“As the Covid 19 pandemic develops, universities are asking serious questions about how they can continue to successfully deliver teaching and learning. Is online streaming and lecture caption the answer? …” (more)
[Chris Thomson and Zac Gribble, Wonkhe, 20 March]
“In 2017, a business lecturer posted a photo on LinkedIn showing a completely empty university classroom, 15 minutes after the class had been scheduled to start. This is not an isolated incident. Anecdotally, lecture and tutorial attendance has been declining steadily in Australian universities and faculties for many years …” (more)
[Natalie Skead and other, The Conversation, 23 February]
“In early January, I received an email message from an audio-visual coordinator at the UCLA School of Law asking whether I wanted my spring-semester class to be recorded. More specifically, the message informed me that all class sessions are recorded by default unless the instructor opts out. I responded, as I have to similar messages in previous years, with a request not to record my class …” (more)
[John Villasenor, Chronicle of Higher Education, 10 January]
“Lecture capture would be a strange choice of hill for me to die on since I work at a university that doesn’t do lectures, and have no experience of it. But Sheila MacNeill started a twitter conversation about it, and I think it captures some broader ed tech issues, so here I am, weighing in with my ill-formed opinions …” (more)
[The Ed Techie, 21 September]
“If you spend an afternoon on Twitter searching for ‘lecture capture’, you’d likely conclude that: students demand it as a panacea to all their studying woes; institutions want to implement opt-out and automatic recording to replace all disability provision; faculty think that attendance will plummet and they will be replaced by recordings and AI avatars …” (more)
[Emily Nordmann, Wonkhe, 16 May]
“Academics’ fears that making video recordings of lectures available will reduce student attendance are misplaced, a study suggests. Computer scientists at Queen’s University Belfast who monitored the introduction of lecture capture on their courses concluded that it had not had a negative impact on attendance, and that students had instead used the footage to reinforce traditional learning …” (more)
[Chris Havergal, Times Higher Education, 24 September]
“Universities across the world are considering whether to start automatically recording lectures. Some students are voting for it. And the IT industry has created some seductive products to record lectures, a process also known as ‘lecture capture’ …” (more)
[Charles Crook, The Conversation, 8 April]
“Many institutions seem to be completely obsessed with lecture capture technology as a method of generating flexibly accessible learning content. For me though the large scale implementation of lecture capture is probably one of the costliest and strategically misguided educational technologies that an institution can adopt …” (more)
[Mark Smithers, 11 March]
“Today McGraw-Hill Education announced that it has bought a lecture-capture company called Tegrity Inc, putting the textbook publisher squarely in the education-software business. Officials say they made the move because of the importance of ‘user-generated content’ as textbooks go digital …” (more)
[Jeff Young, Chronicle of Higher Education, 4 October]
“Monday’s IHE article about Open Source lecture capture tools offers yet another reminder about the link between instructional resources, instructional expectations (entitlements?), and the campus IT infrastructure. Much like learning management systems (LMS) a decade ago, or podcasting just a few years ago, lecture capture is an emerging/arriving technology …” (more)
[Kenneth C Green, Inside Higher Ed, 15 September]
“Abstract This paper will discuss student and staff usage of, and attitudes towards, lecture capture at the London School of Economics and Political Science (LSE). Echo360 is a comprehensive lecture capture system which represents the latest and most large-scale approach to recording lectures at LSE …” (more)
[HT: Sharon Flynn]
[Jane Secker and others, LSE Library, 2 September]
