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Master Teachers’ Guild . ATTENDANCE & LECTURE CAPTURE John H. Becker, Ph.D. 9/27/11. Types of Media. Audio recordings Video recordings With or without persons shown Computer capture E.g. Camtasia records Powerpoint slides and audio Projector capture Similar to above.

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master teachers guild

Master Teachers’ Guild

ATTENDANCE & LECTURE CAPTURE

John H. Becker, Ph.D.

9/27/11

types of media
Types of Media
  • Audio recordings
  • Video recordings
    • With or without persons shown
  • Computer capture
    • E.g. Camtasia records Powerpoint slides and audio
  • Projector capture
    • Similar to above
issues of lecture capturing l c
Issues of Lecture Capturing (L-C)
  • Intellectual property rights
    • Yours
    • Anything you borrow and show and post
  • Pre-recording vs live recording +/- editing
  • Camera-shyness (for video) – onto You-tube?
  • Loss of interaction with students (Q&A may be gone)
  • But, near-universal student preference for L-C
  • Costs & technical problems
  • Commercial vs Freeware vs home-made
  • Attendance
literature on l c and attendance
Literature on L-C and Attendance
  • Cardall 2008 paper –Harvard Medical School
    • Students
      • M1, D1, M2, & D2; N =353
    • Surveys
      • 35 Likert-style questions
    • Special focus :
      • ability to accelerate video playback
    • Results
      • Attendance at live lectures
        • 48% regular, 34% variable, 18% rarely
      • Of all the lectures, how many did you view via:
        • 57% live, 29% video, 4% both, and 9% neither
      • Video viewing
        • 100% saw some lectures; 89% used the accelerator
cardall 2008 continued
Cardall, 2008, continued
  • Most important reason for attending live lectures
    • 28% not motivated to view recordings
    • 18% show professionalism/respect to professor
    • 12% talk with classmates
    • 11% consumerism (value for tuition)
    • Other
  • Most important reason for NOT attending live lectures
    • 22% learning style that works for me
    • 20% can structure my own day
    • 20% can watch at my own pace
    • 14% can set my own learning priorities
    • other
cardall 2008 cont
Cardall, 2008, cont.
  • Conclusions
    • Reasons don’t show a lack of commitment : choices are for their professional goals
    • Only 4% of lectures were viewed by both methods – so students are not using them much as supplements
    • Acceleration is a popular time-saver, and 65% said they used that saved time for school-related pursuits.
    • When given an option, students will vote with their feet.
paper 2
Paper #2
  • Schreiber 2010 Imperial Medical College, London
    • Students
      • M3s, new Rheumatology didactic unit
    • Case/control randomized cross-over design
      • N=100, randomized 50:50, then go to other mode
    • Topics & Modes
      • Vasculitis and Arthritis, same professor, had printed notes
      • Live lecture and “video podcast” 15 minutes each, then Quiz of 17 MCQs
      • Immediately switch to the other unit, using the other mode
    • Survey
      • Rated content & retention, presentation, and pleasantness
      • Qualitative: free text comments
    • Results of Survey
      • All 4 presentations rated favorably or neutral
      • Live lectures slightly superior to podcast for content & presentation
        • 5-point scale, 1 is best: 1.2 for live; 1.5 for podcast
schreiber 2010 continued
Schreiber, 2010, continued
  • Results of Knowledge Assessment (Quizzes)
      • No significant differences
  • Qualitative comments on Podcasts
    • Pro = convenience (location & controls)
    • Con = less engaging, requires discipline to concentrate
schreiber 2010 cont
Schreiber, 2010, cont.
  • Conclusions
    • Students prefer live lecture to video podcast
    • Knowledge gains were similar
    • Students value Video for the convenience and ability to review
    • But Video is “less engaging”
literature
Literature
  • What other papers, seminars, blogs, etc have said:
    • Attendance suffers, but not too much
      • Other tools to insure attendance:
        • 10 day delay of post, active learning, in-class quizzes, points, stop recording if attendance falls below a benchmark
    • Other issues
      • Qatar Pharm: use video for teaching assessment & promotion
      • “Dress rehearsal” effect from faculty
  • Outcomes Assessment
    • Problems with surveys
    • Has anyone at RFUMS done attendance assessment?
      • See next talk
new technology and attendance
New Technology and Attendance
  • What do you think? Home-schooled med students?
  • Audience debate
software that tracks viewings
Software that tracks viewings
  • 2011-09-04 2011-08-28 2011-08-21 2011-08-14 Total
  • User Actions
  • Browse 2802 3380 2080 2925 11187
  • DownloadPreview 405 568 319 274 1566
  • DownloadPreviewiOS 37 16 9 3 65
  • DownloadTrack 2000 2502 1307 1013 6822
  • DownloadTracks 1145 1278 363 232 3018
  • DownloadiOS 93 60 19 14 186
  • EditFiles 19 51 64 58 192
  • EditPage 0 4 7 10 21
  • Logout 5 15 16 32 68
  • SearchResultsPage 8 17 19 18 62
  • Subscription 0 0 0 0 0
  • SubscriptionEnclosure 0 0 0 0 0
  • SubscriptionFeed 0 0 0 0 0
  • Upload 16 21 45 37 119
  • Not Listed 0 0 0 0 0
  • Total Track Downloads 3238 3840 1689 1259 10026

Dr C Brandon