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Enhancing Instruction
with Visual Media
Utilizing Video and Lecture Capture
Ellen G. Smyth & John X . Volker

Bahan dengan hak cipta
Enhancing Instruction
with Visual Media:
Utilizing Video and Lecture
Capture
Ellen C Smyth
Aus tin Peay State University, USA
John X. Volker
Austin Peay State Universityr USA
Information Science
REFERENCE

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Ubf&rydl Congress CatJdog&tg-in-Pu-bhcaiion l >uia
l nhiinc in . mslructEOp with yisuaj medio : Utilizing: video :md lecture capture t HIL.- II ti . Smyth mid John X . VoJker. editors ,
^
paries cm
Includes bibliographical rcfarefifees and intfcx.
Summary: "TIi is book offers unique appiuache s for UILC EJILLIU visual media into an instructional environment by ogyering
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the impact media has cm student burning und various visual options to use in the classroom ' —Provided hy piahlishcr.
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2012043653
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A Cataloguing in Publication record for this btHik is available frtpJB Die Bril is 11 Library.
All work contributed n> itliN book is new , pceviously-unpubffishdd mule rial. The (news expressed ics ibis t?Lsoh are thOsC of lire
authors, hut not necessarily of the publisher.

Table of Contents
Preface s - p B - .. . . .. xi\
H I
Acknowledgment L I h I . L l l IB B I. . .
I B B 1 I I I J . l I L I B x\ n
Section l
Setting the Stage
Chapter I
The Digital Lectern .
I >1 k I k lid liil J I I I 1 B I J I I « I J k I .... I
Tom McBride , Beloit Cotteg USA
Ron Nwj\ Beloit Collage, USA ^
Chapter 2
Navigating Multimedia : How to find Interne Video Resources for Teaching .
I e am ing, and Rose arc I ] .

, i p i -
sr i l i i r i i i r i B P i i i i B B i I I I I i r B 1 I B I I I I B i l l I P B i r FI r i I I i r u r i r l i n n I I i I P!
Julia A DaCasttra , Broviefenc College, USA

.
^
Chapter 3
Integrating Video Lecture Tools in Online and Hybrid Classrooms .. .
-
111 I P I B F B B i e r I B I B I IP I I 9 P I P I' B P B I II1 I!I " B P ... 27
Patricia Desnofcieni , Western Kentucky Uruyahity, USA
Chapter 4
Tools of the Trade i i j a P I I I I B . A3
fern Gwtafi&ft, Michigan State University, USA
SediiHi 2
Lecture Capturing
Chapter 5
Using Presentation Capture in Counselor Lducalior Programs I I k I faJ I I k I I B I B I I .. . 62
Robert Gibson. Emporia State University, USA
Ann Millar, Emporia State University. USA
Bahan dengan bak cipta

Chapter 6
Student Performance [tn Perceptions of Business Courses Delivered Using Lecture Capture 77
^
Pnfnc I'L A- iftaker !. I iniversily of t antral Tlonda , l ISA
.
l\ifnaa Ettzent , University ofCentral Florida, USA

PatsytMogkal , University of Central Florida, USA
Thomas Martin. University of ( 'emml Floruics
Chapter 7
Toward tessottCapiurv A N e u Approach to Screen casting and Lecture Capture
. m
Steve tianvood . Rutgers University, USA
Section 3
Short Instructional Video
Chapter 8
Video Capture for Grading Multimodal Feedback and the Millennial Student !B P I P I 1 M I I I 8 i r m i i r r" 107
Elizabeth J . Vinceleste , OldDominion University, USA
Chapter 9
Creating and implement mg a Virtual Math Futon ng Lab for Undergraduate Students 128
Curtis Kurtfcei, University of Tennessee Martin. USA
'
Chapter L 0
VideagOg \ : Using Humor and Videos to Enhance Student .
[. earning t 11
8 ' 8 .. . I 3M
Peter M Jonas , Cardinal Stritph University. USA
Darned J Bradley. Cardinal Sfntch University. USA
Section 4
Research- Based Best Practices
Chapter 1 L
Using Video and Web Conferencing Tools to Support Online Learning 149
Paula Jones . Eastern Kentucky University, USA
Ered KitilajJ Eastern Kentucky University, t ! SA
MaryAnn KoiiojT. Eastern Kentucky University: USA
Chapter ] 2
Using Video Lo Foster EJresencc m an Online Course i I I a i I I .
i i i a i i i I I I J I I I I i a i J B i i i J i i i u i i n .
i m i i N i i .. .. Ui 6
Sharon Sfocrgef ; Rutgers University USA
C hapter 13
Media and tbe Moving Image Creating Screen Media Literacy
'
. 177
Paul C Tulsen i 'arthage ( 'allege Rosebud Institute l ISA
. . . . ,
3
ig
Section 5
Student-Centered Learning mid Student-Created Videos
Chapter 14
Digital Slor > - Making in Support of Student Meaning-Making . 192
-
( iiiii Akul .hcu x DeNafiik' , Northeastern Umwmiv. ( > SA
Chapter 15
Video Pro ice is . Integrating Project -Based L cam mg, Urmcrsai Design for Learning .
