Lecture Capture Applications, “Best Practices”,

Considerations

Vincent Maloney

What is Lecture Capture?

• Technology for recording lecture– Students watch at convenience– Variety of programs and approaches

• Depends on your goals

Ways to Use• Record “traditional 50 – 90 minute lecture while

giving it in lecture hall• Record mini-lectures for flipped classroom

– watch before class– perform assignment to show that watched– come to class for problem solving and other group

activities• Record mini-lectures for flipped classroom, then also

record activity in face to face class– Some considerations

Benefits for Students

• students use as resource for– review– study for exams/quizzes– go over difficult topics– may watch several times– missed classes

• evidence shows that students will still come to class particularly for interaction

Benefits for Students

• The University of New South Wales surveyed students from 4 universities (2006).

• In regards to lecture recording types, students preferred screen capture (57%)

• 28% of students always attended live lectures, even with captured lectures available. 52% regularly attended live lectures, 15% occasionally, and 5% never went to class.

Benefits for Students

• 61% of students used lecture capture for studying for exams, 57% used it for review, and 41% used it due to schedule conflicts.

• 63% of students ranked recorded lectures as essential, another 37% ranked them as useful, and less than 1% ranked them as not important.

Benefits for Faculty

• Now allows best of both worlds– active learning in face to face class while retaining

traditional lecture (broken up into mini-lectures)– solves problem of “bad” day

• Potentially save time and more efficient in long run

Ways to Record Lecture

• Audio only• Audio plus screen capture, shows whatever is

on screen (Powerpoint + annotation + pointer) (annotation tablet)

• Audio +screen capture + video

Ways to Record Lecture

• Audio only• Audio plus screen capture, shows whatever is

on screen (Powerpoint + annotation + pointer) (annotation tablet)

• Audio +screen capture + video– No consensus on importance of video of instructor

Best Practices

• Common Sense? Good Pedagogy– make sure good audio

• be careful of extraneous noise• be careful of range of microphone or location of lapel

microphone– make sure enough light

• other video considerations• wear solid colors, avoid patterns, neon, bright colors• avoid distracting clutter in view of camera• look at camera but vary tone of voice and eye contact

Best Practices(Common Sense?)

• Review before posting• Notify class about lectures in syllabus with

instructions

Best Practices

• Office/small room– Can get by with inexpensive equipment

• Large room/lecture hall– Need high quality mic– Repeat student questions

Best Practices

• Have students do some activity to show that they have watched recording– online homework/quiz– muddiest point assessment– assign groups and have students within groups

summarize specific lectures

Best Practices

• Base lecture length on single topic and if possible, keep lectures less than 20 min with average 10 min. or less– chunking, learn better if focus shorter lectures on single

topic/concept• Often helpful to have simple CATs in video so that students

can assess their understanding of topic• Powerpoint: use pointer during lecture capture to highlight

what you are talking about

Best Practices

• Can record work at a black/whiteboard but may be difficult to get good results– Use screen capture

Some Other Considerations

• Lecture: Streaming vs. Downloadable Format– Check university policies (6/11 based on our

discussion at the workshop, it sounds like this really varies with institutions and states)

– Probably your lectures are your intellectual property

• Students should not attempt to copy and reproduce– Students allowed to download

• Students are allowed to make multiple copies and redistribute

Some Other Considerations

• Student Privacy– During class: public space

• cannot have expectation of privacy– Before/After class (recording running)

• Not public, must be edited

Some Other Considerations

• Choice of technology– Time involved in “Flipping the Class”– Tegrity Lecture Capture

• Limitations• Shorter learning curve

Tegrity

• Record lectures• Limited capability for editing• Stored on cloud• Accessed through Tegrity or Blackboard

– Streaming or download

Tegrity

• Students can access portions of lectures by thumbnails

• Can convert other files into Tegrity lectures– Camatasia

Other Lecture Capture

• Course Online• Accordant• Echo 360• Elluminate• Panopto• Sonic Foundry• Techsmith

Some Useful Websites

• UNC Charlotte– https://

teaching.uncc.edu/learning-resources/articles-books/tip-sheets/lecture-capture

• Educause– http://

www.educause.edu/ero/article/engaging-lecture-capture-lights-camera-interaction

• St. Louis University– http://www.slu.edu/its/services-and-products/academic-r

esources/tegrity-lecture-capture/lecture-capture-policies-and-guidelines