Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece. This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.

1. Exploring the potential of lecture capture in
universities and higher education institutions
Rethymno (Crete), 31 May 2013
Mathy Vanbuel, ATiT (Belgium)
The REC:all project is partially funded by the European Commission Lifelong Learning Programme.
www.rec-all.info

2. Partners REC:all
• University College London (UK) - Project Leader
• ATiT (Belgium)
• Université de Lorraine (France)
• Vrije Universiteit Amsterdam (Netherlands)
• Universitat Politècnica de València (Spain)

3. REC:all investigates:
• 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

4. REC:all products:
• How to move beyond lecture capture:
pedagogy guide
• How to move beyond lecture capture:
technology guide
• How to move beyond lecture capture:
legal guide
> Drafts of 3 reports available on www.rec-all.info
• 12 Case studies
• Webinars

5. What is lecture capture?
“The process using hardware and software
components for (digitally) recording, archiving and
distributing all audio and visual content of a
lecture, conference, or seminar. It is the recording of
a live lecture, presentation, seminar, conference or
workshop. Not only the person who is presenting is
recorded, but also the slides, screens, applications
or drawings ad graphs he or she is showing. Via a
web browser these recordings can then be viewed in
a single screen on PCs or other internet connected
devices.”
(Filius, 2008; REC:all, 2012)

6. • History

13. How to…
• Lecture capture workflow
Prepare Record Process Distribute Evaluate

14. Preparation
Unnecessary Essential

15. Record

16. Remote Monitoring at
Centralized Command Centre

18. Process

20. IDM
Upload
content
1
Professors
4
hyperlink posted
2
archival
3
notification
with hyperlink
Distribute

22. Evaluate
Why is video important?
• Video allows to catch up, to re-view
• Enhances access also for off-campus students
• Video improves quality of materials
• Video improves perceived value of materials
• Video improves student engagement and
satisfaction

23. Evaluation
• Students heavily use blended technologies mainly
strategically to enhance their learning, particularly
lecture recordings, with peaks near midterms and
finals

24. Information Life Cycle
for Weekly Recorded Lectures
Age of Content
Demand
Post-
Lecture
Period
Peak
Mid Term
Exam
Peak
Pre-exam
Plateau

25. Summation of Demand for eLecture Video Review for
Whole Semester for one course
Age of Content
Demand
For one course!

26. Evaluation
• Students heavily use blended technologies to
enhance their learning, particularly lecture
recordings, with peaks near midterms and finals
• There are no significant statistical differences in
scoring between on (presential) and off campus
(streaming) students following the courses

28. Student Reactions
• Reviewing what we covered in the session when I’m at
home allows me to take it in at my own pace, in my
own time.
• (I’m not taking this module but) just seeing these
videos was really useful.
• I missed lots of lectures and had doubts about the
course but catching up via the videos made me feel
part of the group again.
• They made revision so much easier, it brought straight
back to mind what we had covered.

29. Conclusions
Good use
• Teachers are using lecture capture
– to provide learning materials to all students
– for solving practical issues
– because students ask for it

30. Conclusions
Good use
• Teachers are using lecture capture
• Still too much classic 1 hour / 2 hour lectures
online
– policy and guides for good use of lecture capture
– using chapters and edits in online editor
– rethinking lecture structure
– promotion of knowledge clips
– screencast
– dedicated rooms

31. Deployment

32. Needs analysis 1
• live or pre-recorded,
• online presentation,
• audio and video (different display forms),
• presenter + presentation,
• viewed in web browser,
• possibly enriched with other media and
activities,

33. Needs analysis 2
• divided in knowledge clips,
• suitable for different ways of teaching and
learning,
• presentation, seminar, workshop, tutorial, inst
ruction…

34. Basic components
• Recording
• Archival/processing
• Retrieval

35. Implementation
• From small to large
• From DiY to OTS
• From simple to integrated
– Syllabus material (slide sets, lecture recordings)
– Quizzes, exercises and assessment
– Searchable transcripts & subtitles
– Database of related URLs,
– Student annotations & discussions
– Capture of social media discussions
– Wiki for frequently asked questions