and Bloom ’s Tawnomy 204
Mcniattne Cttstano Bishop, hufiorta University South Hami, USA
- FINJ Yocom, [rtdwtla University South Hemi, USA
Chapter 16
Putting Me in Media : Com muni eating and Creating Screen Media uitli a Purpose . . k J li 221
Christine Welti , Carthage Cottege, Rosebud Institute USA
Chapter 17
Flipped or Inverted Learning : Strategies for Course Design . .. . i . . ..a . .
i i i i * i b i i i i ii i i i a k i . i i k i . i i k i ka J J i i kd a i . i ki a . 241
Christina Duets , Watden University, USA
Chapter 1ft
Makitig Learning Reel . Sludcni-Made Videos on Mobile De \ iccs .. . 266
Roche He Rodrigo, Old Dominion University, USA
Kristopher Putzyeki Old Dontsmon University, USA
Com pi liilinn of It e Terences 2m
About the Contributors : a k i k 304
Index 1 1 1 l l 1 1 1 311
c ipt
Detailed Table of Contents
Preface 11
"i I r B" i p B P S i r r
- H I *B M B 'P P B f l S s P ' B! I 1 B S " r nS - -
B" B i f ! - ? i r i B i B P I B I i r B P I M f PT - ! 1P I P!T s r " "'l 1PP I1 " B B‘ ' P P I B B P B BB P B B J1 P . xl \
Acknowledgment .
i a .1 - i i - k a i i B J . .
i a a i i i J .
I * i i fi k XXJJ
Section I
Setting the Stage
Chapter i
The Digital Lectern 1
Toni McBrhfe . Be hut College , USA
Ron JVJEF. Beloit College , USA
This chapter protectshow higher education will be systematically linns formed once the practice ofcap-
turing lectures is widespread and common in particular how die practice will affect the leclnre format '
itself bring about a reversal of homework and class work influence the dialectic of interdiseiplitiaty
, ,
education transform the com mimic at ions ontology of [lie lecture and aJTcct small liberal nris colleges,
, ,
-
for whom in person, pedagogy lias been a hallmark and to which captured lectures would appear to
be elicit.
—
Chapter 2
Navigating Multimedia : How to Find Internet Video Resources lor Teaching.
Learning and Research ...
, r * II
Julie A . DeCesure , Providence College , USA
The Web has quickly become a resource for multimedia and v idco content . Search engines have tools to
in i nc for VISU a con ten t . b u I ft nd i ng vi deo con ten I c reate s d i Acre n t cha!letiges t h an scare h i ng for E cx1 i his
chapter presents a detailed guide on searching Tor v isual multimedia content and prtw ides a showcase
of innovative collections and resources . The reader w ill karn research strategics gain specific skills In ,
navigating multimedia , and receive a list of resources lor finding subjcct -spccific and inkid iscipliriarv
^ ideo contenl Resources are reviewed based on content quality, partnerships technical specifications , ,
and o \ crai! usabililv
c ig 3 [
Chapter 3
Integrating Video Lecture Tools in Online and I lybrid Classrooms “ I '1 ! P S' IV I I 27
Taitid a t )e\rosiers
. , Western Kentucky - University. USA
Use of technological resources can greatly enhance the effee Live ness of online instruction . Developing
familiarity with these new resources can be time consuming and difficult for professors already overbur
dened u itb high class si ês and course load assignments This chapter introduces the basic components
-
of three general pes of video lecture tools : lecture capturing tools web conferencing tools and \ ideo
, ,
hosting and streaming tools by providing details of three specific Software platforms : Tegrijty . Adobe*
Connect 1 V1. and YouTube , Suggestions for their effeeLn e use in both online and hy hi id classrooms are
given .
Chapter 4
Tools of the Trade 43
Tern ( just of son Michigan State University. USA
Visual media can be created using a plethora of software and hardware tools including enterprise wide
deployed lecture capture system . Tool® can be as simple as single dick record software or require e »
,
-
Lcnsn e knowledge of op Lions formats, or end -user dev Ices . While ( his chapter docs not cov cr all of lire
,
visual media creation tools available it does give a briel ovcrv icw of the tools for creating, editing and
'
, ,
dehv ermg digital media content Ur enhance instruction ,
Section 2
Lecture Capturing
Chapter 5
Using Presentation Capture in Counselor Education Programs 61
Robert Gshym, Em port ct State University, USA
Ann Miifer Emporia State Uni versay. USA
-
Emporia Stale University recently implemented a w eb based presentation capture application for use
in both a graduate and undergraduate counselor education program . Presentation capture sometimes ,
referred to as course capture or Icemre capture. is most often used in traditional classrooms to record
Icctutes b> faculty for playback and review by students following class. However in this educational ,
scenario the students record sessions with assigned clients from the Emporia . Kansas c omnium tv that
arc Inter played back by the faculty lor review and evaluation - most often in a classroom environment
where all the students gather to re \ icw and discuss the client recordings. The faculty critique the inter
view techniques interview questions and client engagement with (lie students as part ortbeir training
, ,
-
,
research , and course work One of the unique needs of tins approach is that the recordings con form to
1 leallh Insurance Pri \ acy and Accountability Aci ( II 1 PAA ) requirements and thus can only be replay ed
outs idc the counsc l. i ng fac ilitv u s mg an cue ry pled Vi rtual -Pri vale N etw ork ( V PN j aceess . AI llio ugh ill is is
-
a very small academic program at a modest si / ed university, an empirical research study was conducted
to gauge the effecLu eness of eapLuring elienL sessions using a presentation capture application . Results
from that study indicate lhaL both students and faculty found the software and hardware lo be very easy
to use . and believed it significantly enhanced the quality of the counseling program .
c inti
Chapter 6
Student Performance [tn Perceptions of Business Courses Delivered Using Lecture Capture 77
^
Pafnc I'L Monk a!. I imversny of t entroi I - londa , l }SA
.
