1. Lecture Capture
ALT Project
Craig Despard @despard1974
c.despard@salford.ac.uk
despard.wordpress.com

2. In the beginning (2011)
• Actively captured full length lectures for a number of years, Reasons were:
- to critique own delivery style
- to aid the student in the recapping of class activities
- to increase teaching efficiencies so students that didn’t attend or don’t understand
can go to the video to recap
- help manage the differing abilities of students providing a resource which could be
revisited especially for lower achieving students
• Conclusion
- Technological problems, hardware and quality of output.
- Realisation that students were not using the videos as intended.
2011

3. • Research appearing undecided
+ - Dickson et al (cited in Purcel and Hong-Ning, 2011:5) suggests students like
to attend lectures safe in the knowledge that they can re-cap and take notes
later from the recorded lecture.
- Stasko & Caron (2010), cited in Purcel & Hong-Ning (2011) the average
time spent by a student watching a recorded lecture is 4 minutes.
- Owston, Lupshenyuk & Wideman (2011) question whether institutions are
wise to invest in technology, training and support for lecture capture as
lecture capture only benefits some lower achievers.
- Smithers (2011) in his blog where he suggests that digital duplicates of a
lecture don’t enhance the students educational experience and money
should not be wasted by institutions.
- Young (2008) writes about a Professor, Dalton Kehoe who says “I had to sit
to down and look at these lectures and realize that when you’re looking at
_ someone online as a talking head and shoulders in video, you just want to
kill yourself after about 20 minutes.

4. Moving up the triangle
Set analytical
exercises with Young (2012) refers to this
game play taxonomy and suggests simple
slant lecture capture only addresses
Encourage the bottom of the triangle and
use in more we should be exploiting lecture
modules
capture to see if we can think
more deeply about pedagogical
issues and practices pushing us
up the triangle.
Remembering and understanding
can I push up?
Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001) Under Creative Commons License: Attribution Non-Commercial No Derivatives.
Moes, S., Young, C. (2012) The Pedagogy Framework. http://www.rec-all.info/events/rec-all-webinar-the-pedagogy-framework

5. Screencast with voice and video camera with
Project Life-cycle voice. Shorter length approx 2 minutes.
Capturing ‘Key’ concepts.
Research suggest higher engagement.
Several sessions captured
on weekly basis.
Blackboard Collaborate used with bluetooth
Mug Shot addition.
microphone and webcam, 2 hours in length
published to Blackboard.
Research suggests lack of student engagement
with long lecture capture.
Read literature in
surrounding areas,
Further student engagement through
multimedia, game based
learning, and body Questionnaires, Focus Groups.
language and interaction.

6. • Questionnaire results
- ‘They're too long. When videos are that long, I skip through to certain
parts I feel are more relevant’. ACTION: Add chapters to video
-’They are better because they hold your attention and you remember what
you have just seen’. Still low down on Taxonomy
-Appears some students prefer longer videos I sense these may be students
who struggle in the session, but most prefer shorter due to busy lives.
-No indications given by student on how they could be improved.
-Suggestions that the approach could be used in other skill areas of the
course.
-Mixed opinions on the face-shot addition. ACTION: Give them option to
switch off.

7. What next?
Barba (2012) suggests that as digital material becomes ‘open’ it enriches the experience of the
on-campus students due to increased participation in the on-line forum.
Kerrison (2012) suggested that online lecture material of 50 minute lectures just didn’t work and
ten minute lectures exploring key concepts worked much better. He added that the tutors
encourage a network of questioning and discussion through forums and the like. This was
during his recent guest lecture on “Developing flexible learning and setting the University
compass. A case of knowing your products; your markets; your customers and your pedagogy” at
the University of Salford, Michael Kerrison, is Director of Academic Development for International
programmes at The University of London.
Actions
Network of questioning and discussion using online social platform creating community- Twitter or BB forum?
Game or play, augmenting the movies creating fun competition - Challenge, spot in built mistakes and solve
More movies – Explore other topic areas, sketching and rendering
Open educational resources – Can I explore offering further afield?
Student co-creation with tutor helps them think about explaining the process to others then offer new
movies to all, increasing digital literacies