Lecture Capture

From Redefining/E-Defining Brock: A Symposium on e-Learning

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  • Jon Radue, Computer Science, ext. 3867
  • recording e-cording

The pdf of the slides used in the presentation is available

  • Jon is going to walk the walk and talk the talk
  • Jon says, My name is Jon and I record my lectures
  • Need set up time when you do this in class
  • Used to use COBAL in the 70s
  • Jon does projection and digital ink with audio
  • Beauty is that it doesn't record his face </joke>
  • Went to Wikipedia on Lecture Recording (needs updating by Jon)
  • Can go on the internet and draw on web page sites in many colours, no chalk dust
  • Uses a tablet PC, wireless microphone (can leave his computer), cables, Camtasia Studio ($150), web-based clickers (students use laptops/smartphones- free, makes them leave Facebook to do something else)
  • Student comments, it's great, why are you doing it?, I'm sure it benefits someone, videos are great-classrooms are uncomfortable)


Literature says:

    • students would like lecture material available after graduation
    • Recruitment & Retention (goes up 10%); low cost, high reward
    • Grades go up about 10% (may be related to
  • In September, aiming to record face-to-face and make available on the online course
  • Can pre-record content (e.g. John Sivell, David DiBattista, Rick Cheel, David Hughes, and more)
  • Reflection (reviewing your own lectures and your own delivery)

Benefits for students:

    • for special needs students, no need for note takers,
    • ESL learners can replay,
    • flexibility,
    • Note-making (listen face-to-face, replay lecture later)
    • Attention span (can speed up 50min into 30 min with software)


    • Attendance- decreases 10%
    • Note taking procrastination
    • Intellectual Property (most difficult for faculty to get around)
      • (What happens with mashups?)
    • Extra work, learning, rendering (time consuming)
    • Not the complete lecture (body language absent)
      • student questions require repeating (although that is a good pedagogy)
      • sound from computer not recorded, requires audio to be very loud for mic to pick up


  • System? (no)
  • Classrooms (some need upgrading, i.e. this cannot be done in TH325)
  • Class sizes/hybrid (e.g. 100 people, knowing 10% drop in attendance, get smaller classroom? NO)
  • STEMM (science, technology, engineering, math & medical) high acceptance of recording
  • Workload agreements
  • Intellectual Property (re-use= redundant?)
  • Hosting? (Jon uses Computer Science server, but also on iTunesU)
  • Marketing (no page at Brock to show about online courses; innovations, like using Turnitin for plagiarism

You can view this recording on Prof. Jon Radue's web site at http://www.cosc.brocku.ca/~jradue/web2/RecordingLectures/RecordingLectures.html

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