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Webcasts

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Didn't use learning tools in the CD or online environment. Used books, not e-resources ... Used online information. Used a word-processor to type notes. Viewed ... – PowerPoint PPT presentation

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Title: Webcasts


1
Webcasts legal education the alternative to
the box under the bed
Patricia McKellar Paul Maharg
2
presentation structure
  • Webcast teaching learning resource-based
    instruction on the web
  • Early examples and general approach
  • Tour of the webcast learning environment
  • Break (no Dada poetry) for discussion
  • The webcast learning environment project student
    comment
  • Questions discussion

3
virtual learning environments
  • Virtual learning environments (VLEs) --
    environments that use digital and electronic
    technology in order to facilitate learning and
    teaching.
  • Eg BlackBoard, WebCT,
  • Elements include
  • Registration, authentication administration
    processes
  • Separate areas for courses, modules, etc
  • communication tools chat rooms, discussion
    forums, email, announcements
  • information display tools scripted web pages,
    hyperlinks
  • special applications, eg QuestionMark, etc

4
actually should involve us in re-design of
teaching learning
  • We have found
  • Feedback loops essential
  • Communicative potential of the environment should
    lie at the heart of the MLE/VLE
  • Convergence principle electronic technologies
    need to converge seamlessly to provide an
    integrated learning environment.
  • All technologies (electronic, paper, physical
    environment) should integrate to support learning
    across the curriculum
  • Creativity in use of MLE/VLE involves re-design
    of traditional face-to-face DL teaching methods

5
and creative use of integrated text image
  • texts
  • illustrative, explanatory, didactic, discursive,
    exemplary, reflective, etc.
  • hyperlinked or static
  • images
  • via video role play, pieces to camera,
    scenarios
  • static photographs, diagrams, graphics, tables,
    etc
  • interactive images, moving or still

6
design of webcast environments
  • not lectures because not constrained by time,
    place or audience
  • webcasts can be used as organisational centres
    for information knowledge
  • must be designed to integrate with other
    technologies and resources, eg
  • webcast lectures discussion forum, web links
    chat room.
  • traditional forms of learning teaching

7
our early concept of a webcast environment
PowerPoint slides
web links resources
video
bookmarks
8
our early concept of a webcast environment
PowerPoint slides
web links resources
video
bookmarks
learning controls, guidance instructions
9
webcast developments to date
  • Over 25 separate webcast projects, from
    2001-2004, in legal education, both under-
    postgraduate.
  • Projects range from one-off webcasts to an entire
    series of webcasts spanning a module.
  • Used mostly in blended learning, but also in
    wholly distance-learning modules
  • There were no models, no training courses we
    learned from observation of what worked and why

10
early examples of webcast lectures
  • Think about what works and what doesnt in the
    following webcasts as regards
  • Presenter behaviour
  • Navigational tools
  • Information
  • IT the Legal Office The Grid, Part One
  • Professor Richard Susskind
  • IT the Legal Office The Client Service Chain
  • Professor Richard Susskind
  • Negotiation
  • Professor Scott Slorach

11
problems with early webcasts
  • very much presenter-driven
  • no integration on-screen with other learning
    elements in the course
  • limited navigation
  • little incentive for independent learning
  • limited resource-based learning
  • one-off, independent events for both staff
    students. Not part of a coherent syllabus or
    curriculum design.

12
later webcasts and development into a VLE
  • Criminal Court Practice
  • Presenter Ronnie Watson QC
  • Civil Court Practice
  • Presenter Patricia McKellar

13
questions.
  • Would this be a useful resource for law school
    teaching learning?
  • What do the students lose and gain by using these
    resources in this context?
  • What do you think the students responses might
    be to this environment?

14
Webcast Learning Project
  • Aims
  • To investigate the
  • variation in student learning
  • quality of student learning on the two procedural
    courses
  • Methodology
  • Selection of 11 students to track throughout the
    year
  • Students filled in and submitted weekly logs when
    they used the resources
  • Focus group discussion late in semester 1
  • Individual interviews in early/mid semester 2 and
    post-examination
  • Questionnaire for project group
  • End-of-year evaluation data derived from
    whole-year cohort

15
navigation timeline
  • I liked the way it changed on this one so that it
    was all on the same screen. I thought that was
    very useful. What I did like on the Criminal one
    was that it was labelled where you were going to
    come to the next section but at the same time you
    could easily do that with this and know which
    section you were on.

