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How can lecture capture enhance, and not just capture, teaching?

How can lecture capture enhance, and not just capture, teaching?. Morris Pamplin Martin Rich Sandra Partington. ALT-C Wednesday 12 th September 2012. An "invisible technology"?. Unobtrusive technology vs. Pedagogical principles. Integrating technology into education.

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How can lecture capture enhance, and not just capture, teaching?

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  1. How can lecture capture enhance, and not just capture, teaching? Morris Pamplin Martin Rich Sandra Partington ALT-C Wednesday 12th September 2012

  2. An "invisible technology"? Unobtrusive technology vs. Pedagogical principles

  3. Integrating technology into education Do lecturers adapt their teaching style when using new technologies like lecture capture?

  4. Capturing student presentations and discussion • Even when the camera is focused on the front of the room, it's OK for the lecturer to walk around and move among the students • Students reported that they enjoyed using lecture capture to listen to what their peers had to say, not just what the lecturer had to say

  5. Students' use of the recordings

  6. Lecture capture as adjunct to existing methods - fits as well with student discussion and presentation formats as it does with didactic teaching Lecture capture embedded in the learning environment and not merely added as an 'extra layer' Lecture capture as enabler for new methods - opens new possibilities for students to reflect on contributions by both students and educators

  7. References City University London. 2012. "Lecture Capture Project: Evaluation results." Available at: http://estsass.co.uk/2012/07/10/lecture-capture -pilot-project-report Couperthwaite, J. N.D. "Identifying sustainable strategies for the implementation of lecture capture technologies." Available at: http://medweb4.bham.ac.uk/websites/edtech/U21_Staff_Fellowship_Final_Report.pdf. Garrison, R. and H. Kanuka. 2004. "Blended Learning: Uncovering its transformative potential in higher education." Internet and Higher Education, 7 (2004). 95-105.

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