Recording lectures helps make your class more inclusive. But I can see how rewatching parts of it could be very helpful. Sometimes they do this at higher (1.5-2X) speed - one weird part of recording lectures is walking into a room and hearing yourself sounding like a chipmunk! If they are just passively rewatching the lecture, I’m not sure this would be a very effective study strategy, based on what we know about how people learn. Lots of students tell me that they use the lecture recordings to review - either rewatching the whole lecture or reviewing particular portions of it. Students who attend every lecture still use the lecture recordings. That always makes me wonder how many students are coming to class when they are sick just for those points. MAKE SURE STUDENTS KNOW ABOUT THE PREVIOUS TWO POINTS! This is important because, even near the end of the semester, I still talk with students who are surprised to learn that they can miss several classes without it impacting their clicker points.Given where we’re at now in terms of public health recommendations, I think “miss several classes without it impacting their grade” should probably be “miss many classes without it impacting their grade”. Otherwise, you are encouraging sick people to come to your classroom. If you have a component of the grade that relates to attendance, make it optional and/or make it so that students can miss several classes without it impacting their grade.(This is straightforward for many classes at Michigan, thanks to Lecture Capture integrating with Canvas.) Record lectures and make them available to all students.In the context of coronavirus, I think there are a few key things for instructors: I encourage them not to come to class, remind them that all the lectures are recorded, and remind them that they can miss five classes without their (optional) clicker points being impacted. Students sometimes write me worried about what to do since they’re sick but don’t want to fall behind. While recording lectures hasn’t had a noticeable impact on class attendance, students attending class isn’t always a good thing! I want my students to learn about infectious diseases, not spread them. Recording lectures means that students who are ill (or have a death in the family or some other life event) can miss class and still catch up later. Please share your experiences in the comments!) (In a twitter discussion of this, it seems that some share my experience of not noticing an impact on lecture attendance, while others report that it has impacted it. I think adding in the clickers had a big positive impact on attendance, which much more than offset any dropoff in attendance from recording the lectures. (We have two lectures a week, so that’s 2.5 weeks of class.) But, even with those allowances, students are pretty highly motivated to come to class, hopefully because they find the in class exercises and discussion useful, but I know a lot of it is because of clicker points. The clickers are optional (we calculate the grade two ways, with and without clickers, and use whichever is higher), and students can miss up to five classes without it impacting their clicker score. But, as far as we can tell, this mostly hasn’t happened, probably because we use clickers in class. Recording lectures doesn’t seem to have impacted attendance noticeably.īefore shifting to recording lectures, our main concern was that students might stop coming to class. And, at a time when we really don’t want sick students showing up in lecture halls, there’s a strong public health argument for recording lectures and setting up class structures so that sick students aren’t penalized for staying home. Overall, I think there have been a lot of different benefits - well beyond what I initially anticipated. I’ve been thinking of writing a post about my experiences with recording lectures in Intro Bio for a while, and, with coronavirus spreading, now seems like a good time to finally write it up.
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