Panopto’s headline function is lecture capture but you don’t have to be in a classroom to record a Panopto video. The ability to record at your desk or elsewhere using your own laptop opens up a range of other use cases. Here are a few ideas for how you can use Panopto for more than recording a lecture.
Short introductions or summaries.You can make a short screencast presentation to share with your students. This might be an introduction to a module or some concepts you’ll explore further in class (as with flipped learning), or a condensed version of your lecture designed as a more effective recap.
Manual (eg lab) processes. In many subject areas there are simple practical processes that students need to learn. You can create a short video to explain this and students can revisit it as and when they need. This approach particularly lends itself towards short processes that change little over time. Here is an example of a setup for recording in a lab.
Student screencasts. Rather than you doing the recording, let your students capture and share their presentations. This can be a great way to summarise project work and give students practice at real work life skills.
Marking and feedback. Written feedback for assignments can often be difficult for students to understand. Screen capturing the marking process and providing this to the students as a Panopto video can be a good alternative or addition. This might involve working through common issues on a sample paper or marking actual student papers and restricting the access to the video to just the relevant person.
Field trip recordings. Field trips may be inaccessible to a number of your cohort. Capturing the trip and sharing via Panopto can help to plug the gap for those who were unable to attend as well as providing a good record. Here is an example of using Panopto in the field.
How to get started
To record a Panopto video you need the Panopto recorder app. You can install this on your work PC from the software centre.
You can also install the Panopto recorder on your home computer or laptop:
From your Canvas module select the link to Panopto recordings.
Select Create
Select Record a new session
You should now see an option to download the Panopto recorder.
Panopto will also allow you to upload video created from other sources. So you are not just limited to what you can capture from your desktop or laptop.
Remember to add captions. From September 2020 all pre-recorded videos will need to provide captions so do make sure you add them to your videos. Guidance on how to add and edit captions is available on the Panopto website.
More information on recording a Panopto video is available on the TEL website or contact your learning technologist via tel@sussex.ac.uk.
In this show I caught up with fellow learning technologists Matt and Paolo to discuss the various conferences and training events we attended over the last couple of weeks. Including BETT, AUA, Microsoft Teams and the Assistive Technology Network meet up.
I also chat to our head of Technology Enhanced learning David Walked and relatively new member of staff Faye Tucknott (I may or may not have needed to ask how best to say her surname!) about the Digital Practice Awards (DPAs). The DPAs is our annual grant giving initiative to support and promote innovation in teaching and learning with technology at the University of Sussex.As ever you can check out the links below and get in touch with us on Twitter, details below.
There are some great updates and new features coming to Canvas soon. In this post I am going to focus on the enhanced Rich Content Editor (RCE) and the new Direct Share function. Both of these are available for staff to try now and the Rich Content Editor will replace the existing RCE in June 2020.
Rich Content Editor enhancements
The Rich Content Editor (RCE) is the screen that appears when editing most types of content in Canvas. The updated RCE includes a condensed, more intuitive toolbar and the ability to resize the editing field. When you are editing, the RCE will expand to the full width of the screen, but if your screen is not wide enough to show all the icons you will find the others under the 3 vertical dots menu at the end of the toolbar.
The new RCE moves the Accessibility Checker and HTML edit option to underneath the editing window and adds a word count, keyboard shortcuts and the ability to resize the editing window.
Linking to other content
The options to insert links to files, images or other parts of the module which used to be in separate tabs on the right of the screen when editing are now integrated into the RCE toolbar. Options are grouped together under recognisable icons such as these which indicate links, images, media and documents.
When you choose to link to content that is already in the module site, a sidebar will appear allowing you to choose what you want to link to. The list will show which items are published, so it is easier to find the right thing.
Embedding images
Images can be added via the image menu where you can choose images already in the module or your own Canvas files. If you want to add a new image you can drag and drop a file from your computer, browse your computer, choose an image from Unsplash or add an image with a URL. Unsplash has replaced Flickr as the platform for finding images within Canvas and gives you over 1 million free-to-use images to choose from.
When your image has appeared, you can click on it to see an Options button. This will allow you to edit the alternative text (a text description for students with visual impairments using screen readers and others unable to view images directly), choose whether to embed the image or link to it and choose from some standard sizes or set a custom size. You can also adjust the size by dragging the blue squares in the corners of the image.
Direct share
It is now possible to share content between modules and with colleagues, without using Commons. On Pages, Assignments, Discussions and Quizzes, you will see additional options to ‘send to’ or ‘copy to’ when opening the 3 vertical dots menu.
‘Send to’ allows you to add the emails of Sussex colleagues with whom you wish to share the item. Any shared item you have received will appear under Shared Content in your account, from where you can preview it and/or import it into one or more of your modules. ‘Copy to’ allows you to copy an item from one of your modules to another.