36. Providers
Accordent Classroom Recording
Adobe Connect
Anystream Apreso
AutoTrain
Big Blue Button
Blackboard Elluminate/Collaborate
Camtasia
Capturer Lecture Video Recording System - Tel Aviv University (Tau), Israel
Cisco Lecture Vision - Cisco Systems.
Echo360
Epiphan
Galicaster
Haivision Network Video
L2l (Live To E-Learning) - Cineca, Italy
Lectopia
Mediapointe
Opencast Matterhorn
Openeya
Openmeetings
Panopto
Polycom
Presentations2go
Recordingbox bij Fontys Hogeschool
Skype With Recorder Function
Sonic Foundry Mediasite
Switchcast Video Management System - Switch, Switzerland
Tandberg
Tegrity
Vbrick Systems
Video Furnace
Videolab by K.U.Leuven
Videotorium - Niif, Hungary
Vips - Kaunas University Of Technology, Lithuania
Visionary Solutions
Webex
Echo360
Panopto
Mediasite
OpenCast
AdobeConnect
Bb Collaborate
WebEx

37. Scale of deployment
Unity Quantity Total
Classrooms - -
Classhours/day - -
Days/week - -
Weeks/semester - -
Semesters/year - -

38. Lecture capture

39. Consequences
• Culture Change
• Students/faculty face different (synchronous)
learning environment
• Additional workload
• Risk of distraction, especially if technology
fails
• Copyright concerns, concerns of video
captures release

40. Lessons learnt
• Step-by-step approach
• First the innovative teachers lead the way and
others will follow ;)
• Students feedback – teachers need to know that
capturing lectures is really needed
• Simple tools to help the teachers

41. Future developments
• Subtitling and accessibility features
• Voice recognition
• Close captioning
• Automatic translation
• Social mark-up (commenting) and networking features
• Automated indexing and metadata
• Integration with VLE platforms (Virtual School
Environments)
• Assessment and testing
• Data analysis

42. Preparation?

43. Pedagogy
REC:all researches
• how lectures are currently being captured and used in the
institutions involved in the project and the wider European HE
community
• how video capture is used to underpin flexible and off-
campus modes
• create learning design patterns for innovative usages of the
captured video using based on educational social networking

44. A-synchronous
(individual)
Synchronous
(online group)
(A)-Synchronous
(virtual class)
Remembering/Understanding Applying/Analyzing Evaluating/Creating
Lecture capture
from start- to end (classic)
Weblecture
Knowledge clips
Slidecasts
Editted/cutting
Screencast
Studio-based
(Flip)camera
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
Self produced (partly) Re-used
e.g. iTunes U
YouTube edu
e.g. Academic Earth
Videolectures.net
producing
Enrichedwithtasks,quizes,etc.
Enrichedwithobjects
Self produced (partly) Re-used
Instruction clips
Live lecture capture
or video conferencing
High level of interaction
Student generated
(knowlegde) clips
Webinar
Quizes
Tasks
Discussions
Tagging
Polling
Lecture capture
(classic/chapters)
Tasks
Practise
Assessment Screencast
Fieldwork
Studio-based
Tutorial
Studio-based
e.g. Screencast-o-
matic and
MIT OCW
Self produced
+
+
Virtual
classroom
FLIPPING THE CLASSROOM
(Flip)camera
Weblecture
Slidecasts
e.g. iTunes U
YouTube edu
e.g. Academic
Earth
Videolectures.net

45. • View video course content segmentation + interactive
learning activities + group participation (LAMS)
– More engagement as more senses are used
– More active participation
– More thought
– More reflections
• More self-directed learning
• More peer to peer collaborative learning and
assessment and latent feedback
• Develops more discerning learners
• Professors have a better gauge of students’ learning

46. Past Webinars
• January 2012: Lecture Capture Pedagogy
• June 2012: Presentation Project REC:all
• September 2012: The Pedagogy Framework
• November 2012: Lecture Recording in Singapore
• January 2013: transLectures
• March 2013: Videolab, KU Leuven
Recordings: http://www.rec-all.info/video/

47. Next Webinar
“Creative Commons – what you have to respect
when you produce your own media”
Billy Meinke (Creative Commons, USA)
Date: 6 June 2013, 4-5pm CEST

48. Join our community on: www.rec-all.info
and follow us @RECall_LLP
The REC:all project is partially funded
by the European Commission Lifelong Learning Programm