Patricia Euzent , University of Central Ehrufa . USA

Patsy Moskal University of Central Florida, USA
Thomas Martin, University of Central Ehtnda , USA
This research compared student performance arid withdrawal rates m undergraduate business courses
- -
taught using lee Lure capture and face Lo face . Student perceptions of lecture Capture are also described .
Lecture capture refers to storing \ ideos of live course lectures which students ma> view at their com e-
,
nicnce from am where with an internet connection . Results indicate TIO significant diflerencc in student
--
performance between the lecture capture and face to facc eruditions Withdrawal rates also were similar,
although fieshman and sophomores had higher w ilhdrawal rates in lecture capture than in face -io facc . -
Student percept ions of lecture capture were quite posilr e . Students were satisfied wi ill the video instruc -
tion they received, they liked having more control twer their learning . ihe> liked the convenience that
lecture capture pro \ ided . and about 70% said Lhe ^ would take another course that used lecture capture .
However the majority of students did not feel dial lecture capture enhanced their performance or their
,
interest in [ he course .
Chapter 7
Toward Tessoni dpture: A New Approach to Screen east mg and Lecture Capture 89
1
St£ ve Garwood , Rutgers University, USA

LGSSOQC apture is an approach to Lhe creation and recording of presentation content ( course lecture or
demonstration), delivered cither facc-Lo-face or sict screen-recording. and based on effective public
speaking presentation design and inuItrmedia leaning principles The combination gif these principles
, ,
w ilb particular procedures and practices helps to ensure effective icEinung and reusability of content
The field of education faces mam challenges budgets time timitations new de!i \ cr \ approaches and
, , , ,
elTeciEvcness Lessor Capture is one way to help maximize the re turn on the financial investment in
recording lech no Logy and the instructor time needed to create high quatm instructional materials.
Section 3
Short Instructional Video
Chapter 8
Video Capture for Grading . Multimodal Feedback and die Millennial Student . . 107
Elizabeth J . 1 )ncefette, Old Dominion University USA
This chapter addresses students preference tor screencasl assessment over traditional paper or digital
'
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text based comments Screencasl assessment allows for asynchronous audio und visual Commenting; on
student papers using screencasl software . A pilot study using a quaEiLaiii e approach has indicated that
stu den is prefer screencasl assessment because of its imLllimodaliw and its ability to make the instruc -
tor s thought process while grading transparent Multimodal ity involves multi sensory and multimedia
'
approaches, which can broaden student understanding of teacher feedback . The screencasl, because of
its multi modal ity. enhances students understanding of the t list rue tor s thought process and reasoning.
' '
c
Because of the suggestion dial students prefer lb is son of feedback die pilot study w arrants a larger scale
,
project in order to ilivestigale the student preference for Hits feedback and whether the method leads to
improvement in student performance .
Chapter 9
Creating and Implementing a Virtual Math Tutoring Lab for Undergraduate Students I I I I I I H i l l I I I . J 2H
Curtis Ktftik& I tTpiv&rsity of fctines see Martin, USA
Ibis chapter discusses the construction and implementation of a Virtual Math Lab for undergraduate
students The maini technology used in [ he construct ton of l he site was l he 1 . ivc scribe R Smart Pen Pros
and COOS of using tins technology discussed irt detail Jn addition current usage numbers illustrate
,
how the Virtual Math Lab has filled a need that this level of student desperately needed filled .
Chapter 10
Videagogy : Using Humor and Videos to Enhance Student Learning . . .. . 13 «
Peter Af, Jotws, Cordtnal St rttch University, USA
I .kirnellJ . Bradley, Cardinal Snitch University, USA
Capitalist economics posits that increased competition between entrepreneurs in an economy leads to
better move consumer friendly products . As colleges compete for students, ( he same could be said for
,
how modern learners have driven traditional pedagogy to new heights. In die lasL 30 years , education
has w iLncssed the transformation of distance learning v la the internet and home computing the glow th ,
and ] n chi Eton t>f noil -traditional learning methods and most recently, the growth of a ubiquitous video
,
culture via the usage of digital udeu recording , phone cameras, and ueb vehicles such as YouTube . Tins
chapter attempts to connect research w ilh the practical components of using technology in the form of
humorous short videos as a new teaching technique called vidcagogy : from the words video and peda -
,
gogy . pronounced id-o-aH -gdyce , Using humorous v ideos and allowing students to select vijejeo content
^
brings self-directed learning Lo students in a noil -threatening wav that actually makes them laugh out loud .