Some possible uses for his functionality would be sharing a mid-term student feedback survey with colleagues or copying a Page with your contact details and office hours to all your modules.
How can I start using these features?
Direct Share is already enabled on all Sussex modules, and you can enable the RCE Enhancements on your module via Settings and Feature Options. This is a per-module setting so if it is enabled, all editors on the site will see the new RCE.
Music is an important part of all cultures. It is used in all sorts of aspects of everyday life, such as business and healthcare. Rich Allen, author of The Rock’n’Roll Classroom, reports that people spend more money and time on music than on books, movies, and sports and the most popular cultural icons are not statesmen or saints, but singers. Archaeological evidence suggests that humankind has been making music for at least 30,000 years and for much of that time music has been used to teach people things. Information has been embedded in songs to pass down to future generations.
There are many ways that music can be used effectively in the classroom. There has been a great deal of research in various fields which has indicated that music helps us feel less tired, can energise us, increase our concentration and deepen learning. When accompanied by music new information becomes easier to remember. Students can connect particular data to a rhythm, and then use their memory of musical elements to recall the information following their association. Research indicates that students consistently respond positively to music in your classroom. However, despite the potential of music, it is not used as much as it could be in education, particularly higher education.
How can we use music to improve our teaching practice?
There are a number of ways in which you can use music to help with knowledge retention. Many tutors play the same score of music when they cover certain points, which helps students make associations between the point and a particular score, which actually helps the point stick in their minds. Associations between the music and the concept leads to increased retention, disambiguates the topic from others and allows the topic to be recalled more easily.
Some teachers use music as a soundtrack for various activities. Music has been shown to increase the interest of students in the learning material and it is argued that it increases students’ ability to recall knowledge at the time it is needed so they can use it effectively. According to Elizabeth Petereson of The Inspired Classroom music activates learning material at an emotional, physical and mental level.
Music can help build a connection between the students and the discipline and students and their peers. Some tutors play a tune when students are entering the classroom. This can help set an inclusive atmosphere from the beginning and one which is conducive to learning. Other tutors read summaries of class topics with with appropriate music in the background. This can make it feel like a trailer to a movie and increase students’ concentration and anticipation of the lesson to come.
History is an obvious candidate for using music to bring to life cultural traditions and historical events. Equally literature is set in different times and places and has particular music associated with it. Using music to contextualise literary texts has been shown to be useful for students’ empathy and framing of the setting.
Inclusivity issues when using music in your teaching
There are benefits to using music in terms of accessibility and inclusivity. For example, students suffering from stress can benefit from listening to music because it can help with concentration, focus and help build associations between concepts organically.
However, care should be used when using music. Some students will find it distracting and if overused it can cause some students to have headaches. Furthermore, cultural considerations should be considered. Ideally the source of the music chosen for a given module should stem from a range of cultures and backgrounds to avoid it only being relevant to a subset of the cohort.
Let’s start with the first question I’m sure you’re dying to ask, hypothetical reader: what exactly is scenario based learning?
Scenario based learning (SBL) involves, as the name implies, teaching through the use of simulated scenarios which use narratives to guide learners through certain situations which can be adapted based on the choices and responses of the learners.
Much of the basis for scenario based learning comes from situated learning theory, a theory developed by Jean Lave whose theory is that learning occurs best when understood as knowledge that is embedded within an authentic context, activity and culture and which occurs naturally as opposed to knowledge existing as abstract and out of context knowledge as it would be traditionally taught in a classroom environment.
Scenario based learning is therefore an attempt to try and bridge this gap, bringing scenarios that use and simulate elements of context, activity and culture into a classroom environment.
These scenarios work best when they mirror real world situations that learners are likely to encounter within their subject, i.e. medical students dealing with patients, engineering students dealing with a building project.
How is scenario based learning useful for my teaching?
So how can it help in regards to teaching, what’s the use of scenario based learning? It enables a safe space for failure, learners are able to make decisions, including mistakes, and see the consequences of those mistakes play out within the safe confines of the simulated scenario, students can then reflect and evaluate their potential mistakes without suffering negative consequences.
For example a social worker playing out a potential simulated interaction with a client may make the wrong choices, but they’re able to then reflect on their wrong choices and correct them.
Forging a strong link between theory and practice, by seeing how the theory learners have learnt in an abstract sense can be applied in a practical sense so that learners can gain a greater understanding of the use of the theory and its real world applications.
There may be many discipline specific issues that only really arise and which learners can only learn to deal with when they emerge organically in practical situations, given that these sort of organic situations cannot be brought into the classroom environments learning scenarios provide the next best thing to a real world practical situation.
