Lecture Recordings IT and Library Services

The Panopto client is installed onto every fixed teaching "Podium" PC in every Lecture Theatre and Seminar room across the University (find details of the Audio / Visual equipment and Panopto recording facilities). Panopto is also able to deliver out-of-class recording and playback and this is available across the rest of the university.

Lecture Capture has increasingly become a commonplace facility across UK universities and has proved a valuable tool for students, particularly for revising and revisiting course content (see below). However, from its early days, there have understandably been a number of concerns expressed by lecturers. Amongst the most common of these have been:

Students will stop coming to my lectures

The literature is inconclusive about whether recorded lectures have any detrimental effect on students attending live lectures (Von Konsky et al., 2009; Karnad. 2013; Groen et al., 2016). A study by Holbrook & Dupont (2009) found that access to lecture capture was certainly a temptation to miss lectures, especially for younger, first year students but Franklin et al. (2011) found that some students' attendance actually increased. Groen et al., (2016) notes a range of factors influence students' decisions about whether to attend a lecture or not, and Karnad (2013) suggests there is little evidence that students prefer recorded lectures to attending live lectures.

As teachers, we must be attentive to our learners' consistent requests for recorded lectures whist respecting the decisions they make about attending live lectures. It is vital, however, that they do not make bad choices out of ignorance, so it is important to guide our students effectively. We can support students' transition to more independent learning by monitoring attendance through the university's online module registers, helping students to manage their attendance pattern through the learner analytic dashboard, discussing attendance issues with students in personal tutorials, and seeking help if attendance becomes an issue. The Educational Development Unit will support staff to undertake research into the effective use of lecture capture, as needed. Higher education providers (HEPs) have been using lecture capture routinely for some years without any dramatic effects on attendance (Nordmann, 2018). Listening to a lively and interesting recording that explains concepts that a student is finding hard to understand and uses some thought provoking examples and discussion may well encourage a poorly attending student to put more effort into attending.

This is another complex system for me to operate

Systems like Panopto are deliberately designed to be as simple and as non-intrusive as possible to use. Similarly, whilst the editing in Panopto is very straightforward, most academics find that they generally have no need to edit the recordings at all.

My students don't have time to watch back an hour-long lecture

The research into student behaviour shows that they typically scan through the recordings, focusing on short sections that cover particular concepts or issues. Panopto has a number of "chaptering" and search options that make it easy for students to find exactly the section they wish to revisit.

This will be used to monitor me without my knowledge

Panopto is being offered as an "opt-in" service, so making and distributing recordings is entirely under the control of individual lecturers. The purpose is purely to give you and your students the opportunity to revisit your sessions, allowing you to reflect on your teaching and your students to deepen their learning.

Benefits for students

  • Students find recorded lectures a valuable tool for revision and note-taking (see Panopto's guidance at http://support.panopto.com/documentation/viewing/taking-notes)
  • Panopto adds "chapter" marks to recordings (based on presentation slides) and allows recordings to be searched based on the text of the presentation. If the recording audio is transcribed, this is also searchable. This all makes it easier for students to find exactly the concept or part of the lecture they want to revisit.
  • Where assignments, their criteria and expectations are discussed in a recording, this gives students self-help assignment support information.
  • Students who do not speak English as a first language can review topics easily.
  • Students who are dyslexic or have learning disabilities will appreciate being able to review topics in their own time.

Beyond lectures

Of course, the Panopto system makes no distinction over what event is being recorded – in principle any situation or performance by any person or group that takes place in the Panopto-enabled rooms can be captured, as long as it is within the range and frame of the microphones and cameras.




Gordon College - Music Recital and Lecture (hosted by Panopto)

Panopto has further example recordings at http://panopto.com/resources/video-recordings/ (select Education from the "Filter by Industry" link).

Groen, J., Quigley, B., Herry, Y (2016) Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning. The Canadian Journal for the Scholarship of Teaching and Learning 7 (1) Available at: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1282&context=cjsotl_rcacea. Accessed 12thApril 2018
Holbrook, J & Dupont, C. (2015) Profcasts and Class Attendance — Does Year in Program Matter?, Bioscience Education, 13(1), 1-4. DOI: 10.3108/beej.13.c2  Accessed 27thFeb 2018
Karnad, A. (2013) Student use of recorded lectures: a report reviewing recent research into the use of lecture capture technology in higher education, and its impact on teaching methods and attendance. London School of Economics and Political Science, London, UK.
Available at: http://eprints.lse.ac.uk/50929/1/Karnad_Student_use_recorded_2013_author.pdf Accessed 2nd Feb 2018
Nordmann, E (2018) Capturing the lecture? Wonk HE. Available at https://wonkhe.com/blogs/capturing-the-lecture/ Accessed 17th May 2018
Franklin, D., Gibson, J., Samuel, J., and Teeter, W. & C.C., 2011 Use of Lecture Recordings in Medical Education. The Journal of the International Association of Medical Science Educators, Vol.1, pp.21-28
Von Konsky, B.R., Ivins, J. & Gribble, S.J., 2009. Lecture attendance and web-based lecture technologies: A comparison of student perceptions and usage patterns. Australasian Journal of Educational Technology, 25(4), pp.581–595