1. The document discusses the University of Manchester's use of lecture capture technology to provide recordings of lectures to students, particularly disabled students. 2. Over 350 rooms are equipped for recording, capturing over 210,000 hours of content annually and receiving over 6 million views per year. 3. Automatic timetable integration allows for high levels of lecture coverage, with over 75% of lectures typically recorded each year. Student feedback indicates that access to recordings significantly improves learning for many students.

1. Supporting Disabled Students
With Lecture Capture
Stuart Phillipson
stuart.phillipson@manchester.ac.uk
@S_Phillipson

2. s_phillipson
Grandstand 11
Turn 3

4. 27,000Undergraduates
40,000 Total Students
12,000Staff
240Buildings

5. In Numbers
347Rooms equipped
59,000 Hours per year
210,000 Hours captured
6 Millionviews per year

6. Terms
DASS = Disability Advisory
Support Service
Podcast = a recorded event

8. Our Recordings

9. Our Recordings

10. People Information
Room Information
Course Information
Email to Staff
Synchronisation Harvesting
Video Portal
Classroom Recording

11. In Numbers
%
0
20
40
60
80
100
Academic Year Start
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
0 0 0 0 1 2
65
74 76
82
% Recorded

12. A Lecture
X
Opt-Out Not
Available
X
✔
Trim / Hold Recording
Made
✔
✔
No Action Recording
Made
✔

14. Results
No Action
Opted-Out

15. Opt-out Rate by School
SALC
AMBS
Law
SSS
SEED
E&E
Comp Sci.
Health Sci.
Maths
Med Sci.
Phys & Astro.
MACE
Materials
EEE
Bio Sci.
Chemical Eng.
Chemistry 0.9
1.1
1.4
1.8
2.4
2.7
2.8
4.1
5.5
5.7
7.5
7.8
20.4
20.7
20.9
23.4
38.4
14.6
University Average

16. Change from 2016 to 2017
EEE
Law
Med Sci.
Chemistry
Bio Sci.
MACE
SSS
Maths
SALC
Chemical Eng.
Health Sci.
Materials
AMBS
E&E
SEED
Phys & Astro.
Comp Sci. -16.6
-13.3
-12
-10.1
-7.8
-7.4
-4.2
-3.6
-3.4
-2.3
-1.5
0.1
0.2
0.8
1.2
1.4
1.8

17. Student Feedback

18. Student Feedback
“the podcasts were taken away for the second semester, this was disappointing as i am a
student with learning difficulties and my learning plan with the university states i should
have access to podcasts. It is therefor discriminatory to have withdrawn the podcasts.”
“Additionally, I appreciate the addition of podcasts and know that it is a privilege and not a
right. However, I would appreciate if there was indication when podcasts would not be put
up as I record lectures (part of my DSO accommodations) but haven't been as lectures
were steadily podcasted until late in the term. I don't believe we need to be told why
something isn't podcasted but that it just should be stated at the beginning of the lecture
that it will not be, for those with DSO accommodations to know to record the lecture, if
necessary.”
“It's always really good to have the podcasts available. I get anxiety attacks and being
able to listen to things again when I may have been too panicky in the lecture is a lifeline.”

19. Equality Act 2010
The duty to make reasonable adjustments
If you are a disabled student, the duty requires further
and higher education institutions to take positive
steps to ensure that you and disabled students
generally can fully participate in the education and
other benefits, facilities and services provided for
students. This includes taking advance action where
it is reasonable to anticipate disabled students’
requirements so that it is then not difficult or too late
to make adjustments when disabled students ask for
them.
http://www.equalityhumanrights.com/sites/default/files/uploads/documents/Old_Guidance/PDFS/Students/
1_fehe_user_guide.pdf

20. Our Students
• 49.6% With learning disabilities
• 42.9% With mental health disabilities
• 13.8% With other disabilities
• 5.4% With multiple disabilities
• 5.3% With unseen disabilities
• 2.0% Autistic/Aspergers Syndrome
• 0.9% Mobility disabilities
• 0.9% Deaf/partial hearing
• 0.5% Blind / partially sighted.

