Lecture Capture: Difference between revisions
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==Definitions and background== | ==Definitions and background== | ||
Lecture capture, also referred to as lecture recording, is a general term for a wide variety of techniques to maintain artifacts of classroom activity and distribute them to students (Nashash & Gunn, 2013). Stolzenberg and Pforte (2007) identified three potential streams of capture: audio of the lecture and class discussions; visual resources including slides and screen captures; and video of the actual classroom. Audio recordings form the simplest version of lecture capture, but these are often paired with the presentation slideshow (Larkin, 2010). Increasingly, screen capture software such as Camtasia Studio (McGrann, 2006) and Echo360 (Danielson, Preast, Bender, & Hassall, 2014) are used, which may also enable live webcasting of the lecture. Future links between lecture capture and wearable recording technology is possible (Odhabi & Nicks-McCaleb, 2011). | |||
The raw recordings may or may not be edited for length and content before being made available to students (Germany, 2012). In order to allow students to access the recordings, the files or streaming links to the files may be placed on the institution’s Learning Management System (Vajockzi, Watt, Marquis, Liao, & Vine, 2011), a course website (Euzent, Martin, Moskal, & Moskal, 2011), or even an external video resource system such as YouTube or iTunesU (Spaeth-Hilbert, Seufert, & Wesner, 2013). | |||
==Affordances== | ==Affordances== | ||
Revision as of 01:10, 7 October 2014
Lecture Capture
Michael Crocker, Memorial University of Newfoundland
Definitions and background
Lecture capture, also referred to as lecture recording, is a general term for a wide variety of techniques to maintain artifacts of classroom activity and distribute them to students (Nashash & Gunn, 2013). Stolzenberg and Pforte (2007) identified three potential streams of capture: audio of the lecture and class discussions; visual resources including slides and screen captures; and video of the actual classroom. Audio recordings form the simplest version of lecture capture, but these are often paired with the presentation slideshow (Larkin, 2010). Increasingly, screen capture software such as Camtasia Studio (McGrann, 2006) and Echo360 (Danielson, Preast, Bender, & Hassall, 2014) are used, which may also enable live webcasting of the lecture. Future links between lecture capture and wearable recording technology is possible (Odhabi & Nicks-McCaleb, 2011).
The raw recordings may or may not be edited for length and content before being made available to students (Germany, 2012). In order to allow students to access the recordings, the files or streaming links to the files may be placed on the institution’s Learning Management System (Vajockzi, Watt, Marquis, Liao, & Vine, 2011), a course website (Euzent, Martin, Moskal, & Moskal, 2011), or even an external video resource system such as YouTube or iTunesU (Spaeth-Hilbert, Seufert, & Wesner, 2013).