by Michaella Thornton, Assistant Director for Instructional Design, Reinert CTTL
In honor of the 15th anniversary of the Reinert Center for Transformative Teaching and Learning (CTTL), I am excited to share “15 Strategies for Moving Beyond Lecture Capture: Interactive Uses for Tegrity” so faculty and students may continue to use this SLU-supported learning technology in intentional and learner-centered ways.
Chickering and Gamson’s (1991) seven principles for engaging undergraduates in education is a tried-and-true framework used not only in the CTTL but also by many other teaching and learning centers and educators across the nation. Part of the success of Chickering and Gamson’s research is that these principles guide many in higher education to consider how learning is negotiated between instructors and students. The framework also helps connect the integration of educational technologies to specific learning goals and objectives, first and foremost.
Below, I offer 15 specific strategies for using Tegrity that go beyond live lecture capture. For ease of use, I have linked the strategies to Chickering and Gamson’s “seven principles.” In some cases, I also point you toward selected, related research that I and others have found particularly useful or relevant.
Many of the 15 strategies in this resource were initially explored in the CTTL workshop entitled, “Beyond Lecture Capture: Interactive Uses for Tegrity,” which was held in the Learning Studio on November 14, 2012. Please note: For those who visit the archived Tegrity workshop link, please ensure you use headphones to hear the audio (the audio is quiet on some computers) and view the video in full-screen mode.
A quick note about what Tegrity is for those who are not familiar: Tegrity is a lecture capture technology supported by Saint Louis University’s Information Technology Services department in select classrooms. Per the ITS website, “Tegrity is a lecture capture software that records the content shown on the instructor’s computer screen, such as PowerPoint presentations, along with the instructor’s audio. Tegrity captures, stores, and indexes this content online at slu.tegrity.com for students to access at their convenience.”
So who is this blog post for? This particular post is for Tegrity’s advanced users, so if you’d like to learn the basics of Tegrity, please visit the comprehensive Lecture Capture ITS webpage or contact CTTL Instructional Liaison, Kim Scharringhausen to schedule a one-on-one consultation. If your classroom is not on the following list, then please fill out the request form on the same page to request Tegrity for your classroom. Furthermore, instructors and students can also download Tegrity on their desktop computers, laptops, and mobile devices such as smartphones and tablets. To find out more about how to do this, click here.
Special thanks to my workshop co-facilitators, Dr. Srikanth Mudigonda in the School for Professional Studies, and Megan Buckley, Information Technology Services, for adding their insights, expertise, and recommendations for how to use Tegrity in additional ways.
Principle 1: Good Practice Encourages Student-Faculty Contact
- Strategy 1: Establish Teaching Presence with an Instructor Introduction and Course Overview Video; related reading:
Jones, P., Naugle, K., & Kolloff, M. (2008, March 31). Teacher presence: Using introductory videos in online and hybrid courses. Learning Solutions Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-in-online-and-hybrid-courses
- Strategy 2: Build a Community of Learners: Have Students Create Their Own Tegrity Introductions at the Beginning of the Course; related reading:
Vesely, P., Bloom, L., & Sherlock, J. (2007, September). Key elements of building online community: Comparing faculty and students’ perceptions. Journal of Online Learning and Teaching, 3(3). Retrieved from http://jolt.merlot.org/vol3no3/vesely.htm
Principle 2: Good Practice Encourages Cooperation Among Students
- Strategy 3: Students Create Group Presentations or Projects via Tegrity; related reading:
Brindley, J.E., Walti, C., & Blaschke, L.M. (2009, June). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/675/1271
Principle 3: Good Practice Encourages Active Learning
- Strategy 4: Encourage Students to Take Notes within a Tegrity Lecture as It’s Happening; related reading:
How do notes and bookmarks work in Tegrity?
- Strategy 5: Students May Create Short, End-of-Unit Reflection Videos centered on Key Concepts, Sticking Points, and Questions
- Strategy 6: Tegrity App May Make Field Notes Easier, More Mobile
- Strategy 7: Capture Guest Speakers’ Insights, Synchronously or Asynchronously
Principle 4: Good Practice Gives Prompt Feedback
- Strategy 8: Instructors Can Use Tegrity to Give Formative Feedback on Writing Assignments and In-Progress Projects; related reading:
Thompson, R. & Lee, M.J. (2012). Talking with students through screencasting: Experimentations with video feedback to improve student learning. Journal of Interactive Technology and Pedagogy. Retrieved from http://jitp.commons.gc.cuny.edu/talking-with-students-through-screencasting-experimentations-with-video-feedback-to-improve-student-learning/
- Strategy 9: Students Can Use Tegrity as a Peer Review Tool for the Writing and Research Process
Principle 5: Good Practice Emphasizes Time on Task
- Strategy 10: Students and Faculty Create Microlectures for a Course Learning Library; related reading:
Educause Learning Initiative. (2012, November 1). 7 things you should know about microlectures. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-microlectures
- Strategy 11: Save Time for Learning by Showing Students How to Navigate New Technology and/or Software
Principle 6: Good Practice Communicates High Expectations
- Strategy 12: Introduce the Course Syllabus and Expectations via Tegrity; related reading:
Szerdahelyi, J. (2008, May 8). Emerging new genres in distance education: The video syllabus. Computers and Composition Online: An International Journal. Virtual Classroom. Retrieved from http://www.bgsu.edu/departments/english/cconline/Szerdahelyi/Video_Syllabus_Article/home.html
- Strategy 13: Create a Tegrity Review for the Muddiest Points in the Class
Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
- Strategy 14: Provide Choice in How Students Might Use Tegrity in their Learning and Consider How Tegrity Videos Can Improve Accessibility
- Strategy 15: Have Students Use Tegrity to Explain their Choices in a Summative Paper or Project (tap into metacognition and self-evaluation practices)
Final thoughts: I hope you will share your advanced instructional uses for lecture capture in the comments’ section as well! If you’re just getting started and want a basic primer on lecture capture, please read the “Tips for Teaching with Lecture Capture” article on the ITS website and visit Educause Learning Initiative’s wonderful overview of lecture capture technology: “7 Things You Should Know about Lecture Capture” If you would like to discuss further how you can effectively incorporate these strategies into your teaching, or how to use similar tools, please contact us at cttl@slu.edu.
The Notebook 