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The author of this article is the Assistant Dean of Academic Administration at the College of Computing and Digital Media at DePaul University. This article focuses on the benefits of lecture capture for in-class and online students. The author states that this tool changes classroom sessions for those in traditional classes and replaces classroom lectures for online courses. Increasing the interactivity in lecture captures can improve student engagement and learning outcomes as the seven principles for good practice in undergraduate education is similar to good practice in lecture capture. This system captures video of the instructor, two whiteboards, and any information displayed on the instructor's computer, including PowerPoint presentations, Excel spreadsheets, and other software. The author mentions in a study of 29,078 in-class students at the University of Wisconsin-Madison, which used lecture capture to augment their classroom experience, 82 percent of the students would prefer a course in which lecture content is recorded, and 60 percent were willing to pay extra to have this technology available to them. Students cited the benefits of: making up for a missed class, watching lectures on demand, improving retention of class materials, improving test scores, and reviewing material as a complement to in-class interactions. To improve actual learning outcomes, the author suggests that instruction using lecture capture should include interactive discussions and activities and that successful course lecture capture requires a well-planned strategy. She encourages administrators to: provide a lecture capture system, define policies for use, and train faculty and students. The author cautions that faculty are educators and need to concentrate on the content and presentation, warning that they should not be expected to become technical experts. The article concludes that data which demonstrates significant increases in student learning will be a motivating fact

The author of this article is a writer for University Business, an online higher education publication. The article summarizes how lectures can not only be recorded digitally but also streamed live over the internet, with minimal effort by participants. Lecture capture systems (LCS) give the ability to slice and dice archived recordings into more manageable and meaningful segments. The author shares how as some lecture capture solutions have changed to software or web-based platforms, the definition is being stretched to include content faculty are producing at home, or even recordings of hybrid class sessions capturing both the in-class and online activity. Users see a partitioned screen displaying the presentation material and video feed, along with navigation options. Although video of the professor is thought to enhance distance learning sessions, it is usually skipped when the result is not interactive. In some situations, a video is used to display a demonstration, as often happens in medical classes. The author stresses that the audio is extremely important and if it is not great quality, it reduces the usefulness. Editing can be done to add title slides, remove dead time, or eliminate lessons that might have made sense during class but could be considered meaningless afterward. Long lectures can also be broken into shorter segments for students to use as study guides. Overall, the author suggests that faculty should keep the student as a user in mind when developing content. A helpful checklist is provided for administrators who are considering how to implement lecture capture: What is the institution's goal for having a lecture capture system? What needs are evident through observation of faculty? How involved will the IT staff have to be in training and using the system? Can faculty members operate it themselves? Will the system integrate with a course management system? Is the system scalable? How scalable does it need to be? Or is portability better? Wha

The authors of this article work for the Center for Teaching, Learning, & Technology at Washington State University. They looked at learning management systems and how currently they do not accurately capture what students have learned. Both authors discovered that the majority of assignments that make up students' experience with the higher education curriculum do not ask them to think, but to recall lectures, text, or both, which may be why LMS are designed to reflect this idea. They examine the concept and perception of a learning environment from the classroom to the internet and their relationship to views of teaching and learning. Examples and research, including an example of a Web 2.0 pro-social effort, are used to demonstrate the difference between the current state of teaching and learning, and an emerging vision. The authors refer to Educause Center for Applied Research, Morgan's (2003) study. Morgan reports, faculty were gaining, at least one key principle of good practice from LMS, increased feedback to students (Chickering & Gamson, 1987) through the use of the online gradebook. According to Morgan (as cited by Brown and Peterson, 2008) this was an outcome that "alters" faculty relationships with students and students with their own work. The authors predict that the successful LMS application of the future will be a gradebook that accommodates shifting ways of receiving feedback. The authors believe that a successful gradebook will be recognized as a communication tool that allows faculty and students to have a variety of communication options (faculty to student, faculty to groups of students, etc.). They point to the instructional challenge of guiding the tool discussion toward issues related to outcomes and what quality performance looks like. The authors refer to the LMS of the future capturing not in our learning about, but in learning "to be". Faculty are seeking a place for students to learn and operate which complements student im