We've created the Digital Pedagogy and Teaching Skills Framework (DPTSF) to ensure everyone in our community feels confident, creative, and supported when using digital tools and pedagogies. Whether you're just starting out or looking to deepen your teaching practice, the DPTSF offers clear expectations, essential skills, and aspirational goals across eight key areas of Technology-Enhanced Learning (TEL).
We’ve already explored the first three focus areas: exploring digital pedagogy, building virtual learning environments, and blended learning. Now we’re turning to focus four: lecture capture.
Focus four is all about using lecture capture in your teaching practice to support student learning
Lecture capture plays an important role in creating an inclusive and flexible learning experience, giving students the opportunity to revisit teaching and reinforce key concepts in their own time. When used effectively, it helps students build confidence, deepen understanding, and engage more actively with their studies.
High‑quality recordings, supported by clear audio and thoughtful editing, help ensure content is accessible, engaging, and easy to follow. Alongside this, clear communication about the availability and purpose of recordings enables students to use lecture capture meaningfully, supporting their progress and encouraging greater ownership of their learning.
What we expect from all colleagues who teach and support learning
When it comes to lecture capture, we ask colleagues to:
- Use recordings to support diverse learning needs.
- Record lectures using university-approved tools and technologies such as Panopto and share our best practices.
- Ensure recorded lectures are available to students promptly by storing recordings in the correct folders to ensure organised and continued access.
How to put this into practice
This can be achieved by:
- Integrate recorded lectures into our teaching.
- Understand how to use Panopto and presentation tools to create accessible content.
- Analyse usage data to improve recordings.