21. Changes in Funding
http://www.theguardian.com/education/2016/jan/27/disabled-students-like-me-rely-on-funding-at-university-now-its-been-cut

22. Can IT fix this?

23. Can IT fix this?

24. Can IT fix this?

25. Can IT fix this?

26. A Lecture
X
Opt-Out Not
Available
X
✔
Trim / Hold Recording
Made
✔
✔
No Action Recording
Made
✔
DASS
Recording
✔

27. A Lecture
X
Opt-Out Not
Available
X
✔
Trim / Hold DASS
Pre-Publish
✔
✔
No Action Recording
Made
✔
DASS
Recording
✔
Publish
Over-Write
✔

28. Results
No Action
Opted-Out
DASS

29. Opt-out Page

30. “Makes it much more
accessible and I feel more
included and a valued
member of the university.”

31. “Completely transforms how
I'm able to learn”

32. “This has genuinely been
perhaps the most important
help from the entire DASS
experience ”

33. “NEVER GET RID OF
PODCASTS I WOULD FAIL
WITHOUT THEM ”

35. 0
14
28
42
56
70
1 2 3 4 5
Never 1 2 2.3%
2 5 5.8%
3 7 8.1%
4 17 19.8%
Very often 5 55 64%
How often have you made use of recorded lectures in
Semester 1? (Sep 2016 to January 2017)

36. 0
15
30
45
60
75
90
1 2 3 4 5
Unimportant 1 0 0%
2 1 1.2%
3 3 3.5%
4 11 12.8%
Essential 5 71 82.6%
How important would you rate having access to
lecture recordings?

37. 0
10
20
30
40
1 2 3 4 5
Never 1 19 22.4%
2 33 38.8%
3 21 24.7%
4 12 14.1%
Very often 5 0 0
How frequent were microphone problems that made
the recording unusable?

38. 0
10
20
30
40
1 2 3 4 5
Never 1 23 26.7%
2 27 31.4%
3 16 18.6%
4 14 16.3%
Very often 5 6 7%
Were there ever lecture events that you thought
should be recorded for you, but were not?

39. 0
10
20
30
40
50
60
70
1 2 3 4 5
No difference 1 0 0%
2 1 1.2%
3 7 8.1%
4 23 26.7%
Significant
improvement
to marks
5 55 64%
Do you believe having access to recorded lectures will
make a difference to your assessment marks?

40. So hopefully most of you know by now,
that I’m Stuart Phillipson and I work for the University of Manchester
And I largely run lecture capture here
erm, so what I want to talk about briefly, and I talk far too quickly but if you are
watching this on the recording there’s a little 1x button beneath on the player line and
you can slow me down a bit.
Everyone else in the room will just have to put up with it.
Erm, so what I want to talk about is timetable integration, because it was sort of the be-
all and end-all for us in terms of lecture capture. There’s absolutely, well I thought at
the time there was absolutely no way we could do lecture capture at this scale without
timetable integration.
Manual Transcription

41. So I have faith less you know by now.
But I'm still Philipson and I work for the investment seven I.
Lost me when lex captain here that.
So I want to talk about briefly and I took far too quickly but if you're watching this on the
recording has a little one next button beneath on the plan like you can slow me down a
bit.
I would also remove just have to put up with it.
And so I once took my timetable integration because it was so the be all and end all for
us in terms of like to capture this absolutely up what I thought at the time there is
absolutely no way.
We could do you like to catch. .
IBM Watson

42. so hopefully most of you know by now
that I’m Stewart Phillipson and I work for the University of Manchester
and I largely run lecture capture here
so I want to talk about briefly and I talk far too quickly but if you’re watching this on the
recording there’s a little one X button beneath on the player line and you can slow me
down a bit
everyone else in the room will just have to put up with it
and so I want to talk about a timetable integration because it was sort of the be-all and
end-all for us in terms of lecture capture there’s absolutely what I thought at the time
there was absolutely no way we could do like
to capture at this scale without timetable integration
Google / Youtube

43. so hopefully most of you know by now
I’m stuart phillipson and i work for the university of manchester
and i largely one lecture capture here
so i want to talk about briefly and talk far too quickly but if you're watching this on the
recording there's a little 1x button beneath on the player line and you can slow me
down of it
ever nelson in the room just have to put up with it
and so i want to talk about is timetable integration because it was sort of the be all and
end all for us in terms of lecture capture there's absolutely up i thought at the time
there was absolutely no way we could do you like to
capture at the scale with without timetable integration
Valencia

45. Further Reading
www.mypodcasts.manchester.ac.uk

47. In Numbers
%
0
20
40
60
80
100
Academic Year Start
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
0 0 0 0 1 2
65
74 76
81
41
48
41
44
40 39
42 43
39 41
76 76 74 75 74 75 74 72 73 72
Expected Occupancy Actual Occupancy % Recorded