Lecture Capture and the Flipped Classroom

Here at HYMS we have been using Lecture capture for a number of year now with great success. It has become an invaluable part of our teaching methodology (certainly at undergraduate), with the geographically dispersed nature of HYMS not having lecture capture would make lecture and content delivery problematic to say the least. There are a range of ways that the lecture capture technology could be used and the ‘Classic’ lecture capture style that the majority of our recordings here at HYMS take is just one available.

 

The Pedagogy

The pedagogy of using video and lecture capture is all about moving away from the ‘Classic’ use such as a lecture that has been recorded for viewing after the event. The real power of using video is in the range of creative scenarios that it can be deployed in with the pinnacle of this being the students using the technology to generate their own engaging content to demonstrate their own understanding, ’How to move beyond lecture capture: Pedagogy guide’ goes into the details of this is far more detail than I could here.

REC:all (http://www.rec-all.info/) project has published a guide full of information and advice, writen by Clive Young and Sylvia Moes it shows you how to move beyond the ‘Classic’ style that most are familiar with.

’How to move beyond lecture capture: Pedagogy guide’

 

Here are a few terms you might come across.

Lecture Flipped – is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom model, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of the instructor.

Screencasting – A screencast is a digital recording of computer screen output, also known as a video screen capture, often containing audio narration. The term screencast compares with the related term screenshot; whereas screenshot generates a single picture of a computer screen, a screencast is essentially a movie of the changes over time that a user sees on a computer screen, enhanced with audio narration.

Knowledge Clip – Short filmed clips where information is imparted, this could be a screencast or green screen presentation with supporting information such as graphics, text, images and video.

Enriched Knowledge Clip – As above but the clip is enriched with additional content. This can be supporting presentation, embedded quizzes, polls or discussions etc.

Webinar – a short for web-based seminar, a presentation, lecture, workshop or seminar that is transmitted in real time over the web. The main feature of a webinar is its interactive elements — the ability to give, receive and discuss information with an online audience.

Student generated video content – The highest form of learning occurs when a student creates their own content. Using the techniques above this can be a powerful to get the students engagement and test their knowledge whilst developing and demonstrating a broad range of digital literacies.

 

For further reading:

Wiese, Candace and Newton, Genevieve (2013) “Use of Lecture Capture in Undergraduate Biological Science Education,” The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 4: Iss. 2, Article 4.

Owston, Lupshen, Wideman (2011) “Lecture capture in large undergraduate classes: Student perceptions and academic performance

Learning Enhancement & Support Manager at Hull York Medical School

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