Section 4
Research- Based Best Practices
Chapter 11
Using Video and Web Conferencing Tools to Support Online Learning .. a ii« « i i .
i ri a .
i ii i a .a
i ii a id 149
Paithi Jones. Easier# Kentucky University, USA
Fred Koiltiff , i .ctsteni Kentucky University, USA
MatyAnn KoJfyjffc Eastern Kentucky University, USA
This chapter examines effectri e methods for using \ ideo and web conferencing tools to support online
learning . The authors discuss the concept of presence how web conferencing can be used lo support
,
presen coin online conrscs. a n d why it is i m poria n [ to do so Hoc n tise o f the ini pac t web cor forenc i r g can
have in ieaming. this chapter exp tones a variety of Leaching roles I hat best ieveruge diese conferencing
tools . The chapter includes in formation on \ avious web conferencing soflw arc programs { paid and open
souicc }. Best practices for using web conferencing tools in online Learning arc also explored
c ini ;
Chapter 12
Using Video lo Foster Presence in Online Course
im 1!I B!
1
B 11 F i a r s r 'i r r
- i i p i
- I S R I H I I « ai B a P - 166
Shuton StoeignK Rutgers f. Itjiv&tfsjty, USA
B> definition presence makes individuals Icel connected and pan of a community . Yet. creating presence
,
among the students and lheir instructor does not happen automatically and can be especially challeng -
ing to develop ia online courses. In these learning env ironmcnls. lEUeraelions arc frequenllv text based
and asynchronous . The usual and audita r\ cues general tj associated with face - to - lace interactions arc
-
-
abse n\ H owe vcr. easy to- use . i n expensi v re tcc h 11 o togi cs lo crca (e nud 10 and v Edeo coni unit a re cm z rg i ng,
and they can foster presence in educational settings. This chapter investigates Lhe use of neh media to
promote social cognitive and teaching presence . Specifically instrnctor-eveaied v ideos were used to
, , ,
enhance the sense of presence in a fib ll> online course Responses lo surveys, re Elections, and unstruc -
-
tured follow it [3 mien lews suggest that students prefer the richer mode of communication, indicating
that thev felt a greater connection to the instructor as well as their classmates .
Chapter 1 J
Media and the Moving Image : Creating Screen Media Litcracv 177
Pan! Chtfsen. Carthage College , Rosebud Institute , USA
We arc immersed in a culture of spoken media written media and like it or not screen media . Just as
, ,
writing and speaking skills Eire keys to functioning in society * we must consider that ( he future increas
ing!} demands profitienev iti mediating as well Doing an > tiling less leaves this powerful medium
"
"
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in the hands of a relative few. Bv offering instruction in w lial screen medin is. how it is created how it ,
relates lo Other literacies, how the internet is changing it . and how Ibis all inform 3 everyday Leaching
and learning, the Rosebud Institute seeks to make screen media lileracv more broadlv understood and
accessible . This chapter follows a program developed by the Rosebud Institute and looks at how us-
ing simple, accessible technology people can become more screen media literate by creating digil a I
films and ePortfoliog themselves. Developed along with Rosebud 's program manager. Chris Line Wells ,
the creation process enables deeper more authentic learning allow ing us all lo communicate marc cf-
, ,
fcctivclv. to self assess more reflectively, and to thrive in a screen- based world
F J r ?
Section 5
Student - Centered Learning and Student - Created Videos
Chapter 14
-
Dig dal S[ OE \ MAKING in Support of Student Mean mg Making - " " -- I" '1 - ’ P I ? 192
Gai ! Klatthews -UeSatale, Narthea 'iteru University, USA
L earn in g des igp is critical to suecess vv hen us irtg visual me di a to c tihantc learning . T!ti s procc ss inv olves
beginning with the end goals in mmd and working backw ards to craft a thoughtful learning sequence .
-
'I lirough Ppatt oft use s tu d i es . lb t s e b Etp Le r dern ( m slratc s 1 he mle stnden t gener aled digital StonCS c JH p I av
in helping students make meaning of firsthand learning experiences. Digital story making engages students
in a multi - modal mu hi -sensory experience that deepens engagement and improves the niemorabi lily of
,
-
learning , Deluca tors are under incre using pressure to provide u vide nee of the impact thateoursework has
-
on student learning and student generated digital stories provide valuable artifacts of learning.
,
C IDti
Chapter 15
and Bloom Ls Tavern on v

-
Video Projects Integrating Project Based E.earning . Universal Design for Learning,
. 204
r
Marianne Castano Bishop . Indiana University South Hand. USA

Jim Yocom, Indiana University South Bemt USA
Video projects j&fifer valuably opportunities for students to engage m the academic enterprise and dem -
QfiLSLralc x\ hal tfiey arc J earning This chapter explores what will be referred to as the Helix - Flow an
.
amalgam s\ nthesizing and strengthening three theoretical framew orks of instruction including Project -,
based Learning Universal Design for Learning and Bloom & Taxonomy of Cognitive 1 domain The
. ,
He l LX - FLOW captures the essence of Lhese three theories and series as a backdrop for understanding and
appreciating video projects as a learning artifact . As a helix the spirals wrap around the cylinder or
,
cone Each spiral represents one of the theories and the cylinder or cone represents student engagement
.
with video projects. The Spirals or theories support the Citne or Student engagement w ilh video projects .
