Neil Berry: e-lectures within the Chemistry Department

25 %
75 %
Information about Neil Berry: e-lectures within the Chemistry Department
Education

Published on July 20, 2009

Author: clleddev

Source: slideshare.net

Description

"Neil Berry: e-lectures within the Chemistry Department." Slides from the University of Liverpool Learning and Teaching Conference 2009.

The use of e-lectures within the chemistry department will be presented. The various influences to integrate aspects of e-learning into taught modules will be given followed by details of the experience from the last two years e-lectures have been running, including practical aspects and student feedback. Possible future directions of this type of approach will be suggested.

e-Lectures within the Chemistry Department Neil Berry 23/6/09

Outline • Introduction Background Influences and context of “e” methods e-Learning • Experiences Two years in chemistry department • Practical aspects Hardware, Software, Time, Effort • Demonstration • Student Feedback & Statistics • Conclusions • Future work • Acknowledgements

Introduction - Background • Last two years lectures recorded in Chemistry • Initiated through my own interest • Video (“on-screen” activity – PowerPoint, animations, web pages etc.) and/or Audio • Recordings mounted on VITAL • Initial idea Supplementary to “traditional” lecture to aid learning • Not lecture replacement

Introduction – Influences and Context e-Learning • Bologna and Dearing Supporting student learning • Government education policy Out of hours opportunities More and better flexible opportunities to study • HEFCE Inform institutions to enhancing learning, teaching and assessment through the use of technology • JISC e-learning Creation of better learning environment for all learners (JISC training course) • Vice chancellor’s key five priorities Enhance student experience Position as a global university

Introduction – e-Learning • University e-learning policy – influenced by Bologna, Government, HEFCE, JISC, Audit “E-learning is learning which is enhanced, supported, mediated or assessed by the use of electronic media. E-learning may involve the use of new or established technology and/or creation of new learning material; it may be deployed both locally and at a distance.” • e-learning aspect of blended approach – enhance student learning • Aims of university e-learning policy By 2010 e-learning “embedded” in all parts of the university Staff and students able to select appropriate e-learning methods to enhance quality, efficiency of their teaching and learning

Introduction – e-Learning • e-Learning benefit staff AND students • Aspects relevant to recording of lectures: Increase student engagement (individual/group) especially outside “contact hours” Promoting personalisation of learning Support for flexibility of learning in a diverse student body Encouragement of active learning on the part of the student Support student progression Improved contact between student and staff Promote lifelong learning

Introduction – Influences on e-Learning • Student diversity Different students learn in different ways (reading, writing, hearing, doing etc.) English not first language • Students engagement – increase variety of stimuli Maximise chances of engaging students => Increase retention rates • Students – generation Y Generally technologically savvy Desire to be connected 24/7 Desire for face to face AND online contact with students and staff See no difficulty in surfing between media • Students - learner entitlement Enhance equity between students (audio/visual impairments) Platform independent (Windows/Macintosh/Linux)

Experiences • Last two years of lectures recorded Range of years (1-4) and courses (chemistry and subsidiary subjects) • Video (“on-screen” activity – PowerPoint, animations, web pages etc.) and/or Audio • Recordings mounted on VITAL • Recordings in format which can be downloaded/played on variety of platforms MWS Windows computers (Realplayer, Quicktime etc.) Portable media players (iPod, iPhone etc.) Windows/Macintosh/Linux computers • Initial idea Supplementary to “traditional” lecture to aid learning Aid to student learning if student misses lecture • Not lecture replacement Students miss opportunity for questions and feedback No change in level of lecture attendance

Practical Aspects Hardware • University lecture theatres equipped with capable Windows MWS PC (or laptop) • Microphone required, e.g. webcam (~£10) • VITAL capable to store and stream content Software • Screen and audio capture – Camstudio (Free, Opensource) • Format conversion (transcode) – Mediacoder (Free, Opensource) Time/Effort • Set up – <2 minutes • Capture – length of teaching session • Format conversion – couple of mouse clicks (~30 minutes computer time) • Uploading to VITAL as podcast – couple of mouse clicks (<2 minutes) Quick, Easy and Cheap

Demonstration Demonstration • Record a couple of minutes of this talk • Outline of stages (document available with details) • Convert into format appropriate for personal media players • Upload to VITAL

Student Feedback & Statistics Anonymous VITAL Feedback • No specific questions about the recordings • “Things liked about the module” – free text answer “Audio files on VITAL” “Online video and audio support provided extremely valuable support in revision for exams especially as learning abilities demanded different forms of media.” • Usefulness of VITAL (lecture notes, audio and video of lectures, web links)? ~80% very good/good over range of modules • Similar to positive experience from engineering department

Student Feedback & Statistics VITAL Statistics • CHEM012 – Organic Chemistry for Biological Sciences • Weeks 7-12 Second semester • 6 lectures recorded • ~150 1st year non-chemistry students • 1285 hits Examination 1st recorded Start of summer term Course start lecture Easter

