Technology for learners: How to move beyond lecture capture -- 209 -- Demonstration


13:40 - 14:40 on Tuesday, 11 September 2012 in 1.218

Lecture capture is rapidly evolving both technologically and conceptually. What was originally regarded as a passive recording method is now increasingly talked of as a ‘breakthrough’ enabler of more participative and student-centred formats. The UCL-based project REC:all (recording and augmenting lectures for learning) is researching and building a new practical model of use, in cooperation with colleagues from the Dutch OASE ‘weblecture’ project, the ALT special interest group ViTAL (Video in Teaching and Learning) and other enthusiasts from across Europe.

We are exploring and evaluating how ‘classic’ lecture capture can quickly evolve into more participative and interactive formats. Unlike many e-learning approaches, lecture capture builds on and extends traditional teaching formats, enabling a fast and pedagogically effective route into the development of online resources. An example is the development of short ‘knowledge clips’ based on readily available presentation and screen recording software. When these are delivered through the institutional lecture capture system directly to the VLE they can be linked to forums, quizzes and social media. OASE found that embedded interaction added to the different types of ‘weblectures’, enhanced student understanding.

The session will introduce our emerging implementation model which assesses the pedagogical and practical impact of lecture capture including:

  1. Online lectures – using lecture capture to record a live event
  2. Enriched online lectures – adding to and editing the recording
  3. Personal capture / prerecording – using the same system but generally no audience
  4. Webinars with interaction
  5. Video feedback and supplementary materials
  6. Student-generated materials
  7. Distance learning
  8. Marketing

The range of pedagogical approaches, together with the growing ubiquity of the technology infrastructure has enabled even ‘traditional’ institutions to use these systems to begin to move beyond classical teaching towards the ‘flipped’ approaches associated with richer online resources and enhanced classroom engagement.



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