Lecture Recording Project

Back in May we announced that as part of our successful Challenge Fund bid we’d be running an investigation into low-cost, scaleable lecture recording scenarios.

Before we can begin this project we need to collect some data on lectures in general, so we’ve created a short survey.

The survey asks questions about the type of technology and content you use in lectures, and what your lecturing “style” is. These questions will help to inform the types of technology that we use in the project.

At the end of the survey is a short form which you can use to volunteer to be part of the project, so if you’d like to try out some lecture recording techniques, and have a module running in January, then remember to fill this in. We’d ideally like a good cross section of lecturers with differing levels of computer literacy, so feel free to volunteer even if you’re not comfortable with technology.

Our survey will take no more than five minutes to complete, so please help us out by filling it in now.

ALT-C 2009 Infrastructure Technologies

Infrastructure technologies
2 short paper(s)
92 Effective Technology for Effective Reading: Innovative use of hyperlinks in online readings for low prior knowledge learners
Jon Loose

If a learner is able to navigate their own way, they can facilitate a representation of the information as they take their own path through the text, so hypertext is good.

pros:

  • non-linear structure is beneficial to learning

cons:

  • not directing the user can inhibit knowledge construction
  • can be disorienting
  • lack of coherance
  • need for prior knowledge
  • metacognitive demands

Reading Styles:

  • Linear Readers:
    • fast
    • slow
  • Lookback Readers:
    • Non-selective reviewers
    • topic structure processors (best comprehension)

(Hyona & Nurminen, 2006; Hyona, Lorch, & Kaakinen, 2002)

Can hyperlinked text facilitate low-knowledge learners?

152 Large scale implementation of a lecture capture system: a value added initiative?
Philip Bradley, Carol Summerside, Mark Agar, Phil Ansell, Robin Humphrey, Julian Knight, Az Mohammed, John Moss, Carys Watts, Janet Wheeler, Dave Wolfendale

Top down approache, decision to roll out across site

2 groups. implementation group, educational-use group

used lectopia rebranded as ‘ReCap’ to get across that it was in addition to lectures rather than replacement – http://teaching.ncl.ac.uk/recap

Videos behind password protected site, available only to University members – not open

Book system in advance, then when mic picks up sound (as long as it is turned on), it starts recording, and afterwards you are emailed a link.

Educational uses

  • lecture recording
  • supplementary information
  • reprocessing of support materials
  • staff training materials
  • conferences and public lectures
  • recruitment and marketing
    • i.e. open day videos for overseas students
  • administration
  • research seminars

Institutional Implementation

  • ReCap Education Steering Group

Feedback and Evaluation

  • overwhelming student positive response
  • 92% of students said it didn’t affect their attendance of lectures
  • staff disagreed

Main staff issues are training and getting them to accept that it records the performance of the day, no editing, warts and all.

5 year vision

  • Ubiquitous, all locations allow
  • increase ease of use to
    • editing
    • lecture room control
    • desktop capture
  • integration with VLE
  • transition from pilot to production service
  • searchability

Costs: 2-5K per lecture theatre