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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Promoting Pedagogical Change: Achieving Self-regulation and Critical Analysis Using Lecture Capture

Adrianna Dattoli (Sacred Heart University, USA)
Jaya Kannan (Sacred Heart University, USA)
Session Information
July 8, 2014 - 10:30am
Faculty Development & Student Support
Areas of Special Interest: 
Institutional Initiatives
Major Emphasis of Presentation: 
Innovation and Experimentation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Interactive Workshop
Governor's Square 16
Session Duration: 
90 Minutes
Workshop Session 2

Interactive workshop will focus on the application of lecture capture tools, customized to meet the curricular goals and teaching objectives for courses across three disciplines.

Extended Abstract

Through the recent creation of the Office of Digital Learning (ODL), Sacred Heart University has revitalized its efforts to strengthen on-campus, blended, and online education. Several digital initiatives, such as a Virtual Learning Network for First Year Experience, international collaborative teaching projects in Business, and simulation labs in Nursing Health professions are all already underway across the different colleges within the University.

Because of differing levels of digital fluency among faculty, there is a heterogeneous mix of novice, intermediate and advanced practitioners. Under these conditions, one of ODL's primary goals is to support faculty in their objective of enhancing teaching through better integration of the digital learning environment. To meet the challenge of working with a faculty having mixed competency and motivation levels, ODL has embarked on a comprehensive faculty development program in collaboration with IT, instructional design, and faculty leadership.

In a strategic move to promote strong pedagogical change across the institution, ODL is judiciously matching teaching objectives with available digital tools. We are currently working on a pilot study to promote the goal of self-regulated learning and critical analysis through the use of lecture capture and screen capture tools. This collaborative effort with faculty to redesign their courses extends across three disciplines - marketing in Business, critical reading in Religious Studies, and scientific writing in Health Professions.

When presenting the case study from these three courses, we will describe the process involved in designing courses for the blended model. We will analyze the customization of lecture capture tools to meet the curricular goals and teaching objectives for each individual course. Sample scenarios will be used to describe how the teaching objective was achieved through the application of a suitable feature of the lecture capture tool. Participants will do a hands-on exercise to explore each of these teaching objectives using the lecture capture tool, Echo 360.

Interactivity will be built in throughout the workshop, with demonstrations of lecture capture applications for different teaching objectives. This demo session will highlight the changes in course design by comparing ‘before' and ‘after' scenarios. In particular, the need to prioritize pedagogy goals when integrating digital tools will be illustrated through these examples:

1. Promoting self-regulated learning through video lessons: Video lessons by themselves cannot lead to self-regulation. Combining lecture capture applications with the best of face-to-face education can create an enriching continuum of student learning by linking activities, before, during, and after class. The discussion will cover best practices in developing video content materials and the structure of follow-up activities to enable self-regulation.

2. Critical analysis through annotation: Examples from the pilot study will show how annotation features in lecture capture can be used both synchronously and asynchronously to model critical analysis for an integrated reading-writing approach.

3. The role of affect and online polling: The highly neglected role of affect in online learning will be addressed through a hands-on activity that embeds online polling into a synchronous virtual session. Audience members will explore ways to boost interactivity, and will learn how to use online polling to encourage student participation and help avoid loss of face.

4. Learning analytics for assessment: Lecture capture has built-in tools that allow the instructor to examine usage logs and identify student usage patterns across each course. These reports can reveal study behaviors. They also allow instructors to verify learning and provide proactive intervention to increase persistence.

5. ADA compliance and accommodation guidelines: By default, our course design is aimed at creating inclusive classrooms that can reach all learners. The Echo360 features of closed captioning, screen readers, and keyboard-only navigation allow students with disabilities to gain equal access to education opportunities. We will present strategies for ensuring reasonable accommodations without compromising academic standards.

The take-away for the audience will be a candid view of the complex challenges involved in course redesign using the blended framework and a solution-oriented approach to collaboration between the interconnected areas of instructional design, IT, and faculty.