Each theory or spiral has iis own inherent and prescribed set of principles and guidelines Each theon .
integrates with ( he others while keeping its own strengths providing a comprehensive approach to in -
,
slrue L io n an d s lude nl e ng agemenl Each L het\r\ se a f) 0 Ed s di Tone nli J le d i n strue Hon This eh aplcr will a J so
examine the fi c c Rs as guidelines for multi media projects - Rationale. Roles . Resources . Rubric and ,
Readiness as well as the design of video assignments assistance production phases and assessment .
, , ,
Chapter 16
Putting Me in Media ; Com muni euling and Creating Screen Media w ilh a Purpose . rni 22 [
( ' hf ' jsiirw Wdiix , C&tfppgeCollege, Rosebud Institute, USA
Like learning to read or write or acquiring the fundamentals oTmadiemalics. screen media literacy is
,
rapidly becoming an essential life skill . This dominant and expansive interface for contact culture and , ,
commerce has become the way we Communicate now Giver ( he power and reach of the sc teem n seems
essential that as with arw other fundamental skill , we must begin to understand and create within this
medium in a more foundational intentional way . But the language of the screen is complicated rapidly
, ,
bccom mg almost as mill tidi mens i on a I and multifaceted a s t h c mi m be r o f users i l cncom passes. A ddition -
alh . given its re fiance on technology , aL is an ever-changing Jjrtd scape fraught il_h the u halleng.es of
chasing the elusive culling edge . TEiis chapter looks at a more back to basics approach to screen media
literacy bv offering instruction in w hat screen media really tit and how to create it in a more found aliona !
r* r sr r
and Iransfciablc fashion . Using simple, accessible technology, people become mure screen literate and
die creation process enables deeper more authentic learning, w ilh the credence and accountability of a
,
potential)} world wide audience . Focusing on an integral part of a process developed b\ the Rosebud
Institute - Jn organ t / a Lion com mi tied to making screen media literacy more broadl) understood and
accessible - this slcp-b> -step integrated method dclh ers a new understanding of media literacy . Us-
,
ing simple accessible technology participants create dynamic* or ig dial e Port folio websites themselves
,
7
,
-
and d i SUibutc tbei r wcj rk to an ev er expa nd i ng aud i ence Dev e J ope d ai ong w i ill R < iseb u d ’s founde r and
dire clot . Paul Chilsen . the process encourages indh iduals to find Lheii own i oiec and embrace the me
in media moving its towards a future where people w ill instanth capture idenliliabh ow n . intelligent!}
, ,
store , and instinctively know what lo do with their digital assets, allowing us all to communicate more
-
effective]} and thrive in a media saturated world . more authentic learning with die credence and ac
countabilitv of a potential I \ world wide audience .
, ,
-
c
Chapter 17
Flipped or Inverted Learning Strategies for Course Design
'
! I S PS r i P p - "M S
- S T S S B' l
- S PS PI I ’I I l fii 9 a F 241
( 'hristine Ikn- t .v Wauiun Uatvctxity, USA
,
A number (ffresea re hers b a vc exp lored the 11 sc of mu I n m cd i ci to support ilist RICti on in inv erted c I assrooms
--
providing a functional approach for university' fljbe lo fpcc and hy brid courses Students in inverted
learning work online be Tore class listening to pee recorded lectures and completing related activities
reserving class lime for problem solving projects authentic applications and reflection; The purpose
, , ,
of this chapter is ( o explore the Value of Cognitive and mctacogmtive elements in flipped also known
as im erted - learning that promote actii e learning. Practical strategies for course design and technical
considerations related to how multimedia tools can be used to deliver and support instruction are also
addressed .
Chapter IS
Making Learning Reel ; Student -Made Videos on Mobile Devices 266
Rnchvik Rfxingo, OhiDontiriiOn University, USA
Kristopher Rnrzyckt , OUi IMmimon University, USA
-
As more students bring powerful pocket sired computers to class in the form of their smartphones and
tablets faculty need to take advantage by devising curriculum that incorporates mobile ^ ideo produc
,
tion as a means of contributing to the discourse of Lite university and the world at large . Projects where
"
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students use mobile devices lo make videos create active learning environments where they arc more
likely to build and conned their classroom learning w LL3I V \ JIAT they already know . These lypCft of projects
also develop student digital composing skills w Idle navigating scleral issues pertinent to a 21st century
participatory culture T hese assignments engage students witlt themes and issues that not only promote
iUrecijS IFI higher education bu|throughout their careers .
Compilation of References 28©
About the Contributors l I 31 ) 4
lnde\ 311
ig inti
XIV
Preface
All the h odd' s a Video.

And all the men mid women hove their playersr
They have rkeir Hulus , Rofys . and ( heir YouDtbes ;
And one man in his time con watch the world , 1
We live in :i video era surrounded by 11 al - screen televisions , myriads Of monitors- , and col I eel ions of
mobik deviees . Media llows every where , inescapable - it 's in oar restaurants , in our cars and even in
our doctors’ offices . One video al A lime is no longer enough 10 CTilenuin as "consumers are turning lo
( he so - called second screen like never before ” ( Hanns , 2 ( 112 ) .
With video all around usT it seems natural 10 bring ihe screen into ihe classroom , but is it really valu -
able? Do students benefit front moving media? Can video improve learning?
