Lecture capture – doing it well and at scale

A couple of weeks ago, QMUL hosted a a one day event, Lecture capture – doing it well and at scale, run by the Association of Learning Technology (ALT).  Unfortunately, I was unable to attend, but through a combination of watching the #altlc tag on Twitter, and the odd live stream via Adobe Connect (thanks to Matt Lingard and Eoin McDonnell), I was able to catch much of the day remotely.

As such, and rather than doing a detailed run though of all the sessions I attended over the course of the day (as I’d do normally), I’ve instead decided to think of the day more and five Take Home Messages (THM) related to:

  1. How I might enhance my own practice going forward, with particular reference to supporting academics in supporting the student learning experience.
  2. How I might work to enhance of the practice of those academics, and users of our Panopto lecture capture platform at the University of Bath.

Any text in italics below are my thoughts on the thoughts put forward by the speakers.

THM #1 – Kris Roger, London School of Economics

There is a feeling that lecture capture is beginning to form an expected part of the student learning experience. To counter this however, there is a worry that students are becoming over reliant on recordings, with a feeling from lecturers that they are spoon feeding content to learners. How might we mitigate against this? Can or should lecturers be persuaded only to release selected portions of their lecture rather than all of it?

Research also shows that some lecturers feel under pressure to record. Is this departmental or institutional pressure? What are the implications if a member of staff refuses to be recorded?

THM #2Neil Berry, University of Liverpool

Lecture capture should not mean lecture replacement. The idea should be provide the recording a supplementary resource to the “traditional lecture” to aid learning. Any students missing the face-to-face session will miss out on the opportunity for interaction and feedback.

Students learn in different ways, and the use of technologies such as these, are likely to lead to maximising the potential of student engagement. Students who have revisited a portion of the lecture are doing so for the following reasons: “found challenging”, “lecturer going to quickly” and “further annotate notes”.

THM #3 – Juliet Hinrichsen and Amanda Hardy, University of Coventry

“People approach lecture capture support based on their own interests”. The JISC funded ELTAC project, based at the University of Coventry, has developed and made available a number of interesting and innovative resources to support lecture capture. These can be found at http://cuba.coventry.ac.uk/lecturecapture/ and could be used to good effect for any related staff development related activities that I lead on.

THM #4 – Clive Young, UCL and John Conway, Imperial College London

Everyone needs to understand the pedagogical side of lecture capture. This helps to justify the existence of the service to relevant stakeholders.

That includes managers and support staff, Teachers, Students as well as Learning Technologist. At the University of Bath, our 5 Reasons to Capture Your Lecture document has, without a doubt, captured the imagination. Further work developing this strand over the course of the next academic year. 

THM #5 – Graham McElearney, University of Sheffield

Copyright and IPR related issues in the lecture capture sphere are confusing. There simply isn’t a one statement covers all recordings-type sentence. There seem to be caveats, caveats and more caveats related to this.

The JISC Legal Recording Lectures: Legal Considerations document goes some way to addressing the common issues, but isn’t aimed at end users. Perhaps, something needs to be worked on here. A short one page document aimed at practitioners?!

Thanks to all those involved with organising and hosting the event!

About Nitin Parmar
I am a Learning Technologist within the e-Learning team in the Learning & Teaching Enhancement Office, University of Bath, UK.

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