How can I use scenario based learning in my classroom?
There are various ways SBL can be applied. One way is to use digital tools to present a scenario to students, scenarios don’t have to be complicated and can be created with simple tools such as a Powerpoint or Google Slides or by using a storytelling tool such as Twine (link to Twine blog post).
On the other end of the scale there are more in depth tools such as Articulate which allows for the creation of complicated branching scenarios (please note that Sussex does not hold an institutional license for Articulate). Sussex’s online media platform Panopto could even be used for this purpose by creating videos that take the learner through a situation and using a tool such as Slides or Twine to link together the various different videos based on the learner’s choices.
You don’t necessarily need to use digital tools as you can pose scenario questions to students or even act out scenarios with them within a classroom environment and react to their decisions as they make them.
If you are interested in developing or using scenario based learning within your teaching at Sussex please do get in touch with the Technology Enhanced Learning Team at tel@sussex.ac.uk.
You may wish to add a YouTube video to one of your Panopto recordings. If you have shown a YouTube recording during a lecture you will need to have paused recording to avoid breaching copyright, but , Panopto allows you to link out to YouTube at a certain point in your recording. To the viewer through this will appear as though the YouTube video is part of the Panopto recording.
To add a YouTube video you need to edit the recording. In the edit screen select the location on the timeline where you would like the YouTube video to appear. On the left you will see the Insert YouTube button.
After clicking the Insert YouTube button you’ll be presented with a new screen which will have a number of fields asking for information about the YouTube video you wish to add, the most important is the first one which says Link, where you can add the link to the YouTube video.
Go to the YouTube video and copy the URL of the page and paste it into the Link field in Panopto. You will then find further options to change the start and end times of the YouTube video. Once you are happy with the settings, click Done. Now the YouTube video will be added to the recording and will appear to the viewer at the point you specified.
Since the introduction of Panopto at the University of Sussex, our thoughts have been on video. Panopto provides a great platform for delivering not only lecture capture but any video.
Modern smartphones make it easy to shoot video and if you have an iPhone or iPad, Apple’s iMovie and the simpler Clips provide solid choices for editing the footage. For the large number of staff and students using Android devices however, the choice is not so clear. In my search I came across InShot, a simple, intuitive video editor which works across iOS and Android.
About the App
Inshot lets you quickly edit together video shot on your phone or brought in from other devices. Adding text is easy and there is a good selection of music which can be added for free. You can see an example of a video edited on Inshot here:
Example video created using InShot
InShot makes it easy to change the video shape for different Social Media without having to re-edit (something which can be an issue with other editors).
The free version of the software lacks transitions to smoothly change from one clip to the next but this is a minor issue and overall it is very easy to use.
Editing in InShot. Change InShot has controls to trim video clips, change the speed and mirror the image, among others.
Is it free?
Yes. InShot operates a freemium model where it is free to produce basic videos but you pay for more advanced features and stock media.
Will it work on my device?
InShot has versions for Android and iOS.
Where can I get the app?
InShot is available for Android on the Google Play Store or from the App store for your iPad, iPhone or iPod Touch.
Editing together Khan Academy-type explainer videos for simple skills.
Students can create short revision videos to recap and remind them of key points in a lecture.
Students video presentations for formative assessment.
What are the alternatives?
PowerDirector. PowerDirector is the go to Android app for higher-end editing. While not as intuitive as InShot it provides a wide set of features such as the ability to layer video, add transitions. The free app is limited to exporting the lower definition 720 video.
Adobe Rush. Adobe are well known for their media production tools and in 2019 they released Rush. This is available free to University of Sussex staff as part of the Creative Cloud licence. Students are able to purchase a licence at a reduced rate.
For iOS you also have the Apple options:
iMovie. Apple’s original editor for iPhone/iPad. Now includes advanced features like green screen.
Once you have created a video you need a way to share it and this is where Panopto comes in.
The Panopto app provides an easy way to upload your video to be shared.
Open the app and login to the University of Sussex account.
Select the ‘upload to cloud’ icon at the top of the screen.
Select the relevant module folder.
Finally choose the video to upload.
Select the ‘cloud icon’ top right to upload videos in the Panopto Android app
With any video, always remember to add captions for those unable to access the audio.
Panopto will create automatic captions however it is likely you will need to correct them so do make time for that. You can read more about adding captions in our post: Focus on Panopto: Editing recordings
Want more help and info?
If you have further questions about video for teaching please do get in touch at tel@sussex.ac.uk.
Flipped learning allows students to repeat watch lectures, repeat exercises as needed and generally learn at their own pace. As such it is an inclusive approach to teaching, which accommodates different study habits and abilities. It allows the tutor to use classroom teaching time as a space for students to practice the knowledge they have learned, and ask questions to the lecturer that they may have. This is the idea of a flipped classroom and those engaging in it are asking, “how is the student experience and depth of student learning affected when flip our classrooms?”
