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lecture capture

Majority of Students and Instructors at the UW found Tegrity Lecture Capture to be Useful


It has been just over a year since Tegrity was rolled out across the three campuses of the University of Washington and the findings of a recently released report by UW-IT indicate that a majority of faculty and students found Tegrity to be helpful in enhancing student learning in the classroom. Tegrity is a lecture capture tool that gives instructors the ability to record classroom activity and upload these recordings on a student accessible site to review later on. These recordings consist of of a combination of on-screen recordings of the computer and live audio/video feed of the class via webcam. By using this technology, instructors were able to provide additional resources to students who wish to review course material and catch up on lectures without much additional effort.

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Lessons Learned from Lecture Capture

In a recent article from Campus Technology, UCSF‘s John DeAngelo shares his experience of heading a campus-wide lecture capture system adoption. Since it was introduced in 2011, over 2,000 recordings have been made through Sonic Foundry’s Mediasite and the project has been deemed a success. Along the way, DeAngelo has learned a lot about achieving the best instructor recording. Here are some of the best practices and expectations DeAngelo points out:

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Annotated PowerPoint Presentations with a Wacom Tablet and Tegrity

Following up on a previous tutorial, here is another way to enhance PowerPoint Presentation with annotations in conjunction with Tegrity to create a more interactive online course recording for students to view. In this example we use a Wacom Bamboo drawing tablet which lets instructors easily annotate, hand write, and draw in applications such as Photoshop or PowerPoint using a stylus. This is useful for courses that are math-heavy with lots of equations or where natural hand motions present a superior figure to using the mouse such as in an art class.

The video below goes through the basics of using the Wacom Tablet as well as some possible uses for instructors. Before getting started, you will need a Wacom Tablet which is available for checkout in the Learning Tech Studio.

Tegrity User Conference Sessions Now Online

Last month, (4/18-20) the 6th annual Tegrity User Conference took place in Seattle, WA. UWB Learning Technologies’ own Andreas Brockhaus and Ian Porter were able to attend, along with many other administrators, IT specialists, faculty members and users of the lecture capture system.

But for those who weren’t able to make it, we’ve got good news: conference sessions are now available through the Tegrity website. Topics of interest include:

There are many more sessions to choose from, and they are all very interesting regardless of how experienced with Tegrity you are.

Please note that these sessions are actual Tegrity recordings and may require an additional plugin to play (although we’ve found that using Internet Explorer allows them to run without complications)

Click here for more information about Tegrity at UW Bothell.

And once more, the list of Tegrity sessions from the conference.

Successfully Using Lecture Capture

Does lecture capturing software help students learn? Engaging Lecture Capture: Lights, Camera…Interaction! is an article published by Educause Quarterly that seeks to answer this question. With not much research being done on the subject of lecture capturing, many institutions are wondering if lecture capturing software (and, in turn, hardware) will be a good investment.

The article highlights a few studies in which students were surveyed about their feelings towards recorded lectures as a supplement to class. In one survey at the University of Wisconsin-Madison, “82 percent of the students would prefer a course in which lecture content is recorded, and 60 percent were willing to pay extra to have this technology available to them”. Temple University’s surveys showed even higher approval by both students and faculty: 95 percent said they preferred a course with recorded lectures. Students at both institutions also mentioned that they enjoyed the benefits of having the lecture on hand to catch up on missed classes or review course material before a test.

Despite overwhelming student satisfaction, it is still unclear whether captured lectures benefit students’ test scores and grades. Studies at both the University of Texas-Austin and Coppin State University have revealed that there was no clear difference in grades between students in classes using lecture capture vs. students in classes not using lecture capture.

At this point, the big question is how do we maximize the benefits of lecture capturing in higher education? What’s the best way to implement this technology so that it can be a success? Below, I will highlight some of the answers and tips EQ provides (for those interested in getting more in-depth answers to this question, definitely give the original article a read):

  • Use a lecture capturing system that requires minimal faculty intervention. With lecture capturing software, it should not be required for faculty to be tech experts to use the software. After all, faculty have enough to focus on while teaching class.
  • “Develop clear guidelines regarding the use of lectures and communicate them to faculty before a course begins.”
  • Train instructors on best practices. For best results, faculty should be trained and given time to explore how the lecture capturing software will work with their teaching styles. Give them tips on how to use it best and a heads up on any errors they may encounter.
  • Emphasize practice for faculty and tech support staff before the recording starts. Make sure faculty members know where the camera is pointed, the sound quality is good, and all the hardware is working correctly.
  • Ask faculty to watch recordings after they are published. This way, faculty can learn and improve on any mistakes made.
  • Interactivity. Possibly one of the most important tips. Allow faculty and students opportunities to interact after the lecture has ended. This includes either in-class discussions or activities, and/or following up online (discussion boards, chat, blogs).