16
finding resources
  • Interviewer Did you use the flowchart thats on
    the resources page at all?
  • Student Could you just remind me of what that
    is?
  • Interviewer If you go into the documentation,
    you will see the flowchart there
  • does this on laptop.
  • Student Oh yes I did. I printed that off.
  • Interviewer And did you find that useful?
  • Student Yes
  • Interviewer Right OK, thats interesting.
  • Student I took that to tutorials actually and
    quite a lot of people noted and where did you
    get that they said.
  • Interviewer So they didnt know where youd got
    it?
  • Student No!
  • Laughter

17
finding and using resources
  • I just didnt know it was there. I am not the
    least IT literate person but it was kind of
    squirreled away
  • I saw that somebody had posted three answers and
    that was all. I didnt want to post some answers
    and have it wrong for a start and have it all be
    corrected or put up something really quite stupid
    and just think that I am right and have everybody
    laugh at me because I had put the wrong answer
    up. I did look at the questions to get some sort
    of idea what might come up.

18
flexibility of use
  • I find it a hassle coming in here to study.
    Apart from train times which are pretty
    unreliable from where I stay its just I study a
    lot better at home. I can get up early and study
    all day and go to my work and come back and study
    so I used it at home.
  • In my tutorials there were a few dissenting
    voices about the whole webcast thing oh just
    have the lecture and then it would be over - but
    that is the whole point, it would be over!
  • Proper lectures would have been better but the
    webcast lectures were convenient.

19
absence of students
  • Lectures are social events for students
    webcasts remove this element from a course how
    did they cope?
  • Students still talked about the course, through
    other channels
  • everybody would just talk about them. If you
    didnt understand anything you just phone people
    the night before and say what is this bit all
    about? You get cross ideas - some people have
    different things
  • Students still met at tutorials

20
absence of lecturer
  • As a result, the image seemed to matter more
  • its always there and its not just a text
    or a book that you have got because it is someone
    else sitting there talking to you. Its kind of
    comforting in a way as well, because they know
    what they are talking about, you cant misread
    it.
  • I think that intonation as well was really
    important to me. Just reading something, you can
    read it, but the intonation I found really
    helpful. That was why I did go back over not
    just my own notes for the exam but actually
    watch it again because there is emphasis in
    important places and that is so important. Also
    you dont want to end up completely isolated with
    no I know webcasts are not very interactive
    anyway but they are much more interactive than
    reading a script.
  • Interviewer Would it have made any difference
    to you if you
  • hadnt actually seen the person and you had
    only
  • heard what they were saying ?
  • Student Strange, but I probably hardly looked
    at it the
  • webcast image because I was writing notes
    anyway But I dont know it just seems quite
    nice having a
  • person there.

21
two approaches to learning
  • Paperworld student
  • Preferred f2f lectures
  • Didnt use learning tools in the CD or online
    environment
  • Used books, not e-resources
  • Took verbatim notes from the webcasts
  • Only listened to the webcasts once
  • E-world student
  • Comfortable using the webcast environment
  • Used online information
  • Used a word-processor to type notes
  • Viewed and reviewed the webcasts
  • Used the learning tools, eg speak-fast button

22
two approaches to learning
  • But these are actually pathologies of learning
    styles compare textual compositional styles and
    musical composition
  • We found that most students adopted a position
    somewhere along the spectrum of these two poles,
    and the position was variable depending on
    purpose of use.

23
forms of learning writing/typing notes
  • I think I am happier doing it pen and paper. I
    guess, I have written shorthand, rather that
    typed shorthand, so I think I would rather write
    and I can write quicker. But not everyone will be
    the same as that.
  • When I did the first few I was writing
    absolutely everything out and I hadnt really -
    because quite a lot of people were looking at the
    screen and were writing down what was on the
    screen and working their notes around that. I
    wasnt doing that. I was writing everything out
    ie webcast and screen text and that took ages.
    So it was like well Ill just write down whats
    on the screen and then write my own notes.
  • In the Criminal webcasts note taking - I would
    have preferred to have been able to take notes on
    the computer but I didnt know how launch
    Microsoft Word.

