Dear Mr Michael Sturgeon,

I recently read a study by Jeffrey Wimer PhD which researched you topic. Video games, cable television, palm pilots, the Internet—today’s students enter

school with a multitude of technological experiences. Instantaneous access to information at the click of a mouse and easy access to popular movies and realistic computer games all combine to shape students’ understanding of the world and their beliefs about teaching. But we must never forget that it is still essential face to face teaching. If a picture speaks 1000 words how they talk video?

So when I use video in my classes I always  use it in the Blended learning.

I hope I have been some of help.

Best regards

@Andrija Kozina 

I have seen some of Wimer's research.  The difficulty for me referring to that is two fold; #1 - The research was accomplished approximately 14 years ago and the students in my classes are "experienced" with technologies, yet limited in their abilities.  When in my doctoral program, I quickly picked up the lack of knowledge our students of today have attained.  

#2 The students of today are of a different generation than most prior research does not reference. 

Because of these matters, I am seeking to find if  others have or are using videos (as supplemental content) to be viewed outside of class and if it appears to be worthwhile.

Thanks for the feedback Andrija (and others)

Hi Michael,

I have just completed some publications addressing this very question. If you visit my Research Gate page you will see links to some of these publications. 

Regards, Kevin

Thank you Kevin 

Michael, if your (captured) lectures are becoming more and more popular among faculty, then you are doing something right and perhaps this is motivation to continue to do so.

You mention faculty, but not students. Any feedback? How do you make your videos available, through downloads? Do you edit them prior publishing?

I frequently use video clips in my online course, at most 10min in length. Course delivery through eLearning is quite different from classroom teaching, as most of us know. For one, I never assume that my students concentrate on one thing when they are online. They may watch my video clip in one window, and are in facebook in another, and answer mails in yet another. I therefore keep videos short and crisp.

There are a few exceptions - and I am not one of them - who can hold the attention of students for more than a few minutes, Hans Rosling comes to mind:

https://www.youtube.com/watch?v=hVimVzgtD6w

In the German speaking community it is probably Dr med Dr phil Manfred Spitzer (specializes in brain research), who manages to keep his audience captivated for 90mins, not only in classroom but also through videos just as long.

In this video he presents images of brains of three people who, according to their brain formation, shouldn't be able to be alive. In actual fact, they are without pathological findings.

https://www.youtube.com/watch?v=vujELzwcdpQ

Lesson capture is in great demand by our students but the figures from our VLE often show relatively low viewing figures. However, whilst students may not watch the whole lecture they do skip through to pick out the parts that they need further clarification on, for instance a theory or concept that they want to revise or better understand.

As someone who produces video for teaching & learning, we're encouraging educators to make short films about those particular concepts that need to be re-enforced and rather than simply re-tell that part of a lecture, better illustrate and visualise using the wider storytelling tools available to a filmmaker. Where we're not able to do this, we're encouraging use of simple tools such as Explain Everything or Show Me.

Staff that we've worked with tell us that there's a significant benefit to creating a suite a online resources and that students find them essential to learning.

What we have found with lecture capture is that the audio can sometimes be more effective than the video and easier to access and listen to; and rather than needing to sit at a screen and watch, that a podcast can be listened to on the move or at home.

It sounds like you are engaging well with your students and they find lecture capture useful, so I would encourage you to take the next step and pick out particular concepts and ideas to develop into focussed, shorter learning objects.

https://explaineverything.com/

http://www.showme.com

https://medium.com/@dotsandspaces/ten-tips-to-building-better-learning-objects-c8d381d03a2d#.7vl8y672n

Very useful links, thank you.

Brooks did some work looking at student use of lecture videos in predominantly face-to-face learning environments. After identifying usage patterns, he tied those patterns to student achievement.

In his case, the lecture videos were meant to enable material review or allow students who had missed class to still get the material. I can't remember if he talks about the integration of the on-campus lectures for distance learners in either paper but they had allowed lecturers to share their videos.

Brooks, C., Demmans Epp, C., Logan, G., & Greer, J. (2011). The who, what, when, and why of lecture capture. In Learning Analytics and Knowledge (pp. 86–92). Banff, Canada: ACM Press. https://doi.org/10.1145/2090116.2090128

Brooks, C., Erickson, G., Greer, J., & Gutwin, C. (2014). Modelling and quantifying the behaviours of students in lecture capture environments. Computers & Education, 75, 282–292. https://doi.org/10.1016/j.compedu.2014.03.002

Carrie, what you describe of Brooks' work is identical to my scenario. The material is for face to face classes, but extra  ..for either reviewing or clarifying content being taught. Thank you for your feedback and citations. This is very helpful. 

You're welcome Michael.

In my organisation all the teaching is offered for students as face-to-face lectures. All the lectures all also recorded and offered for students as realtime videos and as ondemand videos. Face-to-face teaching situation therefore, works as a production environment for lecture videos. The students in the education programme can freely choose the way to participate in education for each lecture. So they just decide before lecture if they want to come to the campus or if they want to watch videos. And they don't have to inform us beforehand.

Solution that is based on face-to-face teaching and streaming lecture videos offers the students a full range of opportunities to participate in education regardless of time and place and in accordance with their own needs. To the student, education provided thus appears as a model of blended learning where the student can decide the degree of blending. The student can, if he/she so wishes, study solely through the face-to-face mode, but the student also has the choice to study solely through the distance mode or anything between. 

To view the videos, students need an active Internet connection and user rights. Videos can’t be downloaded by students. With the help of user rights, the video distribution can be limited only to the students who have enrolled in the course. The videos are removed from distribution once the course has ended.

The recording process is very very light. Everything is automated. Lecturers don't have to care about recording. It will start ant stop automatically. And videos are also moved to media server automatically. In videos everything that lecturer shows in classroom with the help of video projector can be seen in video.

We created a so called CiNetCampus video application, which is meant for educational use. With the help of application students can view the realtime videos, communicate with the lecturer during realtime video, watch the ondemand videos if they have user rights and so on. For the lecturer, CiNetCampus appears, above all, as a telepresence application in face-to-face teaching. In face-to-face teaching, the photos of students attending from distance at the time of the lecture are projected to the lecture hall's back wall so that the lecturer can have as good a view of them as possible. In this way, the lecturer will all the time be conscious of the virtual presence of the distance students and can pay attention to them during teaching. The questions presented by the distance students through chat are also projected on the back wall, providing the lecturer with an opportunity to immediately respond to those questions. The virtual presence of distance students generated with the help of the images and chat is also felt by the students actually present. There is also video conference application integrated to the CiNetCampus application so lecturers can also use that if they want. We typically use video conference application for example in seminar types of courses where more interaction between lecturer and students is needed. 

We have made lot of research about the impacts of this kind of system. We have also described production system and process more detailed in some of the papers. You can find tohe papers from my Rsearchgate profile in interested. 

Thank you for the detailed response Mikko, and the offer to view the papers on your page.  I intend on viewing the specifics.  Thanks again -

It is worth to do, and share with students and staff. It can also be the basis for you to update and make changes in the future.