This document discusses lecture capture technology and student use of lecture recordings at UCL. It provides the following information: - UCL uses the Echo360 system to record lectures from 39 centrally bookable spaces and make them available online. Over 8,000 hours of content has been recorded. - An estimated 250,000 views of content were made last year, with 20-30,000 hits on Moodle per day. - Research suggests students use lecture recordings for various purposes like reviewing material they missed, listening again for better understanding as an international student, and choosing specific sections to review rather than passively rewatching full lectures. - Lecture capture allows students more control over their learning but

1. What do we know
about what
students do with
Lecturecast?
Clive Young
E-Learning Environments

2. What is UCL
Lecturecast?
• Automated system (Echo360) for recording lectures
and making them available via Moodle.
• Captures everything sent to the projector (e.g PP slides,
visualiser) + audio via a lapel mic + video of the
presentation area via a small fixed position camera.
• EchoCapture Personal – capture everything that is
happening on your own PC screen + audio commentary
(+ webcam 'talking head„) uploaded to Lecturecast.

3. • 39 of UCL's centrally bookable teaching spaces
• 20 in departmental areas
• 8-10,000 hours of recorded material on the
system.

4. 1. perpetuates an outdated and discredited passive
learning experience (the classroom lecture).
Why?
2. does not engage the student.
3. traditional lectures aren’t designed for online delivery.
4. it diverts resources

5. • 250,000 views of content last year
• 20-30,000 „hits‟ on Moodle per day

6. "Once viewed with caution as a potentially intrusive
intervention that might cramp teachers‟ style,
lecture capture is now proving its worth for
teachers and learners alike in many contexts."
Association for Learning Technology (2011)
The uninspired label
“lecture capture,” fails
to convey the disruptive
potential of this tool
Janet Russell, September 2012
Georgetown U Center for New Designs in
Learning and Scholarship

7. Recording and augmenting lectures for
learning (2011-2013)
• how lectures are currently
being captured and used
• new learning designs for
flexible and off-campus
delivery
• technical, pedagogical
and legal issues
• case studies and
scenarios
• practical guidelines to help
teachers

8. The evolution of video
Film strip/slide Image
TV / VHS
Desktop video + Interactivity
Multimedia
Web media + Integration
Streaming
Lecture capture
Mobile video + Input
Social video
[Asensio and Young, JISC Click and Go Video, 2002]

9. Image
What is the purpose of video in
lecture capture?
• visual demonstration, dramatisation, presenting visual
evidence and making and emotional appeal (Hempe 1999)
• add authenticity and reality to the learning context....brings
the course alive (Thornhill et al 2002)
• "a great many people find they retain information better if
they are able to visualise a lecturer saying it” (UCL student)
• help orientate esp. if students unfamiliar with material or
lecturer (Kukkonen 2012)

10. Interactivity
Rosenberg 2001
Interactivity is
• Access – own
devices
• Choice – on-
demand, search
• Control – start,
stop, pause, review
http://www.flickr.com/photos/nesster/3714783252/

11. Interactivity in LC
• “Web-casting lectures provides students
who failed to get out of bed with another
chance” UCL professor
• Worries about attendance

12. Interactivity in LC
• "Because I am an international student and
sometimes I could not hear and understand clearly.
Also since the lectures given by my lecturer are
fantastic! It will be great if we can listen to the lectures
again for better understanding of the topics!“ UCL
Student
• Also US research (Stewart, 2012) – big LC users are
non-native speakers of English and the “very
motivated”

13. Attendance
• UCL view "the experience in the pilot phase of project is
that LC has little or no effect on student attendance"
• Russell and Mattick (2005) drop off of attendance "follows
the same pattern with or without streaming".
• von Konsky et al (2009) drop off but "anecdotally, this
attendance pattern is consistent with that experienced in
previous semesters“ so LC "did not have a significant
impact on lecture attendance".
• UCL advises "if a lecture is little more than the repeating of
notes from a PowerPoint presentation it is probable that
some students will choose to spend their time more
efficiently i.e. viewing the material on-line”