LIGHTS: ILLUMINATIONS OF NEED
Students at Austin Peay Stale 1 nb ersUy certainly believe that video cun i m pro v c ins I rue Lion , as evidenced
,
'
in our online statistics course . In response lo a discussion board question about what is mosl and least
helpful , students have said :
/ lord these videos and imp all online classes would hove this .
I don ' t miss a hens , and if t do , I can just rewind or pause to work a prqfrlem .
There aren t words so describe my happiness with Having these videos accompany she te.xt .
'
Salmon Khan , who single- handedly created the mos£ viewed educational video library on YouTube ,
explains , "There is a deep hunger for this type of thing . ' Khan receives hundreds of entails daily from
1
Students around the world who arc l drilled lo have access to his videos . After watching Khan ’s videos
fora single summer, one student previously considered niathematic&lly deficient earned a perfect score
on a mathematics placement exam , He wrote to Khan , ’T can say without a doubt that you changed my
litc and the lives of everyone in my family*" ( Khan , 2(11 ( I ) .
inan c a
XV
Sebastian Thruu . already famous for ihtr Google C RTLISS fffoject and designing a driver! css car, became
inspired by Khan to teacli the masses lor tree . Along with his Stanford colleague Peter Norvig, Thrum
posted ( lie most massive of Massive Open Online Courses ( MOOCs) at 1 lie time : 160.000 students en-
rolled in one artificial intelligence course, 01' thu.se, 23 ,000 graduated from the course at Stanford level
quality and 410 of whom su [ passed even lhe best Stanford Student that term .
How did Thrun and Norvig do it ? One of the biggest obstacles to online learning, especially or this
scale , is motivating a ad engaging die online leaner throughout the course . J 'hrmi and Norvig did just that
by creating a gaming atmosphere where students would only advance to Lhe nest level alter completing
truly complex and pro vocative tasks . To implement ihkgamcdikc atmosphere , ihey designed 1 heir own
system of interactive video content embedded with questions that were both interesting and extremely
challenging. Even though other technologies were used in the course , this video - and exercise- bused
learning platform was the primary tool driving the learning forward fl hrtin . 2012 ].
'
Though ihcsc eases arc impressive, they do not embody the rigor of scholarly research , What do
empirical studies say about thefyalue of \ ideo technologies in education?
CAMERA: EMPIRICAL EVIDENCE FOR CAMERAS IN THE CLASSROOM
According to a. comprehensive review of 47 journal articles published between 2005 and 2011 , an over-
whelming majority of students claim lecture capitiding - a video recording of classroom lectures for
on-demand consumption - improves their learning experience. Most studies indicate that over 8Q% of
students prefer courses with a Ieelure- capturing component. Lecture capture is generally found to have
a positive effect on grades and course performance, to compensate for absenteeism , and to improve the
learning experience and make learning easier ( Pursel and Fang. 2011 ).
Zheng , Zhou ftriggs , and N unamaker ( 2006 ) found that online students using insenictivc video
'
,
content were more satisfied and demonstrated significantly improved learning ( as measured by pre -
and post - tests } ihan both online students without interactive video and . more impressively, students in
a traditional classroom .
R Lith and Gunter ( 201 2 ) researched I arge scale classrooms 1 0 sec which Web 2-0 tools could be used
to establish presence and help students succeed, even In classes as large as 900 students , Of the tools in
iliis study - including an online discussion tool , Twitter , and Second Life - two lools emerged as clearly
the most helpful for both learning anti cslahlisbing presence; Iceture caplune and instructional video .
ACTION : RESHAPING EDUCATION
As evidence of the benefits of instructional video grows, the market for integrating this media ripens
white Classrooms are flipped and educational technologies arc redesigned around visual media. De -
sire 2 Learn announced at their most recent users ’ eon I ire nee lhaL I hey are introducing native vitfmf in
their Learning Management System ( LMS ) , Depending upon institutional settings, rhis native video
feature allows both faculty and students to record video content directly through ihe LMS, without the
c
xY|
intermediate! step of saving video to ihe hard drive lirsE and uploading Haler. Native video is available
in almost every purr of ihe course, including the discussions* email content , and assessment feedback
'
areas { Des ire 2Lea] n . 2012 ),

'
TED (Technology, Entertainment , Design ) has stretched its tentacles into the education arena hy
-- -
introducing TED F d in early 2012 - TEP Ed allows educators to take a TED Talk or arty education a ]
YouTube video - and create a lesson by adding irtteraclive con ten i and probing questions . Educators
can lhen use TED-Ed to track which students watched which videos, for how long, and what students
learned as a result .
Similar Eo whui Thrun and other educational philanthropists before him have done , MOOCs are
cropping up everywhere , delivering educational
video to the masses. After successfully launching his
artificial intelligence course, Thrun broke away from Stanford to build a set of MOOCs called Udaciiy.
Massachusetts Institute of Technology ( MIT) and Harvard fused their influence io create edX , and other
prestigious uni vets hies jumped 3 bo turd the edX train Coursera forms an even larger conglomerate of
MOOCs W' iihoonU' ihutions from Johns Hopkins . Stanford . Rice , Princeton, Columbia, and twenty even
other elite universities to stream top lecture videos for all to see and lor all to learn. ^
Desire 2Leyirfs native video le am re . TED - Eels tool , and the MOOC movement are each mete puddles
in the pond of what is happening to education through video technologies , To better explore the changing
shape uf education, ihis. book will lead ihe reader through a scries of scholarly chapters on how - visual
merlin is being used n > remold ihe classroom .
