virtual reality work environments. Resources such as Online Reading Lists and Box of Broadcasts are making it possible to compile content in a way that is responsive to our ever-changing and fast developing news cycles. We can use Open Access repositories to find research more readily publications and data that may have previously been unavailable to us or outside of our library subscriptions. Social Media is being used inside and outside the classroom to communicate and inform debates, and ever-evolving literature databases are making it easier for the online student or academic to find and manage their academic references.

The Digital Derby project is shining a spotlight on all of this good practice at Derby, and revealing ways in which staff can develop their  own digital capabilities across six identified elements

Six-elements1

Credit: JISC Digital Capabilities Framework https://digitalcapability.jiscinvolve.org/wp/

Where does this leave the researcher? A couple of months ago I blogged about ORCiD, a tool to aid the academic researcher who publishes and wants to be identifiable and discoverable online. Since then I have been reading up more on the broader term of Digital Scholarship (one of the six elements pictured above) and produced a short presentation on what it is and how some of the professional services at Derby can support the academic researcher who wants to become more equipped, digitally. See the video below –

https://derby.cloud.panopto.eu/Panopto/Pages/Embed.aspx?id=b7a00010-7a83-457e-9d28-81b497987c56&v=1

Don’t take it from me, I’m a humble Learning Technology Advisor / Librarian! If you’re interested in finding out more about being a Digital Academic, read this blog post from academic Jenny Delaselle.

 

Digital Challenges, New Tech & the Space In-between: Thoughts on JISC Connect More

This week, a few of the TEL team attended the final event of the JISC Connect More series at Nottingham University. The day provided opportunities to connect with peers, share practice and explore new ways to teach and learn using digital technology.

Barriers, Challenges and Aspirations

The first presentation, led by Rachel Challen from Loughborough College, was on the barriers, challenges and aspirations that we face in the field of Learning Technology. Tying together institutional strategies and processes to work effectively within the changing digital landscape requires a lot of people and systems to work together, and it’s a tough job.

This theme continued throughout the day and it was encouraging (I think) to see that we’re all in the same boat – How can we engage with everyone in our institutions to think differently (and cohesively) about Technology Enhanced Learning and digital capabilities? It’s clearly a difficult challenge, and one of the things that’s great about events like this is that we can share the different ways, however successful, that we are trying to solve it. I got the sense that we’re all trying to move away from the perception of Learning Technologists as ‘point and click’ presenters, and embed ourselves much more within the academic community as specialists. Personally I think it’s a great thing, offering better value to the staff and students we work with in a collegial environment.

New Tech!

We also got the chance to try out some new technologies like the HTC Vive and Nao, a programmable robot. The HTC Vive was particularly interesting given the work I’ve already done with virtual reality in the last year. This was the first chance I’d had to use handheld trackers and they enabled me to create something in a 3D space – I was virtually painting, using TiltBrush by Google.

Instead of just having a flat canvas to draw on, I could now interact in all directions – forwards, backwards, up, down and everything in-between. If I drew a three dimensional shape, I could get inside it. I was able to experience the digital world as an actual space in which I could interact and move around, not confined or separated by a twRob VRo dimensional screen. There was a sense I was taking ownership of my own personal virtual space.

And this week, as I’ve watched Pokémon inhabit a shared digital space in the world, I’ve wondered if the convergence of technologies like VR and AR will allow us all to create our own personal digital spaces – They probably will and that’ll provide us with lots of exciting opportunities for creating new digital learning environments.

The Gap In-between

It was interesting to experience new technologies that are heading towards the classroom and at the same time hear how colleagues are meeting the current challenges of embedding digital capabilities within education. There’s clearly a gap in the middle that a lot of us sit in, connecting the dots between ever newer technologies and their educational application. It’ll be fascinating to see what an event like JISC Connect More looks like in 10 years. Over to you Nao…

Digi Know: Learning & Teaching Conference Special!

At the University of Derby, Learning and Teaching Conference on the 4th July, Lawrie Phipps from JISC delivered the second keynote presentation. The theme of the conference was “What does the future hold” and Lawrie’s presentation was called “Perspectives on Digital: Change isn’t coming, it’s here and it’s permanent”. His presentation largely focused on the JISC Digital Capability Project; Learning Enhancement have been work on embedding the principles within the university through the Digital Derby project. If you would Iike to find out more about the project or how to improve your digital skills, please contact the TEL team – tel@derby.ac.uk or on ext 1865.

Lawrie also asked the audience about their skills in using Microsoft Word, and their knowledge of styles. To find out more about Styles in Word, please our Help Guide or a more comprehensive training document from IT Services

Appy Monday – Sketches

Banner showing Digital Derby and Appy Monday: Exploring mobile apps for learning and teaching

What is Sketches? 

Tayasui Sketches is a drawing app which enables you to draw out your notes, doodles and diagrams on your iPad or iPhone and organise these into collections.

What can it do? 

  • Enable you to draw electronic sketches using a variety of different drawing tools and a wide range of colours.
  • Use patterns to fill large areas of the picture.
  • Add text and shapes to add further meaning.
  • Share your drawings via email or social media tools such as Facebook and Flickr.
  • Add photos with your camera as a background to an image.

Download it now

How could it be used for learning, teaching and assessment?

  • To take notes during a lecture or seminar combining text, drawings and diagrams to represent key points.
  • To create visual images which help to break-up heavily text based learning resources or presentations.
  • Challenge students to represent a concept or idea using drawings only and share this in class or on a shared area in Course Resources such as a discussion board.

Short task: 

  • Download the app.
  • Open the app and try drawing the University of Derby logo.
  • Save the picture.
  • Email this to yourself.

Important note

Before using any mobile application or online service please check the terms and conditions to ensure you are aware of the implications of using the service. In particular, look out for items covering data security, ownership of content and public/private sharing options.

Further support

If you would like further support to get an idea of how you could use Sketches within learning and teaching, please contact the Technology Enhanced Learning team on tel@derby.ac.uk or ext 1865.

Sharing audio for peer review and submitting for assessment in Course Resources using Media Gallery

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.

media gallery music and musician ship

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.

media gallery comment

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 submission music and muscianship

Summary

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.

Recording trainee teachers’ discussions using Panopto’s student Dropbox with group view

Bill-Esmond-U-150x200

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.

Using videos in forums for an online course’s student formative assessment

yasukotera

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.

Capture

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

Mitigating cancelled lectures with Panopto Lecture Recording

elaine-conway-150

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.”

Using Panopto to record feedback to students’ questions posted on a MOOC forum

Jose-Arturo-Garza-Reyes-150 tony-anosike-150
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.”

jose tony screenshot

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.”