24
forms of learning using two computers
  • I have seen people in the lab with two
    computers, and they are listening and typing at
    the same time. That would be quite good because
    although my typing isnt fast but if you could
    have a wee bit of note-taking then your notes
    would immediately be better.

25
forms of learning writing and listening
  • First time was a little strange and it took me a
    while to get used to pausing and taking notes in
    conjunction with watching. Felt a lot more
    comfortable by the end of the second series of
    webcasts
  • Its like a different way of learning, like if
    you hear it and then you write it down and then
    you read it back. Then you learn something in
    three different ways

26
knowledge objects forms of revision
  • If Im reading notes you can skim over it and you
    can skip pages, but if you are listening and you
    dont hear something you have to go back and hear
    it. There is a different flow as well.
  • Interviewer do you think the webcast
    environment helped or
  • hindered your exam study?
  • Student I think they helped
  • Interviewer Why?
  • Student Because you have just got more
    explanation when you
  • are going over things that you can never
    get down in
  • lecture notes or in handouts, to
    understand it. I think you
  • learn better when you are sitting
    listening as well, instead
  • of sitting reading, because you have a
    tendency just to
  • skim through things when you are reading.
    Youve
  • done it all before and you should know it,
    but if you havent
  • listened to something you can speed it up
    a bit. But you are still
  • having to listen to it all, you cant just
    skip big bits out. So I
  • think it definitely helped.

27
use of webcast as mnemonic
  • I think, I would probably, I think, I would go
    back and watch them again. I would probably sit
    with my notes and just You wouldnt be learning
    new things again, so you would be just listening
    and reading over your notes and make sure you
    took in all the points. I would actually find
    that easier revision. I dont know if that is
    just my personality. But to listen to somebody
    going over it again, and it also means that if
    there is a particular section that I feel I have
    learned quite well, then I dont need to go over
    it again. So, I would pick out the sections that
    I think, oh goodness, I dont remember the
    Interim Interdict, Options Hearing or whatever
    and Ill go back to that particular section and
    just watch the webcast again with my notes,
    probably.
  • I would actually use it for revision, just watch
    the webcast again. I find I take things in much
    better verbally than sitting reading particularly
    if it is a subject that can be a bit dry. To
    actually hear a lecture again would be better
    than, just than if we just had lectures and you
    didnt have the webcasts that we could go back to
    then all I would have to revise with would be my
    notes and thats a lot drier and sometimes you
    kinda look at your notes and think goodness I
    dont know actually remember what she was talking
    about and you find that the lecture, when you go
    over the point a few times, it makes it much
    easier to take in .

28
use of webcast as mnemonic
  • I would come in and maybe I would have something
    else to do during the day but then I would be
    able to fit in 45 minutes watching a lecture and
    taking outline notes maybe that time. And then
    what was useful about them was I could go back
    and just listen to it with my notes and not have
    to take any notes. I dont know, there is
    something mechanical which is very useful about
    taking notes and copying down to memorise stuff
    but there is something in terms of just sitting
    and listening to somebody describing what happens
    I thought that was particularly useful to
    me anyway.

29
quality of learning
  • Interviewer Do you think the webcast
    environments helped or hindered your
    study for the exams?
  • Student Definitely helped. It was very, very
    positive. I
  • know some people have complained that they
  • found it hard to work and all the rest of
    it. But
  • I just thought in comparison I have sat
    four
  • years of exams before I came here, I am an
  • expert as far as exams are concerned, and
    this
  • has really, was two of the easiest exams I
    have
  • sat, in terms of revision for them. I felt
    that I
  • came in well prepared maybe my results
    will
  • show that this was not the case! I
    definitely felt that I was really learning
    the material. I understood it better.

30
contact details
  • Patricia McKellar
  • Patricia.Mckellar_at_strath.ac.uk
  • Professor Paul Maharg
  • paul.maharg_at_strath.ac.uk
  • http//www.ggsl.strath.ac.uk/ltdu/research/default
    .htm
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