The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016).
Lecture capture technologies have provided helpful supplementary resources for learners, but can we do more?
For example, how do we know who is confused in class, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
Evidence is now emerging that use of engagement tools and learning analytics can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012), whilst receiving more immediate feedback on their progress (JISC, 2016).
As the lecture accounts for the majority of learning interaction time for most HE students, this represents a significant impact on the overall student learning experience. Solutions, such as Echo360’s active learning platform, empower learners to engage more fully with teachers and each other before, during and after class. This offers a flexible pedagogical model for instructors to extend their lectures, whilst providing timely feedback on how learners are progressing. Powerful engagement metrics underpin learning interactions, yielding rare insights into mysterious dynamics of a lecture. Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
In this session, we will demonstrate how focusing on active learning and learning capture can revitalise teaching. We will use examples from new teaching practices at the University of Akureyri, whilst also presenting evidence from other HE institutions on how digital tools for the classroom are supporting learning gain.
Gosper, M. et al., 2008. Final Report: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching, Sydney: Australian Learning and Teaching Council.
Higher Education Commission (2016). From Bricks to Clicks – The Potential of Data and Analytics in Higher Education. http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education. January 2016. 76pp.
JISC (2016). Learning Analytics in Higher Education A review of UK and international practice, https://www.jisc.ac.uk/sites/default/files/learning-analytics-in-he-v3.pdf. April 2016. 40pp.
Leadbeater, W., Shuttleworth, T., Couperthwaite, J. & Nightingale, K.P. (2013). Evaluating the Use and Impact of Lecture Recording in Undergraduates: Evidence for Distinct Approaches by Different Groups of Students. Computers & Education, 61, 185-192.
Montpetit, C. (2015). Learning fearlessly: does fearless engagement translate into class performance? Blog post for Echo360, 10th March. http://blog.echo360.com/learning-fearlessly-part-2.
Samson, P. (2016). Are early warning systems too late? Video presentation at Online Educa, Berlin, 8th December. https://www.youtube.com/watch?v=3fFVBWFSU60.