Laster feels that lecture capture really comes into its own in those courses that teach the fundamentals to large classes. "Lecture capture as a replacement for the 400-student experience in the lecture hall can make a lot of sense," he explains. "But where you have a more interactive classroom style, it doesn't make sense."
Contents contributed and discussions participated by Chris Millet
Lecture Capture: Lights! Camera! Action! -- Campus Technology - 5 views
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Interestingly, faculty at many institutions now see lecture capture as a way to help transform those large classes into the kind of interactive learning experience that Laster describes.
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Because the technology essentially separates the lecture from the class, Jones is able to front-load her lectures, making them available for students to review online before class. She then uses class time for group discussions.
Twitter / @EDTECH HULK: HULK NOT GET LECTURE CAPTU ... - 1 views
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HULK NOT GET LECTURE CAPTURE! HULK BORED FIRST TIME LISTEN TO PROF'S LECTURE! WHY HULK WANT LISTEN AGAIN?! #BLEND11
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In case you're wondering what the group badge says..
AJET 27(2) Taplin, Low and Brown (2011) - Students' satisfaction and valuation of web-b... - 1 views
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WBLT is not designed as a distance education tool, but rather as a support mechanism for students who are unable to attend lectures for a variety of reasons (Williams & Fardon, 2007). Generally, no time or money are invested in designing or modifying lecture materials for use in the non-contiguous learning environment, though research suggests this should be considered (Gosper, McNeil, Woo, Phillips, Preston & Green, 2007). The lecture is typically recorded and made available for students to access at a later date (Curtin iLectures, 2009; McKenzie, 2008). This is confirmed by Phillips et al (2007) who conducted a survey of 155 academic teaching staff from across four Australian universities and found 75% made no adaptations to their units to accommodate the use of WBLT.
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Overall, it has been shown that students tend to use the recordings to supplement the face to face lectures rather than to replace them (McElroy & Blount, 2006; McNeill et al, 2007; Williams & Fardon, 2007). Further, research shows that students generally consider that WBLT enhance their learning experience and improve the quality of their education.
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Students particularly value lecture recordings for the opportunity they provide to review lectures and prepare for exams and, hence, they see WBLT as being important in helping them achieve better results (Williams & Fardon, 2007; Gosper et al, 2007; Gosper et al., 2008; McKenzie, 2008).
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From a study in Australasian Journal of Educational Technology.. Some mixed results regarding student perceptions of LC, but perhaps not surprising. Many faculty don't adapt their instruction to the technology, and it's often just looked at as a tool to accomodate students who missed lectures. In these cases, the value is minimal. When students use captures as a supplement to instruction, they typically say that it helped them learn.
Re-inventing the Lecture (Or, Why Online Lectures Don't Work, and What We Can Do About It) - 8 views
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Chunking content, speaking faster and with more energy, closer and more intimiate camera angles, integrating multimedia are all very good techniques for making instructional videos more watchable for students. I think it's interesting that a bad lecture seems even worse on video. Maybe lecture capture will serve to magnify the failings of un-engaging instruction and nudge faculty towards more focused and well-designed presentations.
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I sat in on a focus group with some Business faculty, and just from that, I can guarantee that people will forget to turn mics on, or not adjust levels so things are too quiet. Not their fault though.. most podium A/V systems are painfully convoluted. All the more reason for us to go with a system that's dead simple to use (i.e. completely automated)
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Chris Millet