Student Feedback & Statistics VITAL Statistics • Wide variety in times of access • Wide variety in day of access ⇒ Flexibility and personalisation of learning(?) (Stop recording)

Student Feedback & Statistics VITAL Statistics • CHEM170 – Introductory Spectroscopy • Weeks 1-10 Second semester • 5 lectures recorded • ~90 1st year chemistry students • 495 hits Examination Start of summer term Course start & 1st recorded lecture Easter End of recorded lectures (Start transcoding)

Student Feedback & Statistics VITAL Statistics • CHEM385 – Chemical Databases • Weeks 1-6 First semester • 5 lectures recorded • ~50 3rd year chemistry students • 347 hits End of recorded lectures • Resource used “inside” module 1st Report AND “outside” module Course start & 1st recorded End 2nd 2nd Report lecture Semester 2nd Semester

Student Feedback & Statistics VITAL Statistics • CHEM473 – Molecular Modelling • Weeks 1-6 First semester • 5 lectures recorded • ~25 4th year chemistry students • 176 hits Course start & 1st End of course recorded lecture End 1st Semester (Upload to VITAL)

Conclusions • Aspects of e-learning will be increasingly encouraged/expected throughout programmes • Recording of lectures one aspect of e-learning • Benefit staff AND students Encouragement of active learning on the part of the student Increase student engagement (individual/group) especially outside “contact hours” Promoting personalisation of learning Support for flexibility of learning in a diverse student body Support student progression Promote lifelong learning • Quick, easy and cheap to achieve • Students Use it, like it and find it useful

Future Directions • Encourage colleagues to have a go (whole modules recorded?) • “Chapters” to aid navigation of recording • Change what “lecture time” is used for (workshops, tutorials etc.)? Acknowledgements Liverpool Nick Greeves Nick Bunyan Sourceforge Mediacoder Camstudio

References Bologna http://www.leeds.ac.uk/educol/ncihe/ Dearing http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf HEFCE http://www.hefce.ac.uk/news/hefce/2009/elearn.htm JISC e-learning http://www.jisc.ac.uk/whatwedo/themes/elearning/programmeelearning.aspx Institutional audit 2004 http://www.qaa.ac.uk/reviews/reports/institutional/liverpool2004/RG049Liverpool.pdf Learning styles http://www.vark-learn.com/english/index.asp http://tlt.its.psu.edu/suggestions/research/learning_styles.shtml Vice chancellor priorities http://www.liv.ac.uk/staff/strategies_policies/strategic-plan.pdf University e-learning policy https://www.liv.ac.uk/staff/strategies_policies/e-learning-policy-november-2008.doc Blended learning http://amps-tools.mit.edu/tomprofblog/archives/2008/11/904_the_future.html#more Institutional audit http://www.qaa.ac.uk/reviews/reports/institutional/liverpool2004/RG049Liverpool.pdf E-learning and retention rates http://www.jiscinfonet.ac.uk/case-studies/tangible http://www.echo360.com Generation Y Redmond, P. “Talkin’ ‘bout my generation” Generation Theory and the brave new world of the ‘Yers’, University of Liverpool Careers and Employability Service, 2007. Camstudio http://sourceforge.net/projects/camstudio/ MediaCoder http://mediacoder.sourceforge.net/

Add a comment

Related presentations

Related pages

University of Liverpool - stream.liv.ac.uk - Video and ...

... Video and audio streaming & sharing. ... Computing Services Department (54) Continuing Education ... Neil Berry: e-lectures within the Chemistry ...
Read more

Faculty & Research - Neil Donahue - Chemistry - CMU

Faculty & Research Neil Donahue. ... Recent research largely directed by Prof. Donahue within the Center for ... Department of Chemistry Carnegie Mellon ...
Read more

Research - The University of Nottingham

Research in the School of Chemistry groups spans the following themes: ... An embedded Business Partnership Unit within the School;
Read more

Professor Neil Rose — UCL Department of Geography

BSc (Hons.) Chemistry ... Neil also manages the UCL Environmental Radiometric Facility which is housed within the Department ... Neil Rose's research has ...
Read more

Nick Gibb - Wikipedia, the free encyclopedia

... promoted Nick Gibb from within the Education ... told officials at the Department of Education that he "would ... Gibb and David Neil ...
Read more

Department of Chemistry - Durham University

The Department is characterised by an interdisciplinary approach with strong research activities in polymer and materials chemistry enabled by ...
Read more

Anion recognition as a method for templating ...

Anion recognition as a method for templating pseudorotaxane formation ... Neil G. Berry, and Boosayarat Tomapatanaget Department of Chemistry, ...
Read more

Lecture capture - doing it well and at scale | Association ...

This is a one day event run by the Association for Learning Technology about lecture capture ... within the Chemistry Department. ... Neil Berry ...
Read more