Live Lecture Streaming

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Live Lecture Streaming

• For Whose Benefit?

Dr. Janet Cole Nick Fernando
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Sustaining income or raising it depends on
improving quality, access and student experience
(Browne 2010)
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Background

• Summer 2010 - Large inbound level 4 cohort and no
  lecture hall big enough to hold them
• Very heterogenous cohort (just like anywhere
  else)
• Direct entrants from School/College
• Mature Learners
• Compact Students
• Overseas Students
• Who are either
• Financially Self Supporting
• Financially Supported
• All of whom have different learning styles,
  preferences and modalities

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What we wanted

• Provide a solution that didnt involve wasteful
  use of the academic
• Provide a solution that was scalable and cost
  effective
• Implement something that could work in every
  lecture theatre
• Offer flexibility for the students in terms of
  access
• Utilise and leverage technology to support large
  cohort teaching
• Be in step with a modern, technology and
  information driven culture

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What we wanted

• Our ultimate goal was to provide a mode of
  teaching delivery that allowed us to
• Reach, Teach, Re-use

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THE OPTIONS
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Double Teaching

• Simple solution quickly implemented
• Can tweak second lecture through experience of
  the first
• Resource intensive
• Inefficient use of lecturer
• Inefficient use of teaching space

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Recorded Videos

• Re-usable
• Flexibility of access
• Can be deployed in any lecture theatre
• Resource intensive
• Time delay between record à edit à upload
• High degree of passivity

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Video Conferencing

• Can transmit lecture from one space to another
• Can be more interactive than a recorded video
• Lecture transmission point is immobile
• Expensive solution, that gets more costly with
  needed features

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The Desirable Solution
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HOW DID WE GET ON?
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Preferred Method of Attendance
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Unexpected effects Going Global
Numbers are for unique streams over two 12 week
blocks
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Countries
Spain
Norway
Malaysia
Jordan
Greece
Bulgaria
UAE
Finland
Singapore
United States
Cyprus
India
Germany
Bangladesh
Uruguay
Mexico
Sweden
Denmark
Latvia
Italy
Macao
Switzerland
Pakistan
Portugal
Poland
Chile
Mauritius
Netherlands
Japan
Canada
Croatia
Russian Federation
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86
Wanted Live Lecture Streaming implemented on
other modules
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FOR WHOSE BENEFIT?
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The Academic

• Some Pros
• Doesnt need to double teach large cohorts
• Reduces disruption of lateness
• Greater flexibility Greater Engagement
  Increased Performance Better module stats!

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The Academic

• Some Cons
• Lecturer needs to adapt lecture style
• Has to direct attention beyond the physical space
• Different dynamic with online participants
• Has to accept that their lecture is being
  broadcast and the ramifications of this

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The Student

• Flexibility with regard to viewing the lecture
• Can still get involved even if late via web
  connected device
• Modal learning preference physical presence or
  disruption free audio/visual engagement
• Revision opportunities for activities and
  assessment
• Watching subsequently allows re-experiencing of
  the lecture easier to trace cognitive anchors

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The Student

• Lacks the live engagement of being there
• Possibility of disruption through technical
  issues
• Dependent on lecturer and operator ability to
  connect the different environments
• Is it what they paid for?

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SPACE, PLACE AND SOME REASONS WHY IT MATTERS
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Space, Place and Presentation

• Space is the external environment and the
  dimensions that it occupies
• Place is created by the objects and contextual
  cues created by inhabiting the space
• Presence is our behaviour and interaction framed
  by our notion of Place

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Dealing with Space, Place and Presence

• How do we
• Adapt collaborative and communicative teaching
  environments to meet a students learning needs?
• Adapt teaching styles for mixed live
  environments?
• By the students being elsewhere to see the
  lecture is this change of environment presenting
  a loss of learning dynamic to them and others
  left in the lecture hall?

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Commanding a Presence

• Space, our place in it and the level of presence
  we have determine our level of comfort and
  capability. All those things link together and
  when they do, you get immersed and so do the
  students you get into flow. But when you dont
  have a strong presence in that space, and lack
  significant impact in that place, then its
  difficult and takes time to build up. It takes
  you out of your zone both for us and the
  students.

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Some Comments
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Presence
Immersion Flow
Space
Place
Harrison, S. and Dourish, P. (1996). Re-Place-ing
Space The Roles of Place Collaborative Systems.
Computer Supported Cooperative Work 96,
pp.67-76, Cambridge MA USA.