Beyond Lecture Capture: Improving Engagement with High-Quality Video
Research shows that the use of academic video has the potential to dramatically improve teaching and learning. But too often, the use of video on campus is limited to traditional lecture capture, and driving adoption across the institution can be challenging.
This web seminar focused on how to drive video adoption beyond lecture capture, and improve user engagement with higher-quality content. Presenters from Montana State University shared how they adopted a next-generation video platform, improving student engagement and the user experience while gaining buy-in across campus.
Lisa Brown, Ph.D.
Program Manager, eLearning & Innovation
Montana State University
Colin Smith, M.Ed.
Senior Manager, Teaching and Learning Technologies
Montana State University
Lisa Brown: We have three tiers of faculty training, but across all training, we mix in Brightspace D2L, our learning management system, with TechSmith, our recording suite, and then we blend in the pedagogy.
One of the most successful things we do is an online immersion program. Instructors can’t go away to their offices. They can’t disappear. We kind of capture them in one location. And we have faculty from different departments, so you get cross-pollination. That’s a powerful model.
We also do TechSmith workshops, which are one or two hours. Sometimes they’re general, sometimes they’re tool specific. The general workshops attract more of the self-selected faculty who might be willing to use them, whereas the online immersion program might have faculty whose department says, “You’re going to teach online.” And then we do a lot of individual training as the need arises.
The videos have been successful for the courses. The students have loved them. It’s just another mode—another of the multiple ways for a learner to learn. We have one interior design instructor who is doing videos for her classroom. Students love them because they can see them. Videos interact in a different way. And the students are actually starting to record their own videos for presentations now.
We’re also working on challenges, such as gaining new audiences. We still have that hill to climb of convincing faculty who have never considered putting videos in their classes. We also have a big focus on our campus to improve accessibility, so for a student who’s hard of hearing, faculty need to put captioning on their videos.
Another challenge we’re working with is ensuring breadth of use. We have a lot of faculty recording their lectures three times a week, and they use them if a student misses a class, or if a student wants to review a particular lecture before a test. But we’re trying to convince faculty that there are more things they can do. They can do just-in-time instruction. They can do test reviews online. Or they can do a video for remediation after a test.
Colin Smith: Breadth of use is important. I phrase it as thinking about the growth of the tool versus the maturation of the tool. We’re not just worried about making sure that X percentage of our faculty use it, but rather that we’re creating meaningful interactions within online learning environments, or through the LMS, or just in classrooms. It’s more about how the tool is being used and ensuring that it is being used.
So as we think about building out that breadth of use and increasing adoption—not just for faculty, but for staff and students—one of the things we started asking is, “What we can do to encourage that?” We recently built a new space that we’re calling the Teaching and Learning Technology Studio. It has several different components in it, all of which are based around the concept of having instructors or students come in and create external content to help support their teaching or their learning.
We use a Learning Glass system that was designed out of San Diego State University. This allows faculty to come in and, without having any operator in the room or any knowledge about how to produce video content, create high-quality and engaging content that they can then upload to TechSmith just by dragging and dropping a file from a flash drive.
We’ve also seen uses that aren’t just for faculty teaching. We’ve had folks talk about how they can use this to promote content for onboarding new students. We’ve had instructors send their graduate teaching assistants to create secondary content or introductory videos for their online courses. There are a lot of different use cases, and we’re excited about that.
Generating excitement outside of the learning environment has been a big part of making sure our investment is worthwhile. We’re excited about this conversation.
To watch this web seminar in its entirety, please visit universitybusiness.com/ws102318