Lecture recording refers to the process of recording and archiving the content of a lecture, conference, or seminar.[1] It consists of hardware and software components that work in synergy to record the audio and visual components of the lecture. It is widely used in universities and higher education in the UK and Australia to provide support for students.[2] 71% of institutions responding to a UCISA survey in 2016 indicated that this technology was available in their institution.[3] Where lecture recording is done at scale, the recording system may be integrated with the timetabling system and the collection of metadata may be automated.[4]
Hardware
editHardware is used to capture the lecturer's voice along with the video of the lecturer. Sometimes, the lecturer may use visual aids to support their speech, such as slide shows, which are presented to the audience with some kind of projector. In this case, such slide shows can also be recorded. Once captured, the data is then either stored directly on the capture hardware or sent to a server over a LAN or the Internet. After some processing to adapt the video formats to the desired distribution mechanism, codecs, etc., viewers are then able to remotely access the recording, either in live stream or video on demand.
The recording of a lecture or presentation may use any combination of the following tools: Microphone, Camera, Screen capture, Presentation capture, or Document camera.
Software
edit
Software is used both on the capture hardware, the viewer's computer, and the production server. Software ranges from simple web browsers and video players to stand-alone software programs made specifically for viewing lectures. The viewer's as well as the presenter's software must be compatible with the software on the server which receives the content from the capture hardware, produces it, and sends it to the viewer's computer on-demand.[5] OpenCast is an open-source video capture system available in higher education.
Modern lecture recording software supports advanced features such as indexing through OCR, instant search, real-time video editing and annotation, along with other advanced features.[6]
Uses
editLecture recording has been used in the flipped classroom learning model as a means to provide materials outside of traditional lectures or seminars. Students are able to self-study by playing back and interacting with recorded lectures.[citation needed]
Some educational institutions use lecture recording as a means to replace the traditional classroom with an online classroom. Lecture recording can also be used to create reference materials as a supplementary resource.[7] Lecture recording is not always welcomed by university faculty.[8] Faculty attitudes to this kind of technology enhanced learning may vary across disciplines.[9] Student research has found that more students than staff expect lecture recording to be beneficial to learning. In the most part students watch lectures for pragmatic reasons rather than lecture quality.[10] Students do not view recorded lectures as a replacement for attending live lectures, and often continue to attend face to face sessions.[11] Students who use recorded lectures as a supplement sometimes score significantly higher in subsequent assessment.[12]
Some firms may also use lecture recordings as advertising, collaboration, or training materials.[13]
In addition, lecture capture technology may offer compliance, for example with United States legislation such as Section 508 for students with disabilities. In the United Kingdom, under the Equality Act 2010, universities should provide reasonable adjustments. Providing access to lecture recordings may be considered to be such a reasonable adjustment.[14]
Research
editLecture captures are becoming increasingly popular. Many institutions including the University of Manchester, University of Glasgow, University of Bristol and Loughborough University provide guidelines for recording and presentation of lectures which would be useful for learning[15][16][17][18][19][20] and there is a growing literature that considers the benefits of lecture capture to students and tutors, as well as the extent of student usage of lecture recordings.[21] Research at Cornell University found increased flexibility for students and faculty.[22]
References
edit- ^ Thomas, R., Comparison of Distance Education/Communication Technologies, "You searched for DistanceEdTech.pdf" (PDF). Archived from the original (PDF) on 2010-06-03. Retrieved 2009-12-09.
- ^ Johri, Aditya; Olds, Barbara M. (2014-02-10). Cambridge Handbook of Engineering Education Research. Cambridge University Press. ISBN 9781107785854.
- ^ "Technology Enhanced Learning surveys". www.ucisa.ac.uk. 2012-09-10. Retrieved 2016-11-12.
- ^ "Lecture Capture: What Can Be Automated?". Archived from the original on 2016-11-12. Retrieved 2016-11-12.
- ^ Multimedia Capture and Support, Technology Services Group, https://agora.cs.illinois.edu/display/tsg/Multimedia+Capture+and+Support Archived 2010-07-17 at the Wayback Machine
- ^ http://www.acu.edu.au/staff/services/it_support/help/user_guides/echo360/[permanent dead link]
- ^ "7 things you should know about...Lecture Capture" (PDF). Educause Learning Initiative. December 2008. Archived from the original (PDF) on 2009-02-23. Retrieved 4 October 2011.
- ^ O’Callaghan, Frances V.; Neumann, David L.; Jones, Liz; Creed, Peter A. (2015-12-04). "The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues". Education and Information Technologies. 22: 399–415. doi:10.1007/s10639-015-9451-z. hdl:10072/101881. ISSN 1360-2357. S2CID 11961478.
- ^ Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina (2016-07-20). "Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines". Australasian Journal of Educational Technology. doi:10.14742/ajet.3068. ISSN 1449-5554.
- ^ Danielson, Jared; Preast, Vanessa; Bender, Holly; Hassall, Lesya (2014-03-01). "Is the effectiveness of lecture capture related to teaching approach or content type?". Computers & Education. 72: 121–131. doi:10.1016/j.compedu.2013.10.016.
- ^ "Student use of recorded lectures - LSE Research Online" (PDF). LSE. Retrieved November 12, 2016.
- ^ Bos, Nynke; Groeneveld, Caspar; van Bruggen, Jan; Brand-Gruwel, Saskia (2016-09-01). "The use of recorded lectures in education and the impact on lecture attendance and exam performance". British Journal of Educational Technology. 47 (5): 906–917. doi:10.1111/bjet.12300. hdl:1820/8900. ISSN 1467-8535.
- ^ "Panopto.com". Retrieved 4 October 2011.
- ^ Sheffield, University of. "Lecture Recording - Student Support Policies - Processes and Policies - LeTS - The University of Sheffield". www.shef.ac.uk. Retrieved 2016-11-12.
- ^ "Recording Lectures Policy (The University of Manchester)". www.tlso.manchester.ac.uk. Retrieved 2016-11-12.
- ^ "Policy for Recording Educational Activities 2016/17" (PDF). University of Bristol. Retrieved November 12, 2016.
- ^ "Loughborough University Lecture Capture Policy" (PDF). University of Loughborough. Archived from the original (PDF) on March 29, 2017. Retrieved November 12, 2016.
- ^ "University of Glasgow Lecture Recording Policy" (PDF). University of Glasgow. Retrieved November 12, 2016.
- ^ Robinson, Debbie. "University of Exeter". as.exeter.ac.uk. Retrieved 2016-11-12.
- ^ Sheffield, University of. "Lecture Recording - Student Support Policies - Processes and Policies - LeTS - The University of Sheffield". www.shef.ac.uk. Retrieved 2016-11-12.
- ^ Elliott, Caroline; Neal, David (2016-04-01). "Evaluating the use of lecture capture using a revealed preference approach" (PDF). Active Learning in Higher Education. 17 (2): 153–167. doi:10.1177/1469787416637463. ISSN 1469-7874. S2CID 2874274.
- ^ "About Lecture Capture" (PDF). Cornell University. Retrieved November 12, 2016.