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Teaching with Lecture Capture

To better engage our students and to better meet a variety of learning needs, KPC is pleased to offer lecture capture software that records audio, presentation slides, and other class content. Lecture capture (LC) can be a powerful tool in the learning process; it offers an exciting opportunity to deliver course content in new ways and/or to make content available for students after class. While it can be of tremendous value, however, it also comes with the responsibility to make good decisions about what to capture and how to make it available to others.

Use the Lecture Capture Recording Request Form if you are scheduled in one of the capture rooms.
Extron-equipped lecture capture rooms:

  • KRC: CTEC 106, 205, 206, Ward 109 and PMED
  • KBC: PIO 212 and BAY 104
  • AES: UC116A

The following guidelines answer common questions, offer tips, strategies and consideration for lecture capture practices.

1. What is lecture capture?

Lecture capture is just what it sounds like--a way to capture or record (full or partial) lectures. With most lecture capture tools, lectures can be pre-recorded and distributed to students ahead of time, or they can be captured during a live class session and made available for review afterward.

2. What tools are used for lecture capture at KPC?

  • Extron is the primary supported lecture capture tool used at KPC face-to-Face classroom, with the video hosted on KPC’s Mediaspace (Kaltura).
  • Manual Recording with a video camera is done for some face-to-face courses.
  • CaptureSpace, Screencast-o-matic and PowerPoint Mix are desktop screen casting tools sometimes referred to as “Personal Lecture Capture” recording tools. The videos are then hosted on KPC's Mediaspace.
  • Blackboard Collaborate is a Web meeting tool that may be used to facilitated online course meetings, in which the faculty may choose to record.
  • Video Conferencing courses in the classroom are sometimes recorded and posted on KPC's Mediaspace.

3. How can lecture capture benefit students?

Lecture capture (LC) has been shown to have multiple benefits for student learning. Having a recorded lecture offers students the ability to review the material at their own pace for better understanding. (This can be particularly helpful for international and other multilingual students and students with disabilities.) This self-paced attribute also provides flexibility in their note-taking. The recordings provide additional resources that complement (not replace) the classroom experience by giving opportunities to review demonstrations, previous lectures, and guest speakers. The most obvious benefit is that students who miss the lecture in class have the opportunity to catch up on the material.

A growing option for LC is that instructors have the ability to record lectures outside of the classroom, and assign them as homework. This is referred to as "Flipping the Classroom" (Learn more at the Flipped Institute). Class time is then used for more hands-on work, more student-instructor interaction, more student peer mentoring, and other more interactive problem solving processes (Zhu, Bergom, 2010). 

4. How do students use lecture capture?

LC works best as a supplement to traditional instruction, not a replacement for it. Students generally use the LC recordings to review material, complete homework, and review for exams and tests. This is especially useful for technical courses, like chemistry and biology, where significant amounts of detailed information are presented during each class lecture. (Fernandez, Simo, Sallian, 2009)

5. How can lecture capture benefit faculty?

Faculty also benefit from lecture capture in a variety of ways. Here are just a few: faculty can save time by presenting a lecture only once, with the ability to use it multiple times; students can be directed back to the recorded lecture, if they miss class or have clarification questions. Additionally, faculty can create mini-lectures of supplemental content, which can be accessed by only those students who most need it and opt to use it.

6. How do faculty use lecture capture?

There are no hard-and-fast rules about how instructors use lecture capture. The usual approach is to use the classroom system to record the instructor's PowerPoint slides (or any other content displayed on the instructor's computer) and to record the actual lecture audio. Because most students use LC to review their notes and for exams, it is good practice for the instructor to add annotations and notes to a LC recording after it has been recorded if the software allows it. Some instructors record their lectures outside of the classroom, then require the students to view/listen to the recorded lecture as homework, in preparation for the next class meeting. Then, during class time, students work problems and examples, while the instructor is present to help troubleshoot. This increasingly more common approach is sometimes referred to as "classroom flipping," since the typical content of a class period is "flipped" to homework, and homework (e.g., applied problems, case studies, etc.) is brought into the class period. This option is particularly welcome for instructors who wish to build more interactive learning into their classes.

7. What conditions make LC most useful?

While recording and offering only audio versions of lectures are shown to be useful, the most benefit comes when instructors are able to record their presentation (PowerPoint, etc., or document camera) synced with the audio. Providing video of the instructor presenting the material, or having an image in its place, did not demonstrate any significant improvements in student performance or engagement. (Petherbridge, 2010)

8. What are the concerns with Lecture Capture in the classroom and the Family Education Rights and Privacy Act (FERPA)

If you are using Lecture Capture in the classroom to record lectures, it is important to realize that there is a potential problem if students appear in the recordings. Recordings of students are considered educational records under FERPA.

Classroom lecture capture primarily intended to extend accessibility of the lecture experience to students who have registered for a specific course, for a specific period of time (e.g., semester). If LC is used to disseminate student presentations, small group discussions, or seminar classes beyond a defined course, faculty members will be responsible for obtaining student consent prior to distribution. 

