AtoZ of TEL: Lecture Capture

Cost: Varies based on solution (features) and size (usually per room).

Most educational organisations (including the University of Leeds) now have some form of enterprise level in classroom provision for the recording of lectures which works in conjunction with the timetabling system and a dedicated media streaming service.

An example of a cost effective individual solution. A wide range of modestly priced devices could be used to record an event (smartphone, tablet, flip-cam, webcam, Handycam etc.), uploaded to YouTube and shared.

Availability: The University of Leeds uses Sonic Foundry’s MediaSite as their Lecture Capture and media management and streaming solution. This is available via a web browser (desktop or mobile) and desktop application for personal/desktop capture. The system is intended for both staff and students to use.

Note: Solutions used by other organisations all have similar functionality

What is it?

Lecture Capture is an umbrella term that covers any system used to record teaching sessions, seminars and any other content that goes with them. This could be any combination of audio or video.

The lecture capture system allows automated recording of scheduled teaching events in over 260 central teaching spaces, capturing audio, presented screen, and video (where a video camera is available).  It is also possible to make an ad-hoc recording in rooms where there is no scheduled activity.

What are the implications for teaching, learning and assessment?

Lecture capture allows for a wide range of benefits to both teaching staff and students on both traditional and distance courses. For a face to face scenario the recording of the lecture means that this is no longer a one-time only event. They can focus on engagement with the material rather than frantically scribbling notes. Although beneficial to all students those with barriers to their learning such as English as a second language or Dyslexia find this invaluable.

Having lecture capture technology also allows for more creative opportunities to blend the way students learn from and engage with the course content. Many educators are providing recorded instruction prior to the face to face session to make the most of that face to face time. A specific example of this is the Flipped Classroom model. Others are creating an online repository of recorded responses, a video FAQ to the most common follow-up questions that they receive from their students.

Many institutions are opening up the lecture capture system to students providing opportunities for student created content for research, group work and assessment just to mention a few examples.

As more and more educational providers are looking to delivering online courses lecture capture is an invaluable part of that. YouTube has an abundance of high-quality instructional content and the proliferation of MOOCs with their quality of video content has set a high bar for learner expectations for video in online learning content.

 Other University multimedia platforms
 Other Common systems used in UK HE

Other links and Resources

References

Bollmeier, S. G., Wenger, P. J., and Forinash, A. B. (2007) ‘Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course’, American Journal of Pharmaceutical Education, 74, 7, Article 127.

Cooke, M., Watson, B., Blacklock, E., Mansah, M., Howard, M., Johnson, A., Tower, M., Murfield, J. (2012) ‘Lecture Capture: first year student nurses’ experiences of a web-based lecture technology’, Australian Journal of Advanced Nursing, 29, 3, 14-21.

Copely, J. (2007) ‘Audio and video podcasts of lectures for campus-based students: production and evaluation of student use’, Innovations in Education and Teaching International, 44, 4, 387-399.

Ford, M. B., Burns, C. E., Mitch, N. and Gomez, M. M. (2012) ‘The effectiveness of classroom capture technology’, Active Learning in Higher Education, 13, 3, 191-201.

Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K. P. (2013) ‘Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students’, Computers & Education, 61, 185-192.

Owston, R., Lupshenyuk, D., Wideman, H. (2011) ‘Lecture capture in large undergraduate classes: Student perceptions and academic performance’, Internet and Higher Education, 14, 262-268.

Pritchard, D. (2010) ‘Where learning starts? A framework for thinking about lectures in university mathematics’, International Journal of Mathematical Education in Science and Technology, 41 (5), 609-623.

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