CUT: A MONTAGE OVERVIEW
We intend for this hook to be a balance between the scholarly and ihe practical - a guide for educators
that , through rescarch, establish? s trust and sh ares prac t ic al appl ieat ion s ft JR im provi TIG instruc ti t m wi ih in
ihe higher education classroom , whether that classroom is face- 1 o- face , online, ora blend of both - We
aim the book toward an audience of higher education faculty, faculty development staff , instructional
designers and technologists , and administrators though most of the chapters have applications outside
,
higher education as well ,

We suspect many of our readers will want to pick and choose the chapter* that appeal specifically to
their needs. buL we arranged this book in a natural order so that readers may, if they prefer, read from
cover to cover to first be intriKliiLcd to the tools am! techniques tor basic recording and then progres
sivcly learn more complex ways to design visual media experiences to maximize learning* The book
is organized into five sections . We start with a vision of a future university environment where lecture
capturing is ihe norm and then introduce the know [edge anti tools that educators need before hilling the
record button . Next , we dedicate one section of Ehe hook exclusively to lecture capturing and another
s ection exclusively for the short instrue tionai video. We follow- these sections up with a section dedicated
-
to pedagogy - chapters covering research biased best practices in rising video technology. Wc end with a
see tion o|hh ap I e r.s d ed i c ated l( J ( ntr students , C mp h as i /. i ng s t ud e n I c cute re J I car ring anti sludcnl - ere aled
videos.
Section 1 ; Setting the Singe , as the title implies , provides background to prepare instructors for video
anti lecture capturing; We open with a vision of how a luLure university might I unction when lecture
capturing has become a well-established norm . We move on to explore ways to End existing educational
c
K VII
video resources so time is noi w us Led duplicating ihe efforts of another , For those who will create their
own video content , we talk about ( he uni Is available lor video and lecture Capturing.
We open with The Digital Lectern , a chapter lhat . though grounded by research , is much more
visionary than scholarly this introductory chapter was penned hy Lbc am hors of the annual Mindset
,
Id sis , as featured on the Today show, in the New York Times , in the Wall Street Journal. and in many
other prominent news media . The Mindset Lists use recent history and trends to pui into perspective the
mindset of traditional incoming I 'res Ilmen, especially as that mindset might contrail with their professors .
In this chapter the authors analyze current Lrcnds in lecture capturing and use these trends as a basis
,
for their vision of what college could look like in 202.0 when lecture eapluring has become a universal
university experience , How will lecture capturing change the rales of homework and classwork ? How-
will pedagogy be altered ? What arc the possibilities ?
En Navigating Muitiinerfia: Now to Find Internet Video Resources far Teaching , Learning , Research ,
we take quite a practical look at questions every educator should examine before spending thousands
of dollars and hundreds of hours creating video content* Does the video I want already exist ? The web
provide# an astonishing selection of educational resources. Search engines conLain tools to mine visual
content , hut finding content creates different challenges . This chapter, which goes tar beyond
.
Google will guide the tender in. how to search for multimedia content and will provide a showcase of
innovative collections and resources.
To round out our Gel ting Started section . we spend two chapters highlighting the video technology
tools that educators need to consider he tore beginning the video creation process . The ftrsl chapter
focuses on three specific tools which can be integrated into classrooms to improve learning* while the
second chapter provides a much broader Overview of the tools available.
in integrating Video Lecture Tools in pniine and Hybrid Classrooms , the reader will explore a popular
lecture capturing lool ( Tegrily ) , a popular web conferencing tool { Adobe Connect), and a popular video
streaming website ( YouTube ) . This chapter focuses on how these three tools, as well as similar competi -
tor ' s products, car enfich online instruction . For each tool , the chapter dedicates a section to describing
an overview , basic features , the pros and consT typical costs , and tips lor effectively integrating ( he tool
into the online and hybrid classroom .
The Tools of the Trade chapter investigates anti compares a nuich wider cross section Of educational
video tools - both hardware and software , both enterprise systems and desk top applications. Specifically,
this chapter explores tools for screen eapluring, video editing , video cunEereneing , video recording, and
lecture eapluring. While this chapter does not aitempi the impossible teat ol covering all of the video
creation tools available, it does give an overview of tools tor creating, editing, and delivering digital
media content to enhance instruction.
Section 2: Lecture Capturing in eludes three chapters describing specific applications i'ov lecture cap -
turing technologies software and hardware tools designed to record classroom lee tores . One chapter
will look JI a traditional application of lecture capturing in delivering business courses , while the oilier
two chapters examine; rum traditional applications such as recording inti mate counseling sessions and
recording lessons that address Lhe individual online learner instead of an entire faeolo - faee classroom .
in Using Presentation Capture in Counselor Education Programs , we examine how Emporia Suite
University recently implemented a lecture capture tool for their counselor education program , Even
though lecture eapluring was designed to capture die ulassnHun . Emporia Stale saw an opportunity to
turn this tool to their own purpose : recording counseling sessions led by siudents for evaluation, review .