If your intended usage of the recording is to post in a password-protected environment for ONLY the current section of the class to review during the current semester, then you may proceed without a consent form.

If your intended use of a recording is to post and share with any other section of the course, current or future, you must:

  1. Have written permission from students who appear in the recording prior to posting
  2. Not show students in an identifiable way.

Students opting out of consent

Students that don’t wish to appear in a recording  must have the same experience as students willing to be recorded, so requesting that they not ask questions, or must sit in certain seats is not appropriate. You also cannot require that a student be recorded as part of an assignment.

If the student inadvertantly appears in the video (e.g. comes in late an walks across the field of view), it may be possible to trim the video to omit this section by editing the video in Mediaspace. Contact if you need help in this case.

What if I have captured student comments during a recorded lecture? Can I still use it in a future semester?

Yes, but you may need student consent to do so, or you need to edit any identifiable student information. The same privacy considerations that apply in a brick and mortar classroom, particularly to student work, apply to lecture capture broadcasts. If LC is used to disseminate student presentations, small group discussions, or seminar classes in a course in a future semester, faculty members will be responsible for obtaining student consent prior to distribution.

Audio from students is not a problem if they don’t identify themselves. If the camera in a classroom is set up to record just the instructor, a question from a student is not a FERPA violation.

You may wish to stop or pause a recording anytime students come up to present, or the class begins discussion time. You may also want to edit out long periods of discussion in your video before making it available.

Make sure students know they are being recorded

Whenever you plan to record live classes, you should be sure that students know the recording will be occurring. There are several ways to make this apparent, such as: announcing in class that you are turning on the recorder, and that students can request at any time to have it turned off, should the lecture or discussion involve sensitive topics; including a statement on your syllabus that in-class recordings may be made, so that students are aware of this from the beginning of the semester. You may also wish to include a slide in your lecture.

Confidential conversations with a student

Occasionally, before or after class, students may share information of a confidential nature with you while the recorder is still running. If this happens, you should remove that section of the recording, using the editing tools available within Mediaspace, before making the recording available to your students.

9. Tips for Teaching with Lecture Capture

In general, as described above and in the literature, lecture capture can greatly enhance students' work in your classes. However, like all teaching tools, lecture capture will only be as effective as you make it. To ensure that you are making effective use, we offer the following tips for best practices. (Many of these are adapted from Zhu, Bergom, 2010.)

Lecture Classes vs. Discussion Classes

As you consider whether LC use is right for you, please keep in mind that "lectures" and "discussions" have different pedagogical implications, and therefore, may not yield the same results when they are recorded. If you teach a course that is predominantly lecture (even interactive lecture, with students asking questions and some give and take with you), lecture capture might be a good tool for content delivery. If, however, you teach a class that relies heavily on student-to-student discussions and interactions, recording what happens in class could have a dampening effect on students' willingness to contribute openly and honestly. Particularly if you teach subjects that result in very emotionally or personally charged discussions, you might want to use LC only for those portions of class that involve your delivering content. While there are potentially some privacy considerations when recording student discussions, there are even more significant pedagogical ones, if the fact that the discussion is being recorded serves as an impediment to open, honest exchange of ideas. Instructors should use their best judgment about how best to engage students in lively discussion as a group, while also protecting the identities and ideas of individual students.

Before you start, make sure that you:

  • Determine whether or not lecture capture is an appropriate choice for your purposes. This means identifying very clear goals for your lectures and class time and considering the ways you want students to use recorded lectures and how you will use class time;
  • Determine whether you have the time to prepare them consistently throughout the entire semester and identify any technology decisions you'll need to make (Will you record in your classroom? Will you record in your office? Does your classroom have an automated lecture capture system/service?)
  • Determine whether you will want to re-use these lectures for later use in other courses (since this will determine how and what you capture).

Once you decide to capture a lecture

  • Determine what format you want to make the file available in for students.
  • Make time to experiment with recording quality. Poor sound quality can make a recording unusable. 

  • Make recordings available as soon as possible after a lecture, as well as right before an exam. If possible, annotate the recording to add emphasis and focus.

If you require students to listen to recordings before class time, provide them with content-related questions or other learning activities (such as applied problem solving, etc.). It can be very effective to assign tasks (e.g., activities based on the recorded lectures) to be handed in during class, which you will count in students' grades

If you require students to listen to recordings before class, use the class time for problems solving, interactive activities, and other student-centered processes. Do not simply repeat content from the recorded lecture.

Provide detailed instructions for accessing and playing lectures at the beginning of the course, and make recordings accessible during the class, so students can make notes.

  • Evaluate the use and effectiveness of LC during and/or at the end of your course.


Sample Syllabus Statement

The following offers sample language you might import directly into your syllabus:

"Lectures may be recorded and made available to students registered for this class using  KPC’s lecture capture system. This is intended to supplement the classroom experience. Duplication or redistribution of lecture capture recordings is prohibited without appropriate consent. If KPC plans to further use, produce, modify, distribute, and disseminate these materials for educational purposes beyond this class you will be notified of such use and your consent will be requested."