The flipped classroom
The flipped classroom is a teaching method being used more in higher education. It uses pre-class activities to introduce students to materials you would otherwise introduce them to in lectures and uses the face-to-face teaching time to engage them in higher order activities.
If you wish to change your teaching practice to devote more face-to-face teaching time for any of the following activities you should consider taking a flipped learning approach:
Student discussion and exploration of the subject.
Group work, which encourages students to learn from one another
Practical work, where it is helpful to have a video demonstration to rewind and rewatch. In this model, students watch demonstrations of practicals before class.
Role-play activities to show competency.
Student presentations and peer-led teaching.
Flipping with Panopto
Panopto, our new lecture capture and video management system is an ideal technology to support the flipping of your classroom if you choose to recreate the lecture experience at home by creating a series of videos. Videos are ideal for flipping in part, because they can be more inclusive than alternative methods of content delivery and in part, because video fulfills students expectations that they will be listening to a lecture. Usually the tutor will also expect the students to answer questions at home so that students can test their understanding. If the quiz is online it can also give the tutor a feel for the level of student understanding and the particular areas that they are struggling with before the face-to-face teaching session.
Panopto is closely integrated with our online study platform, Canvas. It is set up in many teaching spaces around campus. The captured streams are processed into a video for the web, editable by the tutor and accessible by students from within Canvas.
However, Panopto video is not only capturable in teaching rooms. The Panoto software is downloadable by any member of staff (or student) of the University and tutors can make video content from whatever device they choose and put it into Panopto. This is what makes it such an ideal tool to allow you to flip your lectures. It can be used to produce short video clips of content or reproduce a lecture that is delivered from your desk and you can embed non-video content including websites and questions that the students need to answer in order to access the rest of the video.
A Panopto recording with an embedded quiz.
If you are intending to flip your classroom with the aid of Panopto we suggest you cut up your lecture into five to ten minute videos and use the quiz tool to test you students knowledge at the end of each clip. We suggest that you look at the students responses to the quiz questions before the session so you can get an idea of their level of understanding and where they are struggling.
Case Study
In International Development, Dr Anna Laing and Dr Benjamin Hunter have flipped their classroom for a module in Research Methods. They have produced interactive video lectures, which students are expected to do in their own time. The videos give an introductory ‘how to’ lecture on each of the research methods that they teach on the module – quantitative methods, qualitative methods, and participatory approaches. These are short roughly twenty minute videos that are broken up by quizzes on the lecture material to check the students’ understanding of the material. The students must watch the videos before they attend class. Dr Laing and Dr Hunter chose to flip their classroom so they could utilize the classroom time to practice the research skills that they had learnt.
By week seven, roughly 90% of the cohort had watched the lectures and many had watched them multiple times, with some students commenting that it is helpful to re-watch the videos at their own pace in order to ensure their own understanding. Many students were positive about the flipped experience stating that they ‘do the essential learning individually outside of class, and then bring it together in group workshops’. They felt it did increase the workload and felt pressure to watch the lecture and do the reading, however they cited a number of advantages including that they can pause the video lecture to make notes and they can choose a time when is convenient to watch them. They preferred the pre-recorded videos to the lectures recorded in lecture theatres stating that the sound quality is better and there were fewer interruptions. Dr Hunter says, ‘it seemed to be particularly useful for students whose first language is not English – we have 21 direct entry students on the module, as well as eight visiting and exchange students’.
From Dr Laing and Dr Hunter’s point of view, the flipped classroom is useful for modules with a practical or skills-based focus as it makes the most of the time spent in the classroom to practice the skills taught, but they were keen to stress that this approach might be unsuitable for theoretical modules where the face-to-face interactive lecture has particular value given the opportunities for questions and discussion that are more difficult with online lectures. Many of the students also said that they did not think the flipped classroom teaching method would fit all their modules.
Benefits and challenges of flipping with Panopto
The benefits of flipping with Panopto are that it is easy to create videos with embedded questions for your students to watch in their own time and it is easy to get feedback on their understanding before you meet them in your face-to-face teaching session.
However, there are potentially some obstacles to taking a flipped learning approach. Your change in practice may require you to:
Be innovative and explore approaches to teaching, learning and assessment that you have not experienced yourself and are not common in your discipline.
Put in more preparation time in producing the video content and the homework quiz questions.
Trust that your students will come prepared.
Be ready to meet resistance from students who do not appreciate the new study pattern.
We are the Educational Enhancement team at the University of Sussex. We publish posts each fortnight about the use of technology to support teaching and learning. Read more about us.
