Dr. Dan Guberman
Department of Theory, Composition & Musicology
East Carolina University
Lecture Capture refers to a wide range of technologies designed to preserve information created in a classroom setting. In a traditional sense this could be considered student notes or distributed PowerPoint slides. Recently schools have placed greater emphasis on using video recording technologies for this purpose. As such, videos will be the primary focus of this module, which provides details on the types of technologies available to create a range of different types of recorded lectures, and places them within the context of the Universal Design for Learning.
There are numerous options available for creating videos, from camcorders placed in the room to complex video-management systems. Most systems designed specifically for lecture capture create two simultaneous videos-- one captures the classroom, while the other captures the computer screen or projector. At East Carolina University, the two primary technologies involved in this process are Tegrity and MediaSite, although there are numerous others available on the market. This module will discuss the use of these technologies to record in the classroom, as well as how they can be used outside the classroom to fulfill a variety of purposes, including assignment feedback, just-in time instruction, make-up lessons, and research tutorials.
Dr. Daniel Guberman, teaching assistant professor of music, has been using lecture capture technologies in a wide range of classes, both face-to-face and online, at all levels. Students have responded positively to videos, praising their use as a feedback mechanism and as a teaching tool that offers more than traditional textbooks and readings. He also uses videos to educate the community, creating learning modules for prospective music students. He is particularly fond of the feedback in these systems, which allows him to track viewing statistics for each video and student. Using this strategy, new lessons can be created to respond to the specific needs of individual students.
Each of the College STAR modules includes a concept map, giving readers an overview of the module content. (A concept map represents information or concepts in a graphical format .) The concept maps show the links between the instructional practice in the module, possible outcomes, and, in some cases, the principles of Universal Design for Learning, known as UDL.
Figure 1, the concept map shown below, illustrates the instructional practice in this module, which is
Clicking on the concept map, Figure 1, will enlarge the image.
Figure 1: Concept Map: Concept map presenting an overview of the module content as noted in preceding paragraphs.
There are multiple ways to navigate College STAR modules. Clicking on the sidebar menu takes you directly to the main sections and subsections of the module.
Navigation features located at the top and bottom of each screen allow you to move through the module. Clicking on the “breadcrumb trail” at the top of the module screen takes you directly to previously viewed parts of the module, as shown below in Figure 2 in the example from the Charting Student Information module.
Figure 2: A "breadcrumb trail" is located below the title of each page. A "breadcrumb trail" is located below the title of each page.
The navigation arrows at the bottom of each screen take you to the previous or next components of the module. The menu link at the bottom of each screen takes you to the top of the screen where you may view the menu sidebar as shown in Figure 3 below.
Figure 3: Navigation links are also located at the bottom of each page of a module.
Additionally, some links within the text lead to other sections of the module. Please use your preferred method of navigation to proceed to the next section about Universal Design for Learning (UDL).