{"id":4591,"date":"2015-11-09T14:00:47","date_gmt":"2015-11-09T14:00:47","guid":{"rendered":"http:\/\/blogs.edgehill.ac.uk\/learningedge\/?p=4591"},"modified":"2016-03-03T15:28:20","modified_gmt":"2016-03-03T15:28:20","slug":"lecture-capture-whats-in-a-name","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/learningedge\/2015\/11\/09\/lecture-capture-whats-in-a-name\/","title":{"rendered":"Lecture capture … what’s in a name?"},"content":{"rendered":"

That which we call a rose<\/em>
\nBy any other name would smell as sweet.<\/em><\/p>\n

To paraphrase Juliet\u2019s speech to Romeo, what matters is what something is, not what it is called. The term lecture capture is a case in point\u00a0as it invokes a whole range of responses and assumptions. As Edge Hill are rolling out a 12 month lecture capture pilot, it seems\u00a0timely to look at what it is, the\u00a0benefits it brings, and how it will be applied here at Edge Hill.<\/p>\n

\"LLecture<\/a><\/p>\n

Some of the benefits of lecture capture<\/strong>
\nThis is not a new technology and the benefits have been researched in various institutions. Studies suggest that students can participate more actively in sessions when they feel able to\u00a0focus less attention on taking notes. A\u00a0BIS commissioned Equality Analysis<\/a> published in December 2014 advised that lecture capture has the potential to assist autonomous learning. There is also evidence that students tend to review short passages rather than watching or re-watching entire recordings, suggesting that they tend to use the facility to review complex or important parts of the lecture. According to our academic colleagues in the FoHSC who tested the lecture capture software over the\u00a0summer, it was both a positive experience and simple to use.<\/p>\n

The elephant in the room \u2026<\/strong>
\nOne common argument against the introduction of lecture capture is that it will have a negative impact on student attendance at lectures. Although lecture capture might be expected to reduce attendance, there is little evidence of this among UK HE institutions. Most recently, the Times Higher reported how Queens University Belfast<\/a> monitored the introduction of lecture capture and concluded that it did not impact on attendance.
\nTwo short case studies from the University of Leicester also discuss the impact on attendance
\nhttp:\/\/www2.le.ac.uk\/offices\/lli\/tel\/lecture-capture\/case-study <\/a>
\nhttp:\/\/www2.le.ac.uk\/offices\/lli\/repository\/case-studies\/lecture-capture-experiences<\/a><\/p>\n

Lecture Capture at Edge Hill<\/strong>
\nThe software is called Panopto and it will capture and sync audio and presentation materials. Video will not be captured by default but will be an option. The tutor controls what is recorded, when it is released and for how long it is available. Access to recordings will be password protected via Learning Edge and there is the option to stream content and therefore prohibit its download by others.<\/p>\n

To start with, the software has been installed in all 9 lecture theatres on the Ormskirk campus but use will be on an \u2018opt in\u2019 basis for the purpose of supplementing students\u2019 learning and development. It is not intended as a replacement for student attendance at sessions or as a replacement for face-to-face teaching.<\/p>\n

Lecture capture is most often used as an extension of the classroom through a \u2018flipped\u2019 or blended learning approach, but also supports distance learning as a replacement for the traditional \u2018live\u2019 format. The software is ideal for the \u2018flipped\u2019 approach as it can also be used to make talking heads or narrated screencasts from your own computer.
\nIn the coming weeks we\u2019ll push out more information about the pilot and the many benefits we anticipate it will provide. Meanwhile, if you would like to know more, please contact lecturecapture@edgehill.ac.uk<\/a><\/p>\n

\"Lindsey<\/a>
Lindsey Martin<\/figcaption><\/figure>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

That which we call a rose By any other name would smell as sweet. To paraphrase Juliet\u2019s speech to Romeo, what matters is what something is, not what it is called. The term lecture capture is a case in point\u00a0as it invokes a whole range of responses and assumptions. As Edge Hill are rolling out […]<\/p>\n","protected":false},"author":264,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"image","meta":{"footnotes":""},"categories":[],"tags":[30617,11098,30614,30616,22],"class_list":["post-4591","post","type-post","status-publish","format-image","hentry","tag-inclusive-practices","tag-learning-edge","tag-lecture-capture","tag-panopto","tag-video","post_format-post-format-image"],"yoast_head":"\nLecture capture ... what's in a name? - Digital Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.edgehill.ac.uk\/learningedge\/2015\/11\/09\/lecture-capture-whats-in-a-name\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Lecture capture ... what's in a name? - Digital Learning\" \/>\n<meta property=\"og:description\" content=\"That which we call a rose By any other name would smell as sweet. To paraphrase Juliet\u2019s speech to Romeo, what matters is what something is, not what it is called. The term lecture capture is a case in point\u00a0as it invokes a whole range of responses and assumptions. 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