Home' Campus Technology : November 2013 Contents CAMPUS TECHNOLOGY | November 2013
Fortunately, besides becoming far more feature-rich, lecture
capture products have also become more intuitive, allowing
faculty to focus less on the medium and more on the mes-
sage. "[Today's lecture capture tools are] fall-off-a-log easy,"
says Ken Graetz, director of teaching, learning, and technol-
ogy services at Winona State University (MN), where faculty
use tools such as Tegrity and Doceri to record and publish
their lectures. "We have one faculty member who records him-
self in the car, waiting for his kid to get done with a soccer
game," Graetz says. "It's just become really liberating for him."
Here, CT looks at six innovative ways faculty are using
lecture capture to improve student learning.
Lecture capture has traditionally been a one-way conver-
sation: Students watch a recording of the professor giv-
ing his presentation. Rob Zdrojewski, adjunct professor in
the Education Technologies and Emerging Media program
at Canisius College (NY), replaced this passive approach
with something he calls "two-way screencasting," utilizing a
product from TechSmith called Ask3.
"The teacher makes his traditional recorded whiteboard les-
son as usual, but the students can make comments all along
the timeline," he explains. If a student is confused about a
particular concept midway, for example, he can hit a button
and post a question. "The teacher and all the students in the
class see that comment---it could be over the weekend. All
of a sudden, people's iPods and iPhones are going off with
notifications. They can go in and answer that student's ques-
tion right on the spot. It truly opens up learning to be 24/7."
If they want, students can take it one step further by in-
serting their own videos into the timeline instead of text.
"Now it's truly a screencast of a screencast, which blew my
mind when I first heard this concept," says Zdrojewski, "but
it's a really neat way to have two-way conversations that are
not limited just to what happens in class."
The ability to expand lecture capture into a kind of learning
platform also appeals to Frank Fedel, who uses Panopto's
video platform for his courses in the Orthotics and Prosthet-
ics Program at Eastern Michigan University. He finds that
students use the notes section of the product to add links
and other content that will be of value to other students.
"They use it because they understand that collaboration is
a good way to build a network of people in the class who
understand the fundamentals and are ready to move on to
the cool stuff," Fedel says.
2) Increased Instruction
The earliest flipped courses were simple inversions: Lectures
previously delivered in class were now watched by students
out of class. But some faculty have since realized that the con-
straints posed by a 60- or 90-minute class do not apply in the
flipped model. As a result, students in many flipped courses
are getting more hours of education via recorded lectures than
the standard lecture model allows. Wilson calls this "sticking
10 pounds of sugar in a 5-pound bag," noting that the infor-
mation explosion of recent decades necessitates such an ap-
proach. "How do you cover the information that was there 20
years ago, multiply that by five, and teach that much more as
well?" he asks. "You use technology to outsource things out
of the classroom...so you can then build in more complexity."
Simply by capturing new content each year, faculty can
develop an archive of material that's available to students
as reference. As a result, says Fedel, students can watch
past as well as current lectures, which may provide just that
extra bit of information that helps them grasp a concept.
Offering different approaches to course content, Fedel has
discovered, helps less-motivated students in particular. "If
they have other ways of accessing that information---links
to things that spark an interest---they become better learn-
ers," he says. "They're finding other ways to learn."
3) Cross-Disciplinary Sharing
For centuries, the prevailing model in higher education has
involved one instructor and a class of students. With lecture
capture, though, schools can take a broader, "it takes a vil-
lage" approach to instruction. At colleges that have adopt-
ed a common lecture capture platform, for example, faculty
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