This document discusses the use of lecture capture technology beyond simply recording lectures. It notes that 75% of UK higher education institutions now have lecture capture systems. The document outlines several potential alternative uses of capture technology, including for flipped classroom approaches, pre-recorded demonstrations, and recording fieldwork. It then describes a project investigating how one university is using capture technology for these other purposes. The project involves interviews with academics and a review of module surveys. Preliminary findings suggest pockets of excellent practice exist, but more guidance is needed for staff on the full capabilities of capture technology and how to implement alternative approaches.

1. Exploiting Capture Technology for other purposes
Matthew Mobbs +, Gemma Mitchell* and Chris Willmott*
* Dept of Molecular & Cell Biology &
+ Leicester Learning Institute
University of Leicester
Bioscience Education Summit 2019

2. The Rise of (Lecture) Capture Technology
• Recording of conventional lectures has become common

3. The Rise of (Lecture) Capture Technology
• Recording of conventional lectures has become common
• 75% of UK HEIs have institutional LC systems (Walker et al., 2018)
Walker et al. (2018) 2018 Survey of Technology Enhanced Learning for Higher Education in the UK.
Oxford, UK: Universities & Colleges Information Systems Association

4. The Rise of (Lecture) Capture Technology
• Recording of conventional lectures has become common
• 75% of UK HEIs have institutional LC systems (Walker et al., 2018)
• Opt in v Opt out
Walker et al. (2018) 2018 Survey of Technology Enhanced Learning for Higher Education in the UK.
Oxford, UK: Universities & Colleges Information Systems Association

5. The Rise of (Lecture) Capture Technology
• Recording of conventional lectures has become common
• 75% of UK HEIs have institutional LC systems (Walker et al., 2018)
• Opt in v Opt out
• Literature examining:
- student satisfaction
- exam performance
- attendance
(Witthaus & Robinson, 2015)
Walker et al. (2018) 2018 Survey of Technology Enhanced Learning for Higher Education in the UK.
Oxford, UK: Universities & Colleges Information Systems Association
Witthaus G. & Robinson C. (2015) Lecture Capture Literature Review: A review of the literature from 2012
to 2015 (Centre for Academic Practice, Loughborough University)

6. Uses of Capture Technology (CT)
• Witton (2017) identified several potential uses
- Flipped classroom
- Pre-recorded demonstrations
- Ad hoc supplementary materials
- Assessment advice
- On location filming, e.g. fieldwork
Witton G. (2017) The Value of Capture: Taking an alternative approach to using lecture capture
technologies for increased impact on student learning and engagement. British Journal of Educational
Technology 48:1010-1019

7. Flipped Learning
• “A pedagogical approach in which the conventional notion of
classroom-based learning is inverted, so that students are introduced
to the learning material before class, with classroom time then being
used to deepen understanding through discussion with peers and
problem-solving activities facilitated by teachers.”
Advance HE
https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0

8. Flipped Learning
• “A pedagogical approach in which the conventional notion of
classroom-based learning is inverted, so that students are introduced
to the learning material before class, with classroom time then being
used to deepen understanding through discussion with peers and
problem-solving activities facilitated by teachers.”
Advance HE
https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0

9. Aims of project
• How is CT currently being used (at Leicester), over and above
standard LC, to enhance the education of students?
• What are the characteristics of these interventions?
• What makes particular applications successful?
• Share advice on best practice

10. Methodology
• Literature review and design of project
• Invitation for participating academics, sent via College Academic
Directors
• Interviews with staff
• Focus group and student interviews
• Access to module survey data and Panopto usage statistics
• Evaluation of emerging themes and reflection in light of Flipped
Classroom Learning Ecology

13. C
Make learners aware:
Materials released same time every week.
Learners establish routine and know what
preparation was required (e.g. Criminology)

14. C
Providing instructions:
Details of how to conduct experiments
(e.g. Chemistry, Bioscience)

15. C
Pre-quizzes:
Use of Panopto quizzes to test learners’
understanding (e.g. Physiotherapy)

16. C
Setting clear expectations:
Instructing the learner what is expected and
explaining marking criteria (e.g. Informatics)

17. C
Assessment:
Learners record presentation or create
content for the course
(e.g. Psychology, Politics)

18. C
In class:
Various example of ‘beyond the
default’, especially using visualisers
(e.g. Medicine, Physics, Biology)

19. C
Taught Content:
Presentation of ‘knowledge’ and
‘understanding’ materials.
(e.g. Ethics for Biologists)

20. Taxonomy of PICT
Lifespan
Type of material Reusable Temporary
Content • Bioethics videos
(Biol Sci)
• Mini-lecture (Chemistry)
• Worked calculations
(Physics & Chemistry)
• Guest speakers
(Criminology)
• Contemporary and current
discussion topics
Instruction • Demonstration of lab
equipment (Chemistry)
• Welcome to the module
(Criminology DL)
Assessment • How your assignment will be
marked. Overview of the
marking criteria
• Student presentations
(Psychology & Politics)
• Feedback on assignment

21. Outputs from project
• Primers for STAFF
- why take these approaches?
- what is possible?
(e.g. many do not know you can upload material into Panopto)
- how to…? Point to other resources

22. Outputs from project
• Primers for STAFF
- why take these approaches?
- what is possible?
(e.g. many do not know you can upload material into Panopto)
- how to…? Point to other resources
• Not developing resources for STUDENTS in the current project
(but body of work needs to be done on that)
- engagement
- expectation management

28. Interim conclusions
• Pockets of excellent practice exist
• Staff need clearer vision for what is possible and guidance on how
to achieve it
• Production of staff guide will help these aspects
• There are additional resourcing implications for universities
(e.g. webcams and microphones)

29. Any questions?
E-mail: cjrw2@le.ac.uk
Twitter: cjrw
Slideshare: cjrw2
Blogs: www.bioethicsbytes.wordpress.com
www.biologyonthebox.wordpress.com
www.biosciencecareers.wordpress.com
www.lefthandedbiochemist.wordpress.com
Thank you

31. Abeysekera, L. and Dawson, P. (2015) ‘Motivation and cognitive load in the flipped classroom: definition, rationale
and a call for research’, Higher Education Research & Development, 34(1), pp.1-14
McNally, B., Chipperfield, J., Dorsett, P., Del Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M.,
Pearson, A., Reddan, G., Roiko, A. and Rung, A. (2017) ‘Flipped classroom experiences: student preferences and
flip strategy in a higher education context’, Higher Education: The International Journal of Higher Education
Research, 73(2), pp.281–298
Tobin, T.J. and Honeycutt, B. (2017) ‘Improve the Flipped Classroom with Universal Design for Learning’, in Vu,
P., Fredrickson, S. and Moore, C. (eds.) Handbook of Research on Innovative Pedagogies and Technologies for
Online Learning in Higher Education. USA: IGI Global, pp. 449–471
Walker et al. (2018) 2018 Survey of Technology Enhanced Learning for Higher Education in the UK. Oxford, UK:
Universities & Colleges Information Systems Association
Witthaus G. & Robinson C. (2015) Lecture Capture Literature Review: A review of the literature from 2012 to 2015
(Centre for Academic Practice, Loughborough University)
Witton G. (2017) The Value of Capture: Taking an alternative approach to using lecture capture technologies for
increased impact on student learning and engagement. British Journal of Educational Technology 48:1010-1019
Yarbro, J., Arfstrom, K.M., McKnight, K., and McKnight, P. (2014) Extension of a review of Flipped Learning.
Flipped Learning Network. Available at: http://flippedlearning.org/domain/41 (Accessed: 26 March 2017)