Lecture Capture: Technologies and Practices

Lecture Capture: Technologies and Practices

S. Alan McCord (Lawrence Technological University, USA) and William H. Drummond (Lawrence Technological University, USA)
DOI: 10.4018/978-1-61520-672-8.ch008
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This chapter provides faculty members and distance learning administrators with a broad overview of the options available to capture, store, edit, distribute, and re-purpose in-class lectures. The authors propose three dimensions to guide the selection of lecture capture systems, review existing technologies for enterprise and individual lecture capture, and discuss the technical and pedagogical challenges associated with implementing lecture capture solutions. They close by considering the emerging trend of community captured audio and video and its impact on how students interact with lecture materials.
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Lectures And Lecture Capture

The lecture has been used for centuries as a primary method of transmitting knowledge from a faculty member to a group of students. Lectures are used to help students acquire information, develop critical thinking, and change attitudes (Bligh, 2000), but most lectures concentrate on the one-way transmission of information. Lectures have a long evolutionary history of technical improvement. Originally, lectures consisted of faculty members reading from original texts without any interaction with students; students focused on capturing as much of the faculty member’s lecture information as possible for later study. Francis Hutcheson of the University of Glasgow is credited as one of the first professors to incorporate teacher-student interaction into lecture sessions in the mid-18th century (Herman, 2001). Other pioneering faculty members included scientific or anatomical procedures in their lectures.

The development of “high tech” lectures during the late 19th century featured the use of screen projection of artwork or photographs of original artifacts. Blackboards – and eventually whiteboards – have been used for faculty members to draw diagrams or list important points. Overhead projectors came on the scene in the late 1940s and faculty members began carrying around sheaves – or even “scrolls” – of transparent note sheets to place on the overhead projector or slide across the screen. The advent of presentation software such as PowerPoint provided faculty members with the opportunity to replace their written notes with presentation files, although many faculty members simply transcribed their notes directly to slides, resulting in “death by PowerPoint.” These lectures were first displayed using see-through LCD panels mounted atop traditional overhead projectors. These cumbersome displays were replaced by stand-alone projectors and now by wireless connections to students’ laptops.

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