Top 10 things about Lecture Capture

Top Ten things about Lecture Capture

Recap: Students can revisit lectures andnavigate directly to parts where they were unsure or want to listen again. Students can type in key words from lectures or from slides and the software is able to detect where those words are spoken or displayed on screen and direct students to the relevant parts. Students often concentrate better in lectures because they know they can take more notes later.

Supports distance and blended learning: Courses can be planned to include students on campus and those who want to learn remotely. This can extend the reach of the University and widen participation. 

 

Anytime, anywhere learning: In today’s world, equipped with mobile devices, we can all learn wherever we are. Being able to access teaching away from University and at a convenient time is useful for many students.

Supports unexpected absence: Students are at University for a number of years and most experience at least one period of time when they may have to miss a week or two, whether due to illness, bereavement or other reasons. This gives students a good chance to catch up with their peers. There is no evidence that students ‘skip’ lectures because they know they can catch up later.

Can support a ‘flipped’ approach to learning: The lecture does not need to be ‘live’. A lecturer can deliver a lecture which is to be watched in advance of the course, giving more time for students to think about the content and come to a class prepared for questions, discussions or practical application. This has been shown to encourage deeper learning and the application of knowledge to practical scenarios.

Equal access: Some students have greater needs and may not get all they need from attending the lecture. For a student whose native language is not English,being able to watch again and break the language down, gives them a far better chance of understanding the lecture. For students with
disabilities that could affect their learning, a chance to recap on the lecture can support them hugely.

Can support a ‘flipped’ approach to learning: The lecture does not need to be ‘live’. A lecturer can deliver a lecture which is to be watched in advance of the course, giving more time for students to think about the content and come to a class prepared for questions, discussions or practical application. This has been shown to encourage deeper learning and the application of knowledge to practical scenarios.

Learning analytics: Data is collected on who has watched the videos, which videos have been watched and which parts have been watched. This enables the tutor to see which parts of the lecture were most useful or needed reinforcement.

Notes can be taken alongside the video: For today’s learners, videos are often their first source of information. It makes sense for them to ‘annotate’ their videos in the same way that notes may have been taken in books in the past.

Videos can include more than the video: It is possible to add surveys and quizzes as part of the video. This could be used for
formative or summative assessment purposes, for getting feedback for the lecturer or for asking questions.

Collaboration: Videos can be discussed in comments that will be seen by everyone else. The tutor could begin a video with a
comment in the discussion area, and then students add their questions and comments afterwards.

Lecture Capture Mythbuster

Any new technology can cause concerns—many of us feel nervous even getting a new phone or computer. However, with time, experience and practice, we realise that these concerns were misplaced. We are fortunate in Huddersfield that there are already other Universities who have introduced and embedded their practice with lecture capture software, which means that we are able to allay some of these concerns. Of course, there will be a learning curve and some things may change, but there is definitely no expectation that staff or students will have to change either their practice or behaviour because of lecture capture—it is just an extra tool in our teaching and learning repertoire.

MYTH:  “Lecture capture will radically change what students want from lectures – our whole teaching method will need to change overnight.”
REALITY: Lecture Capture is a supplement, not a replacement. Most students just want to be able to review any key sections from a taught session.  Whilst it does facilitate some approaches, such as the ‘flipped classroom’, this can be done with other software as well, and there is no obligation to change teaching methods if what you are doing works well.  Most students are already happy with the way they are taught, but do find they can miss bits—lecture capture just enables them to recap.

MYTH: “If lectures are recorded, students won’t attend any more.”
REALITY: Research has already shown that lecture capture has no impact on attendance. The University still has attendance requirements, so students will still have to meet these. Studies have shown students who attend the live sessions value the interaction and feel lectures add structure to the day.

MYTH: “It means loads of extra work for lecturers because we have to remember to record the lecture, edit and upload the videos.”
REALITY: There have been, in the past, systems where the academics have had to find, edit and upload their videos. However, Panopto will manage this automatically.  You will not need to start a recording—it will happen automatically for your timetabled room. Nor will you need to upload your video. That will also happen automatically, being uploaded to your UniLearn site for your course. The only thing you may choose to do if you want is to edit the video before upload (and you have 48 hours after the lecture to do so). This is not something that we would recommend—because students can skip to the part of the lecture they need, then you can leave it entirely as recorded, but if there was anything you did want to edit out of the video, there is an option to do this.

MYTH: “My teaching will be under the spotlight. It could be used in my appraisal or for disciplinary purposes.”
REALITY: It is understandable to be nervous about being recorded. Very few people like hearing or seeing themselves on film. However, the system has been purchased and will be used solely for the benefit of the students. No one has an expectation that they will be 100% perfect performance pieces. Only you and your students have access to the videos. They will be stored on Panopto and Unilearn, which are both closed, passworded sites. However, there is nothing to stop you reviewing the videos yourself to reflect on your teaching style or asking a colleague to peer review a session—both these activities can be useful professional development opportunities.

MYTH: “I will just be 'tied' to the front of the class because I need to stay near the microphone.”
REALITY: This is an understandable concern. No one wants to appear ’wooden’ if their normal style is to be very active in a teaching space. For this reason, lapel microphones are available for staff to wear. Please contact IT support. 

MYTH: “It’s a waste of time and money. Students won’t bother looking at the videos.”
REALITY: It is possible to view statistics on how many times your videos have been viewed, and even to see which parts have been watched. It is true that not every student will go away and re-watch a video, but research to date has shown that videos are used by many students. They have a particularly positive impact on students of lower ability, students who have disabilities and students whose first language is not English. The system facilitates peer support. This has, in turn, led to some small improvements in retention and grades. It’s a helping hand for those who need it. The University would not be investing in a system that has no potential to improve outcomes for our students. 

MYTH: “I will be prosecuted for breach of copyright if the materials that I use are recorded.”
REALITY: In law, you can use copies of limited extracts from copyright works to illustrate points made in your lectures, providing the amount that you copy is fair and that you acknowledge the source of the extract appropriately somewhere in the course of your lecture or presentation. The fact that students can only access the recordings in UniLearn means that any copied extracts you might use are not being made more generally available to members of the public meaning that Fair Dealing is more likely to apply. Any enquiries about specific areas can be addressed to Chris Beevers (c.j.beevers@hud.ac.uk)

 

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