The beginning of the week was our directorate away day in Bristol, well it was a lunchtime to lunchtime away day. Always nice to get together the directorate in-person and discuss key issues and challenges. I delivered a presentation, which for me has a fair few words on it about my work on optimising operations and data.
Read this article, ‘Give academics studios’ to record lectures that engage students
Blended learning will not truly take off until lecturers have access to recording studios and video editing services that will allow them to create high-quality online lectures, an e-learning expert has warned.
A colleague of mine noted that lecture capture became embedded in many institutions during the pandemic, and asked the question, has the level of use sustained?
I was reminded that I wrote these posts at the height of the pandemic in May 2020.
Lost in translation: the television programme
Lost in translation: the radio programme
I also remember a year or so back that Durham University have put in self-service TV studios for staff. I did think that the technology was only part of the solution, what about the creative, production, and presentation skills, that would be needed. Recording high quality video content, is significantly different to capturing a lecture.
Also Leeds Business School had done something similar pre-pandemic
They were using some clever glass technology that made their content more engaging.
As it happened, I wrote this earlier this month, The idea of capturing a lecture…
The idea of capturing a lecture isn’t new. Even before the advent of dedicated lecture capture systems being installed across the campus some lecturers (and some students) would record the lecture onto cassette tape.
I read the HEPI policy note, ‘Dropouts or stopouts or comebackers or potential completers?’: Non-continuation of students in the UK.
…the UK has had the lowest drop-out rate among developed countries, with Ireland in second place; the UK’s strong performance arises in part from the historic levels of academic selection at the point of entry to higher education as well as the relatively short length of undergraduate degrees, which provides less scope for life events to intervene and disrupt study;
I did wonder though, if this was the main reason. Across Europe, many young people who go to university go to their local university, they’re not moving away from a family home for the university experience. Once studying maybe family issues disrupt study, or employment opportunities come around.
However the report concludes:
‘The UK’s problem is not high drop-out rates across the entire higher education sector. It is the relatively low attendance rate in the compulsory stage of education since the pandemic lessened, insufficient support for sub-degree provision, high drop-out rates among a minority of institutions, courses and students (including degree apprenticeships) and people being unable to make the most of their student experience because they have not got enough money and have to undertake a high number of hours of paid work – even during term time when their studies should be their main priority.’
They recognise how jobs and paid work are not intruding on that student experience, will the drop-out rates start to increase?
