Abstract:

In the project REC:all 15 case studies have been developed with focus on how various forms of web lectures; knowledge and instruction clips, interactive live webinars, can intensivy learning. We also adressed the question on wich way these learning materials can be integrated best way into courses.

Via the case studies running in 4 universities (University College London (United Kingdom), VU University Amsterdam (The Netherlands), Université de Lorraine (France) and Universitat Politecnica de Valencia (Spain) we examine not only whether these various forms are relevant to increase study success and to intensivy learning, but also whether the student and teacher satisfaction will be increased.

These case studies are developed not only to improve the learning facilities in the classroom, but als in a blended learning situation and when students have to learn into the field.

To integrate a combination of various forms into the courses, we have investigated the higher and lower order learning goals (Sealfon 2012) for each case study. The lower-order learning goals are for e.g. understanding/remembering. Followed by the next level of learning like: applaying/analyzing. Were after we can reach higher-order learning goals as creating and evaluating.

From the project on we would like to deliver an overview by creation of a framwork where various emerging pedagogical uses of lecture capture technologies are connected to the mentioned learning goals. The case studies of REC:all give input to this model.

With this in mind, we know that:
- We can use knowledge and instruction clips to let the students learn the lower-order learning goals and skills, so the academic staff can then improve the interaction during face-to-face time. Also well known as "the flipped classroom". Outcome: Students can be better prepared, on level of skills as well on level of understanding.
- When we enrich these clips with task, quizzes, discussions, etc. students are able to get feedback on what they understand or not. We then reached the level of applying and analyzing. Outcome: The academic staff have insight on the development of learning in the group.
- Via e.g. interactive live webinars academic staff can discuss further the outcomes of products students have produced via collaborative learning (wich is connected to evaluation and student generated content). Outcome: academic staff has the possiblity to let the students give the experience of deeper learning. Students do not only use learning objects, but learn also how to create them.

To see the framework of REC:all please visit: http://www.rec-all.info/profiles/blogs/infographic-framework-rec-all

The framework also addresses questions on the learning processes of students. The 3 level of the framework, from lower to higher order learning are having a connection with:
1. learning from information and distrubution (classic web lectures and knowledge clips)
2. learning from feedback and interacting (interactive use of knowledge and instruction clips)
3. learning from different perspectives via collaboration (interacting with content via student generated video material).

Our target group for our presentation is focused on employees from Higher Education Institutions who would like to orientate in which way a combination of web lectures and knowledge clips etc., could be integrated into courses to intensive learning.

Keywords:

Web lectures, knowledge clips, instruction clips, lower and higher order learning goals, student success, student and academic satisfaction.