“Please send a photo”

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One recent email exchange related to someone else’s order for running shoes, sent to me in error

I’ve recently had cause to contact three different companies about inadequacies in their service. The reasons for doing so in each case were very different, but there was a common thread to their replies: “Please send a photo of the [relevant item]”. When the third request came in, I started to see a pattern and this set me ruminating on why they were adding this extra step to dealing with my query.

And then it struck me, that this was exactly the reason – it was an extra step. It is part of a filtering process. It is easy enough for all and sundry to fire off email requests willy-nilly. As a mechanism to weed out the serious appellant from the time-waster there needed to be an additional hurdle. [I have vague memories from school history lessons that monasteries used to offer a similar process. Potential novices were never admitted at their first attempt, they were required to return on several occasions before securing entry into the monastic life.]

I mention this here, on my education blog, because I actually operate a similar system when it comes to requests from students. If you are involved in academia I am sure you recognise emails, particularly as exams loom, that go something like: 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’ĂȘtre 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

  • June 2018
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