14. Interactivity literature
• “Video and live performances differ, like spoken and
written language” – students get this!
• Fardon (2003): better for structured or narrative-driven
styles, poorer for „dramatic‟ styles or styles with lots of
audience interaction
http://www.flickr.com/photos/bredgur/1323025528/

15. Interactivity
• Does LC reinforce a transmission model of learning
when we want more constructivist models - active,
process oriented, learner centric? (Jouvelakis 2009)
• Davis (2009) found the students are "actively choosing
specific sections of content to review rather than
passively revisiting entire lectures”.
• “...an active learning activity [that] provides them with
additional control and interaction with the material“ –
this is „engaged‟ learning – what we want
http://www.flickr.com/photos/bredgur/1323025528/

16. Does LC improve performance?

17. “using lecture
Integration capture resources to
actively engage
Ideas learners”
• Prepare or motivate
• Elaborate on and further explain
• Recall and integrate
• Lead-in to an assignment
• Learning guidance and strategies
• Content to encourage analysis
More ideas
• dial-e designs (JISC)

18. Flipping

19. lecture capture
classic unedited

20. guides, links
examples etc
lecture capture
+ resources
lecture capture lecture capture
classic unedited edited
„knowledge clips‟

21. guides, links
examples etc
lecture capture
+ resources
lecture capture lecture capture
classic unedited edited
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts
third party
video

22. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS
- ONLINE GROUP
guides, links
examples etc
•discussion
lecture capture •quizzes
+ resources •tasks
•tagging
•polling
lecture capture lecture capture •etc
classic unedited edited
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts
third party
video

23. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS
- ONLINE GROUP - LIVE CLASS
guides, links
examples etc
•discussion •live events
lecture capture •quizzes •virtual class
+ resources •tasks •PBL
•tagging •modelling
•polling •labs
lecture capture lecture capture •etc •fieldwork
classic unedited edited •etc
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts
third party
video

24. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS
- ONLINE GROUP - LIVE CLASS
guides, links
examples etc
•discussion •live events
lecture capture •quizzes •virtual class
+ resources •tasks •PBL
•tagging •modelling
•polling •labs
lecture capture lecture capture •etc •fieldwork
classic unedited edited •etc
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts FLIPPING
third party
video

26. ASYNCHRONOUS - INDIVIDUAL SYNCHRONOUS SYNCHRONOUS
- ONLINE GROUP - LIVE CLASS
guides, links
examples etc
•discussion •live events
lecture capture •quizzes •virtual class
+ resources •tasks •PBL
•tagging •modelling
•polling •labs
lecture capture lecture capture •etc •fieldwork
classic unedited edited •etc
„knowledge clips‟
studio-made
clips
screencasts
tabletcasts FLIPPING
third party
video

27. Remembering/Understanding Applying/Analyzing Evaluating/Creating
Live lecture capture
Lecture capture Lecture capture
from start- to end (classic) (classic/chapters) or video conferencing
High level of interaction
Self produced (partly) Re-used + Self produced
Quizes
Weblecture e.g. iTunes U
YouTube edu Tasks Webinar
Discussions
Slidecasts e.g. Academic Earth Tagging Virtual
Videolectures.net
(with objects) Polling classroom
cutting
Enriched
Enriched
(with tasks)
Student generated
Knowledge clips Instruction clips
content
+
Self produced (partly) Re-used
Tasks
producing Assessment
Screencast
Self produced (partly) Re-used
Screencast
e.g. iTunes U Fieldwork
YouTube edu Tutorial e.g. Screencast-
Flipcamera o-matic and MIT Studio-
e.g. Academic Earth Studio- OCW based
Studio- Videolectures.net based
based
FLIPPING THE CLASSROOM

28. Follow up
Join: http://www.rec-all.info/
Join: http://vital-sig.ning.com/
Follow: http://www.scoop.it/t/rec-all
Contact: c.p.l.young@ucl.ac.uk

29. How to move beyond
lecture capture:
pedagogical guide
Clive Young & Sylvia Moes
http://www.rec-all.info