This document summarizes a project examining uses of lecture capture technology beyond standard lecture recording. It describes several examples where lecture content was broken into shorter pre-recorded videos to facilitate flipped classroom approaches. Preliminary findings found higher student engagement for optional advanced modules compared to mandatory core modules. Effectiveness seems to depend on ensuring videos are directly relevant to assessments and weekly in-person sessions provide opportunities to apply content. The project aims to develop best practice guides on using technology to diversify teaching methods.

1. Pedagogy Involving CaptureTechnology:
Uses of Panopto beyond the recording
of lectures
Matthew Mobbs+, Dr Gemma Mitchell*, &
Dr Chris Willmott*
* Dept of Molecular & Cell Biology
& +Leicester Learning Institute
University of Leicester, UK
cjrw2@le.ac.uk
STEMTeaching & Learning Conference 2019

2. Overview
• “Standard” lecture capture (LC)
• Other uses of capture technology (CT)
• Methodology
• Preliminary findings from current project
• Initial reflections

3. The Rise in Lecture Capture (LC)
• Recording of conventional lectures has become
very common
• 69% of UK HEIs have institutional LC system
(Walker et al., 2016)
• Opt in v Opt out
• Literature examining:
- student satisfaction
- exam performance
- attendance
(Witthaus & Robinson, 2015)
Walker et al. (2016) 2016 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)

4. Uses of CaptureTechnology (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.

5. Aim of Project
• To capture local examples of CT use over and
above standard LC
• To examine emerging trends and issues
• To share advice on best practice

6. Methodology
• Literature review and design of project (CW & MM)
• Invitation for participating academics, sent via
College Academic Directors (CW)
• Interviews with staff (GM & CW)
• Focus group and student interviews (GM)
• Access to module survey data and Panopto usage
statistics
• Evaluation of emerging themes (MM & CW)

7. “Flipped”Teaching - examples
• Various examples, including:
- Hate crime module (MSc Criminology)
- Bioethics in core module (Yr 2 Bioscience)
- 20 min Thermodynamics mini-lectures
(Yr 2 Chemistry)

8. “Flipped”Teaching - examples
• Hate extremism and everyday prejudice MA
• The intervention
- No traditional lectures
- One 1-hour seminar per week
- Two or Three 15-20 min videos each week
- One video = introduction
- One video = theories
- One video = guest lecture, or
victim lecture, or
further context
- Connection to set readings overt
- Students encouraged to pause videos

9. “Flipped”Teaching - examples
• Bioethics in core Research Topic module for
Yr 2 Bioscientists (n>300)
• 15 online videos (duration 3:30 to 23:30 mins)
replacing 3 previous F2F lectures
• Formative online quiz
• Complete ethics form as part of team-based
assessment

10. Bioethics experience
More on Flipped Bioethics 11:15 Thursday
Connect Event Space

11. Worked Calculations
• Maths-based disciplines using CT to record staff
walking students through calculations
– Prior to assessment: demonstrating tasks
– After assessment: part of generic feedback

12. Student Presentations
Variety of identified reasons for recording talks
• When students have anxiety issues re presenting
in public (Psychology)
• When logistical issues gathering academics for
assessing talks live (Politics)
• Made available to External Examiners for Quality
Assurance (Politics)

13. Diversifying Lecture Content
• Unanticipated significance at start of project
• Creative use of Visualiser/Data camera
• Tends to involve over-riding the automatic
recording system
• Various examples

14. Visualiser use: Example (1)
• Protein expression lectures for bioscientists
• Mini dry-wipe board as hard to capture material
written on main board

15. Visualiser use: Example (2)
• Mathematical Physics lecture
• Addressing same issue re capturing board-work

16. Visualiser use: Example (3)
• Anatomy lectures for medics

17. Taxonomy of CT uses

18. Project outputs
• Primers for STAFF
- why take these approaches?
- what is possible?
(e.g. many do not know you can upload
into the Panopto software)
- 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) – expectation management

19. Implications for Institutions
• Use of LC likely to increase
• Maximising investment by other uses of CT
• Increased expectation may require standard
provision of more equipment (e.g. webcams &
microphones)
• CT currently spearheaded by innovators, other
staff will require appropriate training & guidance

20. Questions re FlippedTeaching
• What activity will require students to watch?
• Fewer, longer videos v More, shorter videos?
• Additional resources (e.g. transcripts)?
• Delivery schedule Regular release v Glut?
(stagger release over time, even if ready)
• Sound quality and format
- animation? (VideoScribe? Investment)
- on screen appearance?

