Learning Through Teaching: A pilot study
on student-generated e-learning videos
UCL Teaching and Learning Conference
4 April 2014
Jessica Gramp, E-Learning Environments
Adrien E. Desjardins, Medical Physics & Bioengineering
University College London
Motivation
We learn through teaching.
Can we provide this experience to students?
Coursework
Question 1: It is Saturday morning. Elaine can create 2
presentation slides per hour. If she needs to create 10
slides to meet a Monday deadline, how many hours
does she need to work during the weekend?
Question 2: …
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Traditional Science/Engineering Coursework
with Numerical Solutions
Example coursework graphic
It’s essential:
• Students obtain practice with questions for exams
But it’s often sub-optimal:
• Students can copy from peers without thinking
• Lecturers cannot share answers without explicit
permission from students
Traditional Science/Engineering Coursework
with Numerical Solutions
It’s essential:
• Students obtain practice with questions for exams
But it’s often sub-optimal:
• Students can copy from peers without thinking
• Lecturers cannot share answers without explicit
permission from students
Why should lecturers have all the fun?
www.khanacademy.org
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Coursework: Student-generated content
Central Idea: students create their own e-learning videos
as coursework
• Work in pairs or alone (their choice)
• Assigned one of 5 questions
• Time limit: 6 minutes
• Coursework submitted electronically
Phase 1 (2012)
Course: Optics for Medicine (3rd year UG)
http://www.youtube.com/watch?v=zbXhUIt0Bqs
Phase 2 (2013)
An iterative approach
Iteration 1
Powerpoint
slides
Video
creation
(text-tospeech)
Iteration 2
Revised
Powerpoint
slides
Revised
Video (textto-speech)
Video creation from slides
Narration text
automatically
converted to
audio stream of
video
12
Video created from text-to-speech conversion
13
An iterative approach to video creation
Iteration 1
Powerpoint
slides
Video
creation
(text-tospeech)
Iteration 2
Revised
Powerpoint
slides
Revised
Video (textto-speech)
Iteration 2: Peer review
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An iterative approach to video creation
Iteration 1
Powerpoint
slides
Iteration 2
Video
creation
(text-tospeech)
Revised
Powerpoint
slides
Iteration 3
Revised
Video (textto-speech)
Human
voice
recording
The bigger picture…
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Digital skills development
Improve students’ understanding of:
• using other people’s work in published videos
• Creative Commons licensing
• media development
• communicating ideas
• group work
• collaboration tools
Sharing student-generated content
• Videos as teaching tools (some anonymous)
https://www.youtube.com/user/UCLMedicalPhysics/videos
Sharing student-generated content
• Open Educational Resources
– Disseminate teaching and learning resources
– UCL OER Repository?
Future plans
• Scaling up to 700 videos in 2014/15
• Peer reviewed, peer-voted
• All published (with anonymous option)
Emerging technology
• Investigate EU-funded ClipFlair (clipflair.net)
– students can edit video sections and add
• subtitles
• voice-overs
Thank you
UCL E-Learning
Environments
• Domi Sinclair
• Vicki Dale
• Rod Digges
UCL Medical Physics and
Bioengineering
• Teedah Saratoon
(E-Learning Coordinator)
Please get in touch!
Jessica Gramp
j.gramp@ucl.ac.uk
Adrien Desjardins
a.desjardins@ucl.ac.uk
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