Lecture Capture: academic considerations

Things to think about as you start using Lecture Capture:

  • Students’ voices may be captured depending on their proximity to the microphones in the room, you may need a separate microphone for them or to repeat their contribution. Alternatively you may wish to ‘pause’ at noisier moments by pressing the top of the light on the desk.
  • If you use a light pen to point out important parts of diagrams etc, this will not be captured. Use a mouse and cursor.
  • If sensitive issues are raised or you are using material which can’t be captured, e.g. copyright material, just pause the capture.
  • You can help focus the material for students’ and co-tutors’ benefits by editing the capture before it is published for student viewing.

Opportunities offered by Lecture Capture:

  • If you tend to speak fast (or too slowly), students are able to adjust the pace of the recorded speech
  • Students whose first language isn’t English or who are new to terminology have a chance to look up unfamiliar words and phrases when re-listening
  • Students whose note-taking skills are slow or inefficient are less distracted by the need to multi-task
  • Students with shorter concentration spans are able to ‘chunk’ information for themselves into digestible amounts
  • Student anxiety can be lowered, as pressure to ‘understand first time’ is reduced
  • Students can choose a suitable time, place and frame of mind in which to review material
  • Edited material can be used as a revision aid

More experienced users might want to think about:

  • Posting specific questions or readings focussed on the recorded resource
  • Re-designing sessions to purposefully take advantage of capture technology
  • Co-designing our evaluation of Lecture Capture and future development of university guidance on its use.

 

Useful resources

Insights from literature on Lecture Capture: a post on the CELT blog by Peter McKenna pulls together some of the literature on Lecture Capture.

Resources from other universities:  

Video resources from The University of York (towards the bottom of the page) gives advice to students about how they can use Lecture Capture.  

Five Things to Do with Lecture Capture: blogpost from City University.

Reflecting on lecture capture: the good, the bad and the lonely: blogpost by Chris Willmott, summarising aspects of his experience.   

Capturing more than lectures with “lecture capture” technology:  Chris Willmott’s blogpost reviews the paper by Witton listed below.

What can we learn from learning analytics? A case study based on student use of video recordings - slides from a conference presentation by Moira Sarsfield and John Conway from Imperial College.

Research

Nordmann, E., et al. (2017). "Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study." https://psyarxiv.com/fd3yj/

Rios-Amaya, J., Secker, J. and Morrison, C. 2016. Lecture Recording in Higher Education: Risky Business or Evolving Open Practice. LSE & University of Kent.

Witthaus, G.R. and Robinson, C.L., 2015. “Lecture capture literature review: A review of the literature from 2012-2015”. Loughborough: Centre for Academic Practice, Loughborough University.

Witton, G. (2017). "The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement." British Journal of Educational Technology 48(4): 1010-1019. http://dx.doi.org/10.1111/bjet.12470