Our ‘show and tell’ lunch meeting, that took place on February 26th in Heslington Hall, was themed upon ‘Lecture Recording and Video Resources for Learning’ and turned out to be a particularly vibrant and interesting session. The three presentations given by members of staff complemented each other very well and served to highlight both the varied modes of use for lecture capture technology as well as its flexibility in support of learning and teaching activities.
Personal Capture of lectures, Tom Johnston (Department of Health Sciences)
Tom kicked off proceedings with an insightful look at how he has used Replay’s Personal Capture software to record ‘live’ sessions as they were being delivered to students. Tom, unable to use timetabled automatic lecture capture due to the varied venues his sessions were taking place in, opted to try using Personal Capture installed on a laptop to provide the mobility required to capture his sessions.
Tom performed some basic editing on recordings (topping and tailing them to remove ‘dead air’ at the start and end) before making them available to students. Tom’s initial evaluation shows that a core number of students are using the captures extensively with an increased view rate ahead of exams. Tom also observed that the heat map available with each recording has also helped him to establish exactly which parts of a recording students are reviewing the most, in this way enabling him to establish which topics might need to be addressed or explicated further.
Tom’s PowerPoint Presentation (790K PPTX)
Rob Stone and Psychology students (Department of Psychology)
Rob provided us with an interesting overview of how Psychology moved to the point that they mandated the use of lecture capture across the whole department. All Psychology lectures have been captured for the past two years via Replay’s timetabled automatic capture technology. Rob noted that Psychology staff took the mandate in their stride and students soon started to expect and rely upon there being recordings of the lectures they attended.
Rob also brought along three students to talk about their experience of using the actual recordings and what they find useful about them. The three students made some very interesting, honest and reflective observations.
From the perspective of an international student there were particular advantages to having a recording of their lectures available; the students ob
served that they were able to adjust the speed of playback (which helped their understanding when reviewing the recording) and on top of this it allowed them to better deal with the various accents of their tutors and the nuance of the language.
The students also observed that they found the following:
- The recordings provided a means for them to check their comprehension as well as reinforce their understanding
- It was of particular use where lecture ‘fatigue’ had set in. As research has shown, unless a lecture is specifically broken down to avoid it, students’ attention will wander or they will reach a saturation point. One student very honestly observed that the recording allowed them to review the last segment of the lecture with fresh attention
- It was noted by one student that it changed their behaviour during lectures; they gave their full attention to the lecture and then made notes from the recording later (rather than during the lecture itself)
- One student made the observation that they regarded the recording as an enhancement to their learning experience; not a replacement and they all thought that the flexibility to watch or listen anytime and anywhere was particularly welcome
- The recordings were of particular use coming up to exams
- One student observed that the provision of lecture recordings is an additional and major reason to apply to a particular institution citing the experience of a friend at a different institution who doesn’t get recordings compared to his
- There was an observation that recordings should be made across all programmes
- The slide thumbnail images were particularly useful for skipping to the sections of the recording they most needed to review
An underlying message in the students’ observations was that reviewing the recordings could lead to a deeper, repeated engagement with the key concepts of the lecture.
A couple of observations did suggest a cautionary note however, in that there is the potential danger of rote learning. A student could listen to a recording often enough that they remember what was said in the manner of ‘remembering song lyrics’.
During the QA to Rob and the students it was noted that there was no noticeable impact on lecture attendance. There was also a discussion around what it takes to embed lecture capture in a department of which the provision of local support was observed as being a key element (both technically and from management).
A final question on ‘flipping’ the classroom (recording lectures for students to watch prior to a face-to-face slot so that the slot can be used more discursively) elicited an interesting observation from one of the students who noted that he wouldn’t expect that all students would prepare appropriately (i.e. watch the material beforehand) and come ready to engage properly in the face-to-face session; there would need to be a change in general student behaviour.
Podcast (in the form of Personal Capture Recordings) to support pre-requisite understanding, Jacco Thijssen (Department of Economics)
Jacco provided us with yet another interesting take on the use of Replay technology to support student learning by covering his use of Personal Capture to support student’s pre-requisite understanding of particular mathematical concepts and ideas that would enable him to free up his face-to-face time with students to support discussion of the techniques involved.
Jacco was looking for a way to capture what he had traditionally achieved with chalk and a blackboard (something difficult to capture digitally with the straight forward lecture capture system). Jacco innovatively alighted on a method where two webcams are fed into Personal Capture; one pointing at him and one pointing down at a piece of paper on which he is able to work through the complex mathematical formula.
His initial evaluation of how the use of these resources has been received is very encouraging; he noted that:
- students recap and actively mirror activity shown in videos
- the video feedback has proved popular and reduced questions to him via e-mail and in person
- students respond well to the authenticity of seeing a pen in his hand as he works through the mathematics
- release of additional materials after lectures has proved useful (where it was noted during a lecture that students were perhaps struggling with particular concepts). This approach also allowed the face-to-face time to not get bogged down and for the pace of the lecture to be managed more flexibly
Jacco also observed that the stats available to staff on the use of recordings are particularly useful for indicating both broad usage and also how each resource is being used more specifically.
Reflecting on the impact of the resources he has made available coupled with student performance, Jacco feels that there is significant potential for such support to particularly affect median mark performers (rather than the lowest performers or the highest performers) by providing both early engagement and recap of key concepts. Jacco also felt that such resources were more appropriate for first years and would be unlikely, for example, to provide such resources to Masters students.
Looking forwards Jacco noted that the option to extend his approach to feedback could be implemented providing worked solutions and also highlighting typical mistakes in worked examples.
The E-Learning Development Team presented (very briefly) on how to start using Replay and the pedagogic modes of lecture capture before discussing a breakdown of modes for video use (both video resulting from lecture capture, sourcing video or video shot with appropriate camera equipment). The PowerPoint provided below explicates and illustrates these modes.
Lecture Capture Pedagogic Model Diagram (64K PDF) Adapted from the REC: all model (Young & Moes 2013)
Media/multimedia tools matrix (48K DOCX) – This document provides a breakdown of the tools available to you for deploying audio or video resources, their pros and cons and also an indication of when best to use a particular tool.
Student lecture capture survey summary document (460K DOCX)