Images, Audio & Video

LSE Library launches access to BoB, an online TV recording service and archive of over 1 million programmes

Box of Broadcasts logoLSE students and staff now have access to BoB (Box of Broadcasts), a shared online TV and radio recording service for UK higher and further education institutions.

BoB enables viewers to choose and record any broadcast programme from 60+ TV and radio channels, including BBC, ITV and Channel 4.

The recorded programmes are then kept indefinitely and added to BoB’s growing media archive of over 1 million programmes, with all content shared by users across subscribing institutions.

Programme clips can also be embedded into LSE Moodle courses. See this screencast for a ‘how to’:

The Library purchased its subscription for BoB after collaborating with CLT and following a consultation with the LSE academic community.

To sign up to BoB and start using the service, please use your LSE account to login.

May 8th, 2014|Images, Audio & Video, Teaching & Learning, Tools & Technologies|Comments Off on LSE Library launches access to BoB, an online TV recording service and archive of over 1 million programmes|

NetworkEd videos are now available on YouTube

We’ve uploaded all of our NetworkEd seminar videos on to CLT’s YouTube account! You can watch the playlist below, or watch individual videos by visiting our YouTube site. We will also be uploading future seminar videos on to YouTube and/or Vimeo, so do subscribe to our YouTube site to watch the latest seminars and videos from the team.

We hope that by making our videos available through YouTube, it’s easier for you to watch and share our seminar sessions on topics at the forefront of education technology and digital literacy, and by such distinguished guests such as Diana Laurillard and Prof. Patrick Dunleavy.

 

February 19th, 2014|Images, Audio & Video, NetworkED|Comments Off on NetworkEd videos are now available on YouTube|

Student Use of Recorded Lectures report

I’m really pleased to announce that CLT’s latest report on Student Use of Recorded Lectures is now available at http://eprints.lse.ac.uk/50929/.

This report reviewed recent literature on the use of recorded lectures, and explores 4 issues on the subject:

  1. How do students use recorded lectures?
  2. When do students access recorded lectures?
  3. What effect do recorded lectures have on student attainment?
  4. What effect do recorded lectures have on student attendance?

The report concluded that students find lecture recordings to be a learning useful tool, and mainly use recorded lectures to make up for missed lectures and to prepare for assessments, which also explains student access patterns to recorded lectures. Having access to recorded lectures did not have any significant effect on student attainment for assessments, and although some students may choose to miss lectures due to the availability of recorded lectures, there seems to be little evidence that students actually believe that having access to recorded lectures is the main cause or incentive to miss lectures. In fact, the majority of students (55%) surveyed by Traphagan et al. (2009) strongly agreed that they preferred receiving lecture content in class, even when it is available through other means.

There is also scope for further research into how specific groups of students with high rates of access utilise recorded lectures, such as students with neurodiverse conditions and students from a non-English Speaking Background (NESB). Steve Bond and I have already got the ball rolling on that front, and are conducting a survey of students with neurodiverse conditions at the LSE, the results of which we hope to share online by the end of August, or early September.

References:

Traphagan, T., Kucsera, J. V & Kishi, K., 2009. Impact of class lecture webcasting on attendance and learning. Educational Technology Research & Development, 58(1), pp.19–37. Available at: http://www.springerlink.com/index/10.1007/s11423-009-9128-7 [Accessed March 11, 2013].

June 25th, 2013|Images, Audio & Video, Reports & Papers, Teaching & Learning|Comments Off on Student Use of Recorded Lectures report|

Copyright and student-made videos

CLT provide advice and support for staff on copyright issues and teaching. However, we are getting increasing numbers of requests for copyright advice specifically for students. PhD students can attend a number of workshops covering legal issues in the CLT Researcher Development Programme running towards the end of March, such as Understanding Copyright issues for researchers and PhD students  However, we have recently been asked to provide advice and guidance for students who might be creating videos as part of their studies at LSE. The new guide covering Copyright Issues and Student-made Videos is now available on our website. If you wish to point students to this page then please do so.

February 11th, 2013|Images, Audio & Video, Teaching & Learning|Comments Off on Copyright and student-made videos|

Time to flip?

“Flipping” the lecture is an approach that has been gaining popularity in UK education recently. It means providing students with a video recording in lieu of an actual lecture, and then using the timetabled lecture period to do something more interactive with students.

One pioneer of this approach is Carl Gombrich, director of the Arts and Sciences programme at UCL. In his words, “it is a no-brainer to me that generally students get more than double the benefit by seeing your lecture on a video … and then have a full hour in which to discuss their thoughts on the video.” You can read more in Carl’s reflections on a year of flipped lectures.

CLT would love to hear from any member of lecturing staff who would like to try something similar at LSE. The Echo360 lecture recording system enables not only recording of live lectures, but also personal recording from the desktop, so your video lectures can be a more intimate affair. If this sounds interesting, please drop us a line at clt-support@lse.ac.uk.

