Exemplars
Dec 10th, 2008 by Amanda Hardy
On this page you will find many examples of how lecture capture has been used here at Coventry University, around the UK, and internationally. We have looked at several types of capture: automated systems (like Echo360), narrated PowerPoint, live web lectures (Wimba Classroom), and podcasts.
Each exemplar consists of a series of questions we have asked tutors regarding their reasons for capturing a lecture, their experiences doing so, and how well they think it all worked. We have also provided a portion of one of their lectures to help illustrate the exemplar. We have found that each tutor’s experience with lecture capture is unique and valuable. There is something special about each exemplar - the course and student contexts, the reasons for recording, the way the recording was used, what a lecturer would have done differently, the outcomes of their experiences, or helpful advice given… so even if you are not interested in a subject area or a technology, each exemplar is still worth a look.
We hope to keep adding to our collection as more people use these technologies. If you have begun using lecture capture and are interested in sharing your experiences, please contact us!
Please note that these exemplars are released under the Creative Commons scheme BY-NC-ND (Attribution-Noncommercial-No Derivatives). Exemplars can be downloaded and shared as long as authors are attributed; cannot be used for commercial purposes; cannot be modified in any way. Additionally the featured lecturers/institutions retain the rights to the content of the lecture excerpts shown here.
| Anthea Coghlan | Coventry University | Social and Health Care Management | podcasting |
| pre-recorded due to time constraints; lectures for fully online module; concerns about level of technology; not impressed with what she has seen of Echo360; plans to re-use lectures | |||
| Chris Szejnmann and Marcus Collins | Loughborough University | Modern History | Echo360 |
| Also uses audience response; Each lecturer takes half of the lectures; Feeling that LC allows Chris to work at a faster pace; no impact on attendance; Includes some data from student feedback; Marcus is pre-recording lectures for third-years; Considering supplemental resources; Effect of LC on live performance | |||
| Colin Thunhurst | Coventry University | Epidemiology | Narrated PPT |
| Recorded in advance; stand-alone resource; re-usable; did not prefer pre-recorded format but open to Echo360; had to make a number of changes due to pre-recording | |||
| Graham Steventon | Coventry University | Criminology | Echo360 |
| Trial with intent to replace certain live lectures to focus on student contact time; Used LC to review delivery; Concerns when recording for re-use; Considering other uses of the technology | |||
| Jeff Anderson | Boise State University (US) | Medicine, Anatomy, and Physiology | Echo360 |
| Online and mature students; multiple attendance options; acceptable decrease in live attendance; demonstrations and models; case studies and scenarios; student participation and consent; use of medical imagery and videos; Used as backup for illness; posts to iTunesU | |||
| Jill Warner | Imperial College London | Allergy and Immunology | Echo360 |
| Only one week face-to-face teaching; Use of guest lecturers; Portable capture system; Ad-hoc recording; Creates supplementary material; Considering pre-lecture material | |||
| Linda Martin | Coventry University | Social and Health Care Management | Wimba Classroom |
| Students are more comfortable discussing after recording has stopped; students appreciate visual interaction with lecturer; had to do more preparation; would like to try Echo360 for paired lecturing or peer review | |||
| Marie Hardie and Steve Jewell | Coventry University | Research Methods | Echo360 |
| Wanted to see if LC worked with their interactive style; Both lecturers leading the lecture; Mixed lecture of instruction-practical; Used LC to review delivery; Considering supplemental information recordings | |||
| Matthew Jones | University of Nottingham | Geography | Winnov |
| No impact on attendance; not currently timetabled in LC room but continues recording all lectures; uses recorded lectures for personal development and peer review; Considering short podcasts | |||
| Mustapha Amrani | Isaac Newton Institute, Cambridge University | Advanced Mathematics | Anycast (Custom) |
| Public lectures; Guest lecturers; Need to capture all lecturing styles; Focus on chalkboards; Ambient microphones to capture audience; Multiple cameras (operator controlled) | |||
| Pat Bluteau | Coventry University | Inter-professional Learning | Echo360 |
| Invited lecture for academic staff; Pre-recorded; Stand-alone re-distributable resource; Negated need for travel; Preferred to web-conference; Considering recording supplementary information; Considering recording guest lecturers | |||
| Paul Scotting | University of Nottingham | Genetics | Echo360 |
| Emergency planning; Finds LC slightly limiting regarding off-the-cuff comments; Would not want to use LC with discussion-based lecture; delays release of recording to encourage attendance; Possibility of using LC as part of performance review; Considering recording informational supplements | |||
| Phil Ansell | Newcastle University | Maths and Stats | Lectopia |
| No impact on attendance; Began with ‘cynical’ view on LC; Uses PDF slides and Papershow to capture notation normally done on a whiteboard; Considering desktop capture for homework solutions | |||
| Phil Bradley | Newcastle University | Medicine and Surgery | Lectopia |
| Integrated case-based approach; Non-mandatory lecture attendance; Alternative methods for capturing whiteboard; Potential use for international campus; Considering using for feedback; Student pressure for more lecturers to take up LC | |||
| Tony Colombo | Coventry University | Criminology | Narrated PPT |
| Saving time in volume of teaching; Pre-recorded; attendance is unaffected; Recording is accompanied by a question worksheet; Would like to try desktop capture | |||
