Microlectures Using Echo 360

SHU faculty build video-based microlectures: Pedagogical focus drives Echo 360 screen capture applications

 By Jaya Kannan - Director, Digital Learning

Contributors: Tom Naclerio (AV Media, IT) and Barbara Gerwien - (Coordinator, Digital Learning)

Echo 360 - Faculty Resource       Microlectures - Video Examples by Faculty       


A primary goal of the Office of Digital Learning is to work collaboratively with IT and faculty to enhance teaching and learning by effectively integrating the digital environment. Several initiatives are underway to meet this goal. One such initiative began with the launch of the Echo 360 lecture and screen capture tool across the University in fall 2014. The purpose of this initiative is to build video-based teaching materials for online, blended, and face-to-face learning contexts.

In our first year of implementing Echo 360, we found that about fifteen percent of full-time faculty had created accounts and begun experimenting with the personal capture tool to create video-based micro-lectures for their courses. It is important to note that faculty members are learning to use a new tool and are very much in a pilot phase. Faculty members who are applying Echo 360 in their courses are demonstrating an important characteristic in developing as a digital pedagogue: they are letting their pedagogical objectives drive HOW the tool is used and WHAT objectives the video-based material will address.

To see examples of videos created by faculty, click here. We observed the following common characteristics in the faculty work:

Pedagogical focus driving how Echo 360 is being used: The sample videos show that the content of the microlectures is determined by a wide variety of pedagogical objectives. For example, Prof. Wendy Bjerke’s micro-lecture on the EKG focuses on the explanation of a key concept in her Exercise Science course. Prof. Gail Sampedril’s micro-lecture presents vital information about the syllabus as a means of supplementary material for self-regulated learning. Prof. Bob McCloud shares useful information about the textbook and is building a digital presence with students in an online computer science course. Prof. Steven Lilley’s videos on SPSS have contributed to a bank of resources for the Sociology program. The pedagogical motives differ in each of these cases, yet all are very focused on the common goal of strengthening student learning.

Learning culture instead of training culture: The faculty members who have developed these videos are self-directed learners. They required minimal technical training. They developed the videos through a rigorous drafting process until they arrived at a point where they were ready to publish the video-based materials to their courses. 

Creators rather than consumers: The 2015 NMC Horizon report states that institutional leaders are [now] seeing students more as creators than consumers. SHU faculty are proving to be effective role models for fostering this change. In addition to integrating videos that may already be available in their field, these faculty members are choosing to create new videos, both to directly address students’ learning needs and to present customized materials for a specific course. 

Wide range of disciplines and learning contexts: The work by faculty members represents a wide range of disciplines. In addition to the twenty academic departments that are already involved in using Echo 360 for their teaching practices, Echo 360 based video materials have also been created by the academic support services. For example the library staff (Knapik and Orrico)  have built a series of video tutorials called the Lib Guide to serve as a supplemental source of learning for students.