unleash 2011

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Presentatie gebruikt tijdens de Unleash 2011 conferentie in Madison, Wisconsin

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  • 1. Do You Know What Your Students Do with Your Lecture Recordings? May 17, 2011 Pierre Gorissen Fontys University of Applied Sciences Twitter: @PeterMcAllister

2. Madison - Eindhoven 3. Quick show of hands 4. How it all started for us.. 5. Reports Viewers per slide Viewers per slide Viewers per slide 6. Research Questions

  • How do students use recorded lectures?
    • What do they say?
    • What do they actually do?
  • Which patterns are there in the reported and actual use of recorded lectures by students?
  • How can we better support the use of recorded lectures?

7. 8. Recorded Lectures 9. Recorded Lectures

  • Many
  • Long (45 min. Average)
  • Expensive to create

10. Our question was simple:

  • How (when and why) do students use the recorded lectures for course C01?

11. Two step approach

  • #1 Lets ask them:
    • Survey
    • Interviews
  • #2 Measure their use:
    • Mediasite reports
    • Log files

12. #1 Lets ask them

  • Survey in February 2010
  • 1,122 studenten (203 Fontys / 919 TU/e)
  • 7 courses (1 Fontys / 6 TU/e)
  • Response rate 46.1% (517 students)
  • Follow up interviews (30 minutes) with 14 students

13. Main results

  • Most students watch recordings at home;
  • No major technical problems;
  • They know where to find the recordings;
  • They would prefer for all courses to be recorded.

14. Main results

  • Why do they watch:
    • Missed one or more lectures;
    • Prepare for exams / improving test scores;
    • Improve retention of lecture materials;
    • Replacement for live attendance;
    • Review the material after a lecture.

15. Main results

  • Reasons why not to watch:
    • Already attended the live lecture;
    • No time;
    • Didnt feel I missed anything.

16. How much of a lecture do you watch? 17. Would students really lie? 18. Just asking is not enough!

  • It is unlikely that students watch that much of a recording;
  • The interviews do suggest that it may be true for some students (but how many?).

19. Two step approach

  • #1 Lets ask them:
    • Survey
    • Interviews
  • #2 Measure the use:
    • Mediasite reports
    • Log files

20. Our question was simple:

  • How (when and why) do students use the recorded lectures for course C01?

21. Mediasite 22. Mediasite

  • Server Activity / Date for all recordings

23. Mediasite

  • Total Views / Presentation for Course C01

24. Mediasite

  • Presentation Summary for single recording

25. Our question apparently wasnot that simple !

  • How (when and why) do students use the recorded lectures for course C01?

26. Server logs 27. Combine data 28. New problem/challenge:

  • We had way to much data!
  • Were to start?

29. Step #1

  • Define what it is you are interested in:
    • Who:
      • Students only
      • Not: staff / researcher(s) / professors
      • Not: anonymous users
    • What:
      • Recorded Lectures
      • Not: public seminars / opening of academic year / graduation sessions / .

30. Step #2

  • Define what it is you are interested in:
    • Learner Sessions
      • What is a learner session?
      • How long is a learner session?
    • Student
    • Recording

31. Step #3

  • Clean your data!
    • Remove all those short learner sessions!
    • Remove all recordings youre not interested in!
    • Remove all viewers youre not interested in!

32. Now we are getting somewhere 33. We now know..

  • When students watch
  • Why students watch (we think we do)
  • how do they watch?

34. Heatmap Student 1 Student 188 T = 45 min T = 0 min 35. Work in progress

  • Log data does not contain much info about navigation through the Mediasite environment;
  • Need more data, e.g. logs from LMS/VLE.

36. Take away points

  • Know what you want to know;
  • Combine data if available;
  • Dont be afraid to throw out data;
  • Student centered approach needed;
  • Different students mean different use;
  • Different recordings mean different use.

37. Final comment from one of the interviews: A recording of a bad lecture can actually improve that lecture... the recording can be replayed at high speed! 38. [email_address]

  • http://www.linkedin.com/in/PierreGorissen