Capturing more than lectures with “lecture capture” technology (paper review)

The July 2017 edition of British Journal of Educational Technology includes a pilot study The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement investigating the potential to exploit lecture capture technologies for the production of teaching resources over and above recording of lectures per se.

BJET

I was keen to read this paper because I am already using Panopto (the same software used in the study) as a means to generate short “flipped classroom” videos on aspects of bioethics which, it is hoped, students will watch before participating in a face-to-face session. I have also produced some ad hoc materials (which author Gemma Witton terms “supplementary materials”), for example to clarify a specific point from my lectures about which several students had independently contacted me. Furthermore, I have also written some reflections on the impact lecture capture is already having on our courses (see Reflecting on lecture capture: the good, the bad and the lonely). Continue reading

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Reflecting on lecture capture: the good, the bad and the lonely

reflect-logoWe have been using lecture capture for about two years. I have to say at the outset that I am a big fan. Having said that however, there are aspects of lecture capture that I find problematic. Here I offer some quick and dirty reflections on my experience of lecture capture so far. This is not a scientific study, and I certainly haven’t gone away and done an extensive literature search, so I may well be rediscovering old truths.

The Good. There are many attractive features of lecture capture. These include:

  • Availability for review and revision. This is, of course, the main raison d’être of lecture capture, but it is important not to overlook the value this provides – students can go back over the sections that were unclear the first time.
  • Similarly the recordings can be used by those with legitimate cause to be absent (e.g due to illness, away sports fixture, etc)
  • Recordings can be useful for the lecturer themselves. We know that the first time you prepare a set of lectures you are likely to have recently read around the subject and be naturally “on top” of your material. The second year can be a different challenge – the slides are in the can, but you may not recall some of the wider points you had made to embellish the on-screen text and images. Listening back to recordings of your own lecture from the previous year can help to fill in the blanks.
  • The recordings can also be useful when we have to provide a substitute due to lecturer illness. A few year back, before we had our official lecture capture system, I had to take a semester off due to ill health. Fortunately I had audio recordings which could be provided to my “stunt double” along with the slides. Officially captured lectures can now fulfil this role.
  • In times of absolute need the recording can be officially made available in lieu of the live session. We had to use this route when a colleague was ill during the last week of a semester – there was no time to warm up a replacement and rescheduling was not feasible, so we actually showed a recording of the previous year’s equivalent lecture. I “hosted” the session and was really encouraged by the large proportion of the class who turned up in a 5pm slot, knowing that a recording was going to be aired (and that it was already available to them via the VLE).
  • Recordings can be built into reflection to help improve one’s own teaching or as part of an informal peer review process.
  • The tools for lecture capture can be used to pre-record material as a contribution to a “flipped teaching” model.
  • Lecture capture software (certainly the Panopto tool we use at Leicester) includes remarkably powerful inbuilt stats on usage by students. This can shine light on the aspects of a lecture that they felt needed clearer explanation.
  • You can change the speed of the recording. This might be slowing it down slightly for better note-taking, or it might be speeding it up (one of my students confessed that they like to listen to lectures by a colleague at a quickened pace because the lecture naturally delivers their material at an unduly leisurely pace).

Continue reading

  • Awards

    The Power of Comparative Genomics received a Special Commendation

  • September 2017
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