21. 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
• (Lack of) student engagement with “flipped”
material remains a concern
• Students need “expectation management”, with
clear advice on why this approach is being taken
and requirement for their participation
• There are resourcing implications for universities

22. 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
Any questions?

24. Panopto as DeliveryVehicle
• Possible to upload materials produced (or edited)
using other tools
• Advantages:
- resources is same place as recorded lectures
- better usage analytics than YouTube
• Disadvantages:
- “costs” against institutional license

25. “Flipped”Teaching - example (3)
• Thermodynamics module for Yr 2 Chemists
• Previous lecture content summarised into series
of 20 minute videos
• Leaves more time in F2F session for working
through questions and greater interaction

26. Not so flipping easy?
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
Humans i Humans ii Humans iii Humans iv Humans v Animals i Animals ii Animals iii Animals iv Animals v GMOs i GMOs ii GMOs iii GMOs iv Ethics form
Percent of cohort viewing "flipped" video
2015 as % 2016 as % 2017 as %
What factors underlie difference in engagement?

27. Differences?
• Criminologist = Masters level, elective module
Bioscientists = Undergrads, compulsory unit
• Criminology = regular videos across module
Bioscience = glut of videos
• Bioscience focus group not used to watching
captured lectures
• “I really enjoyed the bioethics. I can’t say I
watched the videos…I wish I’d sat and watched
them because they did look interesting”
… answered the quiz using “common sense
and Google” instead!

28. Differences?
• Context in module
Criminologist = integral to weekly F2F discussions
Bioscientists = background for team assignment
• Two (of five) students in focus group said their
team had allocated one person to “do the
bioethics”, rest did other components
• Those who did watch cherry-picked items they felt
linked to their allocated research topic
• “It was interesting…but half of it was not relevant ”
• “As interesting as it was, in terms of prioritising my
time, I guess that it did not become my priority ”

29. “Flipped”Teaching - example (1)
• Hate extremism and everyday prejudice
• The problem
“What students were saying to me, particularly
those who are international, is that they’re finding
it’s information overload within the lectures… it’s
just about being there and writing things down so
they’re not enjoying it… They find the reading list
just too cumbersome they don’t know where to
begin” Module convenor

30. “Flipped”Teaching - example (1)
• Hate extremism and everyday prejudice
• The intervention
- No traditional lectures
- One 1-hour seminar per week
- Two or Three 15-20 min videos each week
- One video = introduction
- One video = theories
- One video = guest lecture, or
victim lecture, or
further context
- Connection to set readings overt
- Students encouraged to pause videos

31. “Flipped”Teaching - example (1)
• Hate extremism and everyday prejudice
• The impact - convenor
“The difference – the *quality* of the discussions is
unbelievable. Because they are coming already
having not only watched the lectures, done more
reading than I’ve ever known students to do reading
because they’re like ‘you’ve been clear about why I
should read that’ and I’m very specific, like ‘in this
chapter only read page 8 to16, there’s no reason to
read any further’, the discussions are phenomenal
and it is – I take a back step…”

32. “Flipped”Teaching - example (1)
• Hate extremism and everyday prejudice
• The impact - student
“I absolutely loved it, which is partly why I wanted
to do this [interview] because I like the way it has
been delivered” … You can sit down, watch that 20
minute [video], I mean for me that would kind of
span out to about an hour because I’m stopping it
every few minutes to make sure I’ve understood…
and then you can stop and that’s one little discrete
part done, so it’s not as overwhelming as either
going into a lecture room or sitting at home and
listening to someone do 2 hours of just someone
talking”

33. “Flipped”Teaching - example (2)
• Bioethics in core Research Topic module for Yr 2
Bioscientists

34. “Flipped”Teaching - example (2)
• Bioethics in core Research Topic module for Yr 2
Bioscientists
• 15 online videos (duration 3:30 to 23:30 mins)
replacing 3 previous F2F lectures

35. “Flipped”Teaching - example (2)
• Bioethics in core Research Topic module for Yr 2
Bioscientists
• 15 online videos (duration 3:30 to 23:30 mins)
replacing 3 previous F2F lectures
• Formative online quiz

36. “Flipped”Teaching - example (2)
• Bioethics in core Research Topic module for Yr 2
Bioscientists
• 15 online videos (duration 3:30 to 23:30 mins)
replacing 3 previous F2F lectures
• Formative online quiz
• Complete ethics form as part of team-based
assessment