This document discusses moving beyond traditional recorded lectures to more flexible learning designs using lecture capture technologies. It provides examples of different lecture capture scenarios and how they could be used in a case study about a teacher taking students to Rome to study the history of film. In week one, students would watch lecture captures about relevant film theories and films shot in Rome. In week two, students would do research using tools like Geoplaza to find film locations and upload their own content to Google Maps. The document also provides a chart comparing different lecture capture tools and how they could be used for different levels of learning, from remembering content to creating their own work. It concludes by providing links to join and follow further work on the REC:all project

1. Moving Beyond
Recorded
Lectures
Clive Young
Sylvia Moes
(REC:all project)

2. REC:all
• 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. weblecture enriched lecture
slidecast
social tagging
studio based screencast
knowledge clip

5. enriched webinar
lecture
with tasks
tutorial virtual
classroom

6. Case study of REC:all
Rome in the film, film in Rome
– Teacher planned a study trip to Rome with 20 students, coming out of different
universities, in the field of history of film.
– Two weeks effectively for this trip in Rome.
– Because of the small time frame, it’s needed to make a good choice between
information which can be given face-to-face and via different types of lecture
capture.
– Learning/tasks for students:
• Knowlegde of 3 theories:
• Insiders/outsiders
• Cinema and architecture
• The film in history
• In the first week they have to watch films which are recorded in Rome, related to these
theories.
• In the second week students have to do research on the locations in Rome where these
movies have been shot. You give the task to students to find angles of camera’s on film
locations in Rome.
• Students have to work out their findings of research, location based (with geographical
information), in a presentation at the end of the course.
– Which kind of lecture captures scenario’s did we choose?

7. Some ideas...you may have others!
• weblecture
• enriched lecture
• slidecast
• screencast/tabletcast/pencast
• social tagging
• studio-based knowledge
• enriched lecture with tasks
• webinar
• tutorial/instruction
• virtual classroom

8. Week 1 Week 2
Geoplaza to see the growth and
changes in and of Rome
Instruction clips for skills to work with
Geoplaza and how to upload content in
Google Maps
Google maps to upload their
own pictures/videos

9. Remembering/Understanding Applying/Analyzing Evaluating/Creating
FLIPPING THE CLASSROOM
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
Weblecture
e.g. iTunes U Quizes
Weblecture YouTube edu
Slidecasts + Tasks Webinar
e.g. iTunes U
YouTube edu Discussions
e.g. Academic Earth
Slidecasts e.g. Academic Tagging Virtual
Videolectures.net
Earth classroom
Enriched with tasks, quizes, etc.
Videolectures.net
Polling
Enriched
Editted/cutting
Student generated
Knowledge clips Instruction clips
(knowlegde) clips
with objects
Self produced (partly) Re-used Tutorial Google maps see the growth ownchanges in
Geoplaza to to upload their and
Instruction clips
Studio-based + to work of Rome
and
for skills Taskspictures/videos (Flip)camera
producing Practise
with Geoplaza and how to
e.g. Screencast-o- Assessment Screencast
Screencast upload content in Google Maps
matic and
MIT OCW
e.g. iTunes U Fieldwork
(Flip)camera YouTube edu
Studio-based
e.g. Academic Earth
Studio-based Videolectures.net

10. What next?
Join: http://www.rec-all.info/
Follow: http://www.scoop.it/t/rec-all
Contact: c.p.l.young@ucl.ac.uk
Contact: s.moes@vu.nl