January 11th, 2013|Announcements, Images, Audio & Video|Comments Off on Time to flip?|

Publishing Echo recorded lectures in Moodle

Update: I wouldn’t recommend using this method now. The EchoCenter works just fine, and has the added benefit of displaying analytics to instructors.


WTH?

EchoSystem, the lecture recording service we are running at LSE, provides various methods for publishing links to recorded lectures in Moodle, our VLE (LMS).

The “Moodle Publisher” places the links in the course calendar, with each recording listed as a separate “event”.  This is useful, but it is not immediately apparent to our students that they should look there for the links.

If configured to do so, EchoSystem will generate RSS feeds for each course’s “section” or “module”.  This is also useful, because RSS feeds can be used in a number of contexts, including Moodle’s Remote RSS feeds block.  But there’s a problem: unless you have given your presenters the ability to edit their recordings (we haven’t), or you have the time to edit them yourself (we don’t), all the recordings from a particular section end up with the same title.

November 26th, 2010|Images, Audio & Video, Tools & Technologies|Comments Off on Publishing Echo recorded lectures in Moodle|

A Word in your Ear

A Word in your Ear was an excellent one-day conference on the use of audio feedback (AF) in higher education.

The keynote was by Bob Rotherham, who as leader of the JISC/Leeds Metropolitan project Sounds Good, has become the go-to man for AF for the UK. I was already familiar with the Sounds Good outputs, but it’s the way he says it that makes the difference. A really good, engaging, no-nonsense speaker. Bob tried to move the agenda on by pointing out that we all know now that most students like AF – it’s been demonstrated time and time again – but we don’t know whether it is actually more educationally effective than written feedback. Unfortunately I didn’t get the sense that any of the other presenters were trying to answer this question, or even proposing ways in which it might be answered.

Presenting Prezi

I was reminded on Friday by the ever-innovative LSE Careers Service that I never shared my attempt at using Prezi, so here it is.  I’d seen it used at a couple of events earlier in the year so when I was preparing for this year’s new academics induction I thought I’d give it a go for my Social Software in Teaching slot.

While it’s nice to sit in a presentation where PowerPoint doesn’t feature I’m not wholly convinced by Prezi.  My main gripe is that I found it incredibly fiddly to use.  It took me a long time to put this together, OK it was my first attempt, but I’m not sure it was worth it.  The main advantage it seems,  putting the occasionally sea-sickness inducing animation aside for now, is that it doesn’t need to be a linear presentation.  It’s very easy to jump around and as most of my presentation could have been in any order I let the audience decide!

The LSE Careers Service Prezi I saw on Friday is below.

Screen Recording Made Simple

Update October 2010: ScreenToaster is back, ignore text below that says otherwise

I’ve just finished testing various free web-based screen recording tools. I’ve been looking at them for a new course at the LSE run by the LSE Careers Service & the Language Centre called English for Career Success. As part of the course students have to give a 5-minute presentation to the class.  As a practice exercise before the live event they have to record themselves doing the presentation using a screen recording tool.  They then receive feedback on it from the tutors before delivering the real thing.

Here is an example of a screen recording I just made using Screenr and below it you will find notes on it and my other two best finds ScreenToaster (no longer available) & Screenjelly. I recommend watching in full-screen mode.

All 3 tools are web-based, free & require an account.  They publish with a unique URLs & can also be embedded elsewhere as I have done above. The quality of the output is good for all three and they can all be viewed full-screen.  However there are some important differences between them which may affect which you choose.

eLearning 2020

On our last away day, the very (!) talented Athina, Jane & Steve came up with a novel way to present their take on the future of elearning: they created a 5 minute sci-fi video.The brief was to come up with a technology which might become the technology that will revolutionise… education, our lives, our society. They chose to explode the premise (& temporality) by offering a historical glance backwards, from a very distant future (in which, intriguingly, Lt. Uhura, and Mr. Spock have teamed up with Princess Leia) addressing the 2020 past. video still with Steve & JaneWhat I liked best was the underlying suggestion that in the distant future in which Stars Trek and Wars conjoin, the concept of learning has given way to (mere) data accumulation and information exchange. Spock, unable to escape his Vulcan psychological make-up, finds it illogical that humans might learn for the sheer enjoyment of understanding, applying and analysing concepts. To us humans (at least of today), information is that about which we will at a final stage be able to make judgments; we learn (by rote) “information”in order to apply our critical thinking in an informed way, ultimately to make sense of the world and us in it. Information has no value for its own sake, and learning is more than merely the acquisition of knowledge. Poor Spock overvalues rationality (or rather: logic) at the cost of creativity. Who’d be a Vulcan, eh…* Watch the video, it’s nicely provocative and entertaining.

*yes, I know he’s half-human.

October 2nd, 2009|Images, Audio & Video, Teaching & Learning, Tools & Technologies|Comments Off on eLearning 2020|