Transforming lectures

What can I do with lecture recordings plus integrated active learning tools?

UNSW Lecture Recordings+ is an educational technology that supports engaged learning in lecture-based courses, flipped classrooms, and blended or fully online courses.
 
In addition to the familiar lecture capture, Lecture Recordings+ offers a range of tools to encourage interaction of students with lecture content, with each other and with their teachers, before, during and after campus-based classes or in online learning.

Explore the characteristics of the range of tools listed below, how they can be implemented to support different learning and teaching scenarios, and the benefits they provide.

Increased student engagement and improved outcomes, with Lecture Recordings+ powered by Echo360

 

 

 

Integrated student engagement tools

Features that enable students to participate more actively in their lectures and course conveners to support engaged learning more effectively.

Lecture Recordings+ enables students to participate much more actively in lectures by providing:



  • Access to the lecture slides to review before class or as the lecture is delivered
  • A place to take contextual notes synchronised with the slides and lecture recording timeline, downloadable as a study guide
  • Activities embedded in the slides to encourage responses to questions and polls, and to promote discussion and thinking
  • A panel to ask questions anonymously without raising a hand in class and to discuss topics with peers linked to the relevant content
  • A flag to indicate confusion on specific slides, giving immediate feedback to the lecturer
  • Live streaming of lectures to enable synchronous remote participation of students (only available on request, if the use case meets certain requirements)
  • Delivery of pre-recorded lectures together with downloadable slides and interactive questions for blended and online learning

Lecture Recordings+ enables course conveners to support learning by:



  • Providing high quality video recordings of scheduled lectures that students can use for revision
  • Providing a personal capture tool on their desktop to enable creation of screencasts as lecture content
  • Embedding questions into presentations and videos to gauge student understanding and promote deeper learning
  • Live streaming lectures to remote students or where there is a classroom overflow situation on campus (only available on request, if the use case meets certain requirements)
  • Tracking student engagement and learning via a configurable analytics dashboard
  • Providing a library where they can manage their lecture content

Comparing learning with and without Lecture Recordings+

Compare the benefits that Lecture Recordings+ adds to learning and teaching before, during and after class.

Before Class
Without Lecture Recordings+ With Lecture Recordings+
Upload presentation slides into Moodle. Upload presentation into LR+ and add interactive activities (quizzes and polls). May also add a short video to introduce the topic.
Some students may access presentations to preview the material. Flip classroom activities so that student preparation using the lecture material is required to gain value from the face-to-face session.
There is no opportunity for students to interact directly with the material. Students view presentation and video, respond to interactive activities, ask questions, leave comments, flag confusion, and participate in discussion of the material with their peers.
No data on how well they’have understood the material. Lecturer views analytics before class to understand how students have responded to the material, find out what they do or don’t know and where further work is required.
During Class
Without Lecture Recordings+ With Lecture Recordings+
Lecturing to fewer and fewer students each semester, with students preferring to access recordings, particularly towards the end of the semester. By involving students actively during the lecture, they may be motivated to attend lectures that add value beyond broadcasting information that they can listen to in a recording, Use class meeting time to engage students in critical thinking and problem-solving.
Lecturer presents for the allocated lecture time but doesn’t know how well students are receiving and understanding the material. Students can interact with the active learning tools to provide instant feedback to the lecturer about where they are confused and how well they have understood.
Students listen but may not be engaged, take notes but may not understand. Students respond to embedded interactive activities to increase their engagement by thinking and problem solving, participate in a back channel discussion panel to learn with their peers, take notes against the slides that will be synched with slide numbers and the lecture capture timeline, and add bookmarks to easily go back to review important points.
Students may not feel comfortable to raise their hand and ask questions. Students can post questions anonymously in the discussion panel, without raising their hand in class; polls and quizzes can be used to trigger think/pair/share activities where students register a response, discuss it with their neighbour, and share their learning by repeating the poll or quiz.
After Class
Without Lecture Recordings+ With Lecture Recordings+
Analytics indicate that students start to engage with course content in Moodle towards the end of the semester as they cram for their final exams. Flipping the learning activities encourages early and extended engagement with the material.
 
Students set up their own Facebook groups because they want to create a social space where they can engage with each other and the course content informally. Students have a built-in social context or backchannel, in which the lecture material is situated, where they can conveniently continue their discussion from the classroom into the online class environment.
Students access the lecture recordings to review and revise but they do so in isolation without being able to discuss the content and add their notes online directly linked to the recording timeline and slides. The integrated note taking and downloadable study guide with the addition of bookmarks and direct links to slides and important points in the recordings, all support easier study processes, together with informal and social interaction with peers.
The lecture discussion can take place in Moodle but it’s separated from the recording timeline and slides. Questions and discussion points raised during the class can continue to be addressed directly within the presentation or associated Q&A class space.

 

Choosing how to implement Lecture Recordings+ in your teaching

Lecturers and students can choose to use as many or as few of the Lecture Recordings+ tools as they require to support their learning and teaching needs. Here are some scenarios for implementing this technology in your teaching.

  As a lecturer I should be able to….. Benefits
1

Provide lecture recordings

Have my lectures automatically recorded so that I know my students will be able to review the lectures.

Lectures automatically captured and recordings uploaded for students to access shortly after the lecture is completed.
2 Monitor student understanding
 
Monitor how my students are responding to the lecture by observing the class discussion/question panel and ‘confusion flags’, so that I can ascertain their engagement and how well they are learning.
 
Students can scaffold each other to support their learning and reveal problem areas where they need further assistance.
3 Engage students with interactive activities
 
Add interactive quizzes and polls to my lecture so that I can track student understanding, provide students with immediate feedback on their learning, and integrate “peer instruction” learning activities to resolve misconceptions.
 
Increased student engagement and active participation plus opportunity to address problem areas that require further elaboration.
4 Integrate presentations, activities, and note taking
 
Upload my PowerPoint presentations and embed quizzes and polls, so that students can take advantage of the integrated note taking and bookmarking that is referenced to slide numbers, and see interactive questions within the context of the lecture presentation.
Students can create downloadable study guides referenced to slide numbers and the recording timeline. They can easily review their lectures online with an integrated set of slides, questions, personal notes and bookmarks all linked to the lecture recording timeline.
5 Review learning analytics
 
Use system generated data to track how well students are engaging with the lecture and review individual responses to interactive activities, so that I can identify what can be improved.
Easily obtain real-time data that reveals patterns in learning behaviour and performance that can lead to proactive interventions and better outcomes.
6 Enable flipped classroom and online learning
 
Provide lecture content using alternative delivery modes such as live streaming and flipped classroom to support blended and online learning.
Recorded lectures available for on-demand viewing, integrated with low-stakes testing, and freeing up class time for more applied learning, group work and discussion.