Using Panopto Data to Improve Teaching Robin Albright
Using Panopto Data to Improve Teaching Robin Albright Pitt Online ralbright@pitt. edu
An Example Video in Panopto Example Recording from NURSP 2095: https: //pitt. hosted. panopto. com/Panopto/Pages/Viewer. asp x? id=d 66 a 4205 -4 b 76 -45 a 2 -a 9 c 3 -ba 4 e 92 ff 444 a
Where do we go to get the data?
Features of Panopto’s Stats
More on Panopto’s Stats
Last Portion of Stats
Data Analytics and Panopto What do analytics tell us? There are numerous data points related to media, which offer indicators regarding video viewership. • • Minutes viewed Viewers present at the timestamp of the video Viewership numbers (by date or date range, by video time) Viewership identity
Handling Assumptions • We can only analyze data on Panopto videos. • Video analytics are collected at the video level, not course level.
Views By Week: Download
Spreadsheet Example
Converting a Time Stamp to Decimal Format The simplest way to convert a time to a number of minutes is to multiply the time by 1440, which is the number of minutes in one day.
Spreadsheet Example Continued
Number of Unique Students Viewing Roster in e nl Pi tt. O in e 95 95 20 20 P_ RS NU P_ RS [G ue st 6] In t re re tu Le c 95 5] Pa r t 1 t 2 Pa r st 4] 4] 5] ha nd nd ha ue n io st st in in in e nd ha nd nd ha ha ur ct Le n ct io du t 2 Pa r t 1 Pa r n ct io t 2 Pa r t 1 Pa r du In tro ue [G 3] 3] n ac y R. . . ct io du In tro ue [G 4] st st ue [G y. A g-. . . Ad vo c In tro 2] ue [G 3] [G ct du ro tu Le c 6] 6] st st ue [G 20 P_ RS NU st ue e ue [G [G 95 20 P_ RS 95 20 20 95 P_ RS NU 20 95 st ue [G P_ RS NU P_ NU RS e in nl in tt. O Pi in e nl Pi tt. O nl 95 20 20 95 P_ RS NU P_ NU RS e 20 95 st st ac vo c sin . . g-. n 95 ct io 20 sin rc ha Pu Ad ue [G P_ RS NU 95 20 n d ha rc du In tro Pu 1] ct or tru In s d se io ct 95 20 P_ se Ba Ba du tro In P_ e in nl Pi tt. O in e 2] ue al --V 1] n st ue [G ue al --V 1] 95 io ct du ro 20 P_ In t NU RS st in nl Pi tt. O o NU RS Pi tt. O in e nl in e ue [G st ue [G [G nl Pi tt. O NU NU e 5 95 20 P_ RS 09 P_ 2 5 Vi de NU RS 95 in e 09 P_ 2 RS NU nl Pi tt. O 20 P_ RS NU NU in nl nl Pi tt. O e nl in tt. O Pi e in e lin nl tt. O Pi Pi tt. O n e in nl Pi tt. O Chart 1: Unique Views 7 6 5 4 3 2 1 0
Length Decimal Average Minutes Viewed e e lin On Pi tt e in lin On Pi tt nl Pi tt. O in e nl Pi tt. O 5 09 SP _2 5 09 95 20 SP _2 NU R st st ue re tu ec re tu Le c 5] Pa 2 t 1 rt Pa r 4] 5] nd nd ha ha in e ha . . . ha nd ha in in 2 1 n ur ct Le ct io du rt Pa n 2 1 n ct io rt Pa du 4] nd st ha ue io n 3] In tro st st ue [G st 3] In tro ue [G 4] ue [G st ct io du . . . ac y Ad vo c y. A ac oc In tro 2] ue [G 3] [G ct du tro In 6] L 6] 6] 95 st ue [G 95 95 20 20 P_ RS NU st ue [G [G ue [G e 95 20 20 P_ RS NU P_ NU RS nl in tt. O Pi P_ RS NU in e e in nl st 95 95 ue [G P_ RS NU 95 20 20 20 P_ RS NU st st ue [G g. . . in as ch in n 95 ct io 20 as ch Pu r du In tro Ad v d n io ct ue [G P_ RS NU P_ e in nl Pi tt. O e NU RS Pi tt. O in e in nl Pi tt. O e in 95 95 20 P_ se Ba d 1] ct or tru In s se Ba du ro In t 20 P_ NU RS nl 2] al ue --V 1] n st ue [G al ue --V 1] 95 io ct du ro 20 NU RS st st ue [G In t P_ st ue ue [G [G Pi tt. O nl Pi tt. O o NU RS Vi de in e nl Pi tt. O 95 20 P_ RS NU 95 95 20 P_ RS NU 20 P_ RS in e 95 20 nl Pi tt. O P_ RS NU NU e in nl Pi tt. O Minutes Chart 2: Video Length vs. Average View Time 60 50 40 30 20 10 0
Average Video Time vs. Average Viewing Time, Coursewide 36, 0000 31, 0000 26, 0000 21, 6577 19, 6300 21, 0000 16, 0000 11, 0000 6, 0000 1, 0000 average video time average viewing time Chart 3: Average Video Time vs. Average Viewing Time, Overall
More Questions About Analytics More Questions Follow Analytics • • Why aren’t all of the students watching the videos? If students aren’t watching my videos, are my videos poor? What makes some videos more watched than others? How can I get students to watch the videos?
Strategies for Video Engagement
Studio Video
Classroom Video
Narrated Power. Point
Video Discussion Palliative Care: Just Talk About It Discussion to Accompany Laura Fennimore's Lecture The Cancer Center’s Palliative Care Team is comprised of a nursing director of palliative care, nurse practitioner, social worker, a clinical nurse leader, and a spiritual care counselor who are all integrated into the oncologist’s practice. The team met with Ms. T. following her first office visit for newly diagnosed pancreatic cancer. Ms. T. is 70 years old, is a retired school teacher, lives alone and her only family is a son who lives out of state. At the team’s first visit, Ms. T. says, “What do I need a team like this for? I am here at the cancer center to be cured? ” How does the team introduce the concept of palliative care to a patient with newly diagnosed advanced stage cancer?
Video Commentary • Notice the information presented at the timestamp 6: 10 directly relates to your final case study assignment. After you view the video, post your assignment questions in the General Q&A forum. • In the following video, I highlight key information that every consumer should know about the Affordable Care Act. In particular, there is a good summary towards the end of the 40 minute video. • What would you say to a withdrawn 6 -year old girl who has witnessed violence within her family? We are fortunate to have Dr. XXXX as a guest speaker in this module. Her research as a child psychologist specializing in domestic abuse will build your awareness of the warning signs and help you enhance your communication skills with abused children.
Video Quiz
Conclusion • Be aware that shorter videos are more engaging than longer videos • Consider pre- and post-production strategies to enhance quality of succinct presentations • Incorporate images, questions, and movement into presentations • Develop active and direct connections between the videos and course assignments • Develop an informal, enthusiastic presentation style • Strive to make videos with a shelf life of several years
How do you engage students with videos?
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