![Today we will learn about and discuss the growing interest in ‘lecture capture’ tools in Education. Agenda ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Lecture Capture
- 1. Lecture Capture Lunch & Learn
- 5. Lecture Capture options at NLU
- 6. Camtasia Relay TrialLunch & Learn: Lecture Capture Michelle Goeders Director of Academic Computing michelle.goeders@nl.edu 630-874-4025
- 7. What is Lecture Capture? EDUCAUSE: “an umbrella term describing any technology that allows instructors to record what happens in their classrooms and make it available digitally.” Wikipedia: “the process of digitally capturing and archiving the content of a lecture, conference, or seminar.”
- 8. Question Have you ever captured a lecture/classroom activity?
- 9. Examples of Lecture Capture tools Digital Recorders
- 10. Examples of Lecture Capture tools Record Save Playback Search Export Share Embed Pencast from LiveScribe http://www.livescribe.com/
- 11. Examples of Lecture Capture tools Screencasts
- 12. Examples of Lecture Capture tools Lecture Capture Systems
- 14. Echo360
- 16. table of contents
- 17. playback slow
- 18. playback fast
- 20. editing
- 22. live web-casting
- 24. reporting
- 26. LMS integration
- 29. audio
- 30. video of instructor
- 31. document camera
- 33. an opportunity for content review
- 34. content for online course developmentEDUCAUSE: 7 Things You Should Know About Lecture Capture
- 37. Addresses learning disabilities, language barriers, learning styles
- 38. sharing of rich library of content
- 39. increase student learning
- 40. less focus on note-taking in class
- 41. content can cross courses and disciplines
- 43. no live interaction or Q&A
- 44. difficult to capture audio from students in classroom
- 45. large amounts of storage needed
- 46. privacy issues?
- 48. intellectual property issues?
- 51. 54% say it “somewhat increased” or “significantly increased” their grade in the course
- 52. LCS is associated with roughly a 10% increase in student retention in one courseEDUCAUSE Mid-Atlantic Regional Conference, 2009
- 53. Is it effective? St. Mary University STEM Courses - Tegrity 59% of students said it increased their satisfaction in the course 50% felt increased depth of their learning 57% felt increased impact of success in course 54% felt increased amount of material learned Biology, Physics, Chemistry, Mathematics, Statistics Spring 2009
- 54. Is it effective? Columbus State CC Nursing Program – Camtasia Relay 88% students find it easy to use87% say improved their experience in class79% easier to achieve learning goals91% said useful to learning experience 7/7 courses showed increase in passing grades4/7 courses showed decrease in withdrawal rate4/7 courses showed increase in mean GPA score Faculty perceive that it increased student performance, student satisfaction, was a medium for uninterrupted education, and increased time on material.
- 56. computer and microphone
- 57. Jing
- 58. Centra
- 60. Through March 2011
- 61. Recordings will remain available
- 62. Super-easy to use
- 63. Saves to faculty server space
- 64. Contact Michelle for an account
- 65. records what happens on your entire screen
- 66. ability to do automatic captioning
- 68. Encoding Formats for Camtasia Relay
- 69. But… I don’t lecture.
- 71. record a tutorial or demonstration
- 73. record audio feedback on student work
- 74. record a visiting speaker
- 76. Thank You for Participating.
Editor's Notes
- The concept of lecture capture is certainly nothing new. Faculty and institutions have been using various methods of recording classroom activity for years.
- As I said, the concept and practice of “lecture capture” has been around for decades. But it’s a new breed of advanced tools that have emerged in the past 10 years that have given rise to talk about institutions implementing a “lecture capture” system. These tools are similar to screencasting tools, but are pumped up with more features and automated processes that make the recording, processing and publishing aspects a lot easier for instructors. For some, the instructor simply hits a record button when beginning their class and a stop button at the end. For others, where recordings are scheduled by facilities, the instructor does absolutely nothing. In either case, when class ends the recording is automatically uploaded to a server which adds institution branding and converts the recording into a format that students can easily access online. The system then published the recording to the location of the instructors’ choosing. This could be a course website, Blackboard, screencast.com, etc. It may even send students a notification that a new recording is available.