Application of Learning Technologies (ALT) Module
Please study the intended learning outcomes of the ALT module carefully, together with the PGCAP assessment criteria and then design an assessment strategy explaining the Technology-Enhanced learning (TEL) project you would like to undertake to meet these. The TEL project idea should be directly linked to your teaching practice so that you use it as an opportunity to reflect and enhance your current TEL practice to maximise student engagement and learning. Please be specific and map the project against the intended learning outcomes, relevant UK PSF and add any personalised learning outcomes that might be applicable.
Please remember before commencing your project, you will discuss and negotiate your project idea with your personal tutor. All exchanges will be captured in your portfolio. After mutual agreement, you will be able to start working on your project. Your personal tutor and module tutor will support you until completion, so please keep them up-to-date and ask for advice and guidance if and when needed.
PGCAP assessment criteria
- Competence and engagement with appropriate aspects of the UK Professional Standards Framework (UK PSF)
- Engagement and application of literature
|ALT module: Intended learning outcomes||Personalised learning outcomes|
Learning Contract deadlines
Date 1 – First version of the Learning Contact(by week 3 – 8th October)
Date 2 – tutor comments to Learning Contract(by week 4 – 15th October)
Date 3 – Revised version of Learning Contract(by week 5 – 22nd October)
A description of the problem
The research area of ‘Lecture Capture’ is one that I have explored for a number of years. There are several reasons why I set off on the journey to capture my teaching delivery some years back these were:
- My uniformed and naive presumption that lecture capture would be something that would enhance the students learning.
- I could use the recording to critique and develop my own delivery which I think has had an amount of success.
- A realistation that my teaching could be better and more efficient which was informed by students asking for help on topics that had already been covered
- Students work at differing paces and having a class of around 30 students causes delivery issues. How fast or slow should the session be run to ensure that all needs are being addressed. Would a captured lecture provide a facility to the slower paced students to recap at their own pace?
After the hurdles of getting the technology to work in a productive way I then found that from a pedagogic standpoint that long lecture captures were of little use and few if any students used them as part of their educational journey. I hope the ALT project will give me the focus to analyse, evaluate and create to help me take the project area forward. So I now ask the question, How much pedagogical value does straight lecture capture give the educator and the learner?. Owston, Lupshenyuk & Wideman (2011) discuss the issue of whether an institution is wise to invest in technology, training and support of its staff to provide this facility. They conclude that low achievers are more likely to interact and benefit from this facility whilst high achievers tend to fast forward and view certain sections only once and therefore is likely to benefit low achievers more. I sense there is more we can do to enhance the online offer to students to make educators material more engaging. Initial investigation suggests Augmentation of lecture material could prove productive. Also shortening the movies would make then more engaging and therefore could be used to fit more with current lifestyles. I recently took part in a webinar as part of a JISC funded project REC:all, The Pedagogy Framework (www.rec:all.info). Young (2012) uses Bloom’s Taxonomy to describe how as educators we can progress up the Taxonomy triangle to words such as apply, analyse, evaluate and create rather than just playing around at the bottom of the triangle by remembering and understanding which is what simple lecture capture is actually doing. Young (2012) also says ‘The project is looking towards how we can exploit lecture capture to see if we can think more deeply about pedagogical issues and practices we can adopt using these systems’ this is further communicated by the use of the word ‘augmenting’ which means make something greater by adding to it.
Rationale for the project
Having used full length lecture capture for two years I have had a number of informal comments from students, a minority of students have used the captures to recap and embed threshold concepts after the face to face session has took place. It has also been evident that the low uptake of the facility can be put down to the fact that they are often over 2 hours in length and therefore not able to keep the interest of the learner. Also the use of low technology has created certain audio and visual problems which have also contributed to their lack of retentive value. Through research analysis and the exchange of ideas I realise that there is much more scope in the area of Lecture Capture and Augmenting for improvement.
A description of the project/intervention
What are you going to do?
I wish to explore ways of augmenting my current lecture capture processes with a view to enhancing the learning experience which will be gauged through statistical tracking data in Blackboard and also structured discussion with the student body. I also intend to fully utilise the active research literature and use of online networking within the subject area.
What is the scope of the project, how big is it?
I wish to be ambitious but am aware of the time constraints that have been exacerbated by a recent bereavement. I do though intend to use the end of this project as the beginning of a strong interest in the field with the intention of a research publication. Lecture captures will be generated from week one, initially to test technology, then the created sessions will continue each week and be developed inline with student/staff reaction, suggestions, statistical data, and continued reading around the subject. I intend that there will be a body of 20 iterative developments concluding with the last set that will encapsulate all developments.
Who are the students?
I am using our current Level 4 (full-time) Product Design Students at the University to try out the approaches, ideas, gauge opinions and share results. The students are predominantly aged around 18 years. Of the 20 students in the current cohort the majority are UK students with 4 on European Erasmus Exchange. I consider students at this level to be largely self taught within the digital arena and bad habits often surface. A higher level of digital literacy is developed in line with industry expectations.
What type of teaching (lecture, lab, tutorial, online, group)?
A range of teaching situations will be explored including teaching in computer labs, studio large groups and also out of teaching time by flipping the classroom.
A rough idea of timescale and milestones
How long will the development/design take?
The duration of the Project.
When will you deploy what you have done?
Continuously over the coming academic year.
When will your evaluation start and how long will it take?
Evaluation began prior to the project start through experimentation with lecture capture in previous academic years. I am conscious that reading around the subject and networking with like minded individuals will have to be pursued with some haste.
How long will it take you to write up your project?
To the end of the project.
A description of your development needs
Do you need to learn any new software?
Yes, Blackboard Collaborate and some minor web based free software such as Screencastomatic, and vimeo.
Do you need to find specific academic/technical literature?
Yes academic literature around lecture capture and augmentation.
Do you need to find out about evaluation techniques?
Yes. I have never evaluated a project before so this concept is new to me. I have a basic plan in place to help capture data such as statistical tracking data in Blackboard and also structured discussion and questionnaires with the student body.
Bluetooth Headset and Microphone to link with PC. Access to Blackboard Collaborate. HD Webcam. All the resources have now been acquired and tested.
Guidance and expertise of HRD staff.
An evaluation strategy
What are you trying to find out?
If Lecture Capture can be enhanced to increase the educational experience of students and benefit workflow efficiencies of teaching staff.
How will you find out what impact your intervention has had?
Through statistical data from Blackboard and talking with students and possibly questionairres.
Who will you ask (staff, students, other stakeholders)?
How will you ask them (questionnaire, focus group, interview)?
Questionairres and individual and group discussion
[Date the Learning Contract has been agreed]
Tutor: Peter Whitton
About learning contracts: http://www-new1.heacademy.ac.uk/assets/documents/resources/heca/heca_cq_18.pdf]
 In the context of the ALT Module, the idea of a TEL project is interpreted broadly. It can be a new project or intervention the student will start as part of this module, but it could also be a review of an existing or past project or a plan for a future project or implementation. The student will be required to negotiate with their tutor the type of the TEL project they will develop for this module as part of the assessment. The TEL project should meet the learning outcomes outlined for the ALT Module.