XV fl
antE feedback In ) EH their instructors. This chapter will explore exactly how Emporia Stale 's program
implemented lecture capture , including special measures to ensure that all Health Insurance Privacy ami
Accountability Act (HIPAA ) requirements were sat isfiecl Most impressively, this chapter will detail an
empirical research study that Emporia conducted to gauge the effectiveness .of capturing client sessions
via lecture capture . Results indicate that both students and Faculty ( bund the tools quite easy to use and
credited these tools for si tin ill canrlv enhancing the quality of 1 heir counseling education program .
Student iPerforttuince ati Petcepti&ai.t qf Buxiness Courses Delivered tJsirtg Lecture Capture assesses
^
a traditional lecture capturing approach in the College of Business Administration at the l diversity of
Central Florida. Within undergraduate business courses , lhis assessment compares per I or mu nee anti
withdrawal races for students taught with lecture capture to students tauglu using taco- co- face L n sir ac -
tion . Results indicate no statistically significant difference in performance between ttiese two groups,
E -Teshmun and sophomores showed higher withdrawal rates while using feature capture than face to - lace,
while upperclassmen showed no significant differences. This chapter also examines student perceptions
of lecture capture , most of which were quite positive.
The filial chapter Jor lecture capturing section . Toward Lcssonrapture: A New Approach to Si ' reen -
casting and Lectin? / Capture , serves as a segue to our next section on short instructional videos . This
practical chapter advises faculty of methods in optimizing quality while recording either lecture captures
or short instructional videos . The authoj uses the term LessonCupture to describe an approach to design -
ing and creating educational video content using proven public speaking principles , presentation design
ideals , and in strut don ill multimedia fund amentah to improve learning and ensure content reusability .
_
Section f .- Short Instructional Video examines two unique applications for short video content - one
for grading and feedback and anolher as an online tutoring resource - as well as a chapter on ihe peda -
gogy behind using humorous short videos in the classroom .
We begin with Video Capture for Grading : Multimodal Feedback and the MiHenniut Student . Here,
the aiuhor uses a sc re cncas ting tool to record a shorE video as she critiques each student 's paper. As the
instructor scrolls through and discusses the different parts of Ihe paper, her screen , mouse movements,
and voice are alt recorded and made available to ( he student for playback. This chapter evaluates quali -
tative research on student sentiments toward this type of feedback. Results indicate that students prefer
serccncusiing assessment lo traditional written commentary* With video feedback , students gain deeper
insight into the instructor's thought processes through more detailed explanations of why each pari was
graded the way it was . Students also gait ) a better sense ol the instructor’s tone with yen css to the voice
behind ihe worth .
Creating and Implementing a Virtual Math Tutoring Lab for Undergraduate Students describes
how mathematics Faculty at the University of Tennessee at Martin teamed together lo build an online,
-
on -demand tutoring resource for their undergraduate students using short, instructional video.: to con -
vey content and demonstrate examples . The Faculty exclusively used the J .iveserihe SmarlPen lo very
simply record ( heir voices along w ith everything being Written or drawn by this pen on special paper ,
The author found tiii > technology to be so simple that any faculty member could record with the pen,
regardless of leelmologieal prowess , anti then someone with sufficient savvy could collect ihe pens and
upload the video content ,
In Videagog i Using Humor urtcl Videos to Enhance Student Learning , video technologies merge
^
with pedagogy to form vldv&gogy a technique using short, humorous , educational videos to improve
learning. Research tells us that , when content-related humor is employed , we learn more effectively and
enjoy ably. Humor can also relieve stress by lowering cortisol and epinephrine levels and by releasing
m
endorphins This chapter connects research with practical ways « 1' inieg ruling humorous video content
into the classroom .
Seaion 4 : Research- Based Best Practices will delve even deeper into the pedagogies behind using
-
video technologies in the classroom . Two chapters advocate specific vkleo related practices through
which research suggests we can improve learning and Ids ter social , teaching , and cognitive presence in
the online classroom . Well wrap up iliis sedion with a mediafesTo calling attention tQ the need tor better
screen media literacy in today 's society.
The chapter on Using Video and Web Conferencing Tools to Support Online Learning delineates
between video conferencing which nel works together non Internet based interne live television systems
,
to com mu ideate, and web conferencing , which includes any sort of online, synchronous meeting and
w hich may include video, l he authors explore how these two conferencing Lot ] is cun influence learning
"
and esi ahlish a sense of pre.senee as dcscribed by the ( \ ) mmun ily o 1 [ nquiry teaehi ng miidol , This Cliaptev
’
also describes both te aeh ing -ee titered and s t tide nt.-ee titered approaches to conferencing ,
Similar to the previous chapter, r .wtig Video to Poster Presence in an Online C rttf CXplores how
^
lhe short instructional video , ral her than con Icteric mg , can establish a sense of presence social pres -
ence , teaching presence , and cognitive presence - in online courses , making individuals lee I connected
and pari of a community , Within this chapter, the author describes her online course design with four
types of video content:
1, A persona ] introduclion .
2, introductory videos for each conicnt module ,
3, On - rhc - fty video check - ins nt the end of each module to address sludeni questions and concerns.
and
4. Cool Tools videos for demonslrating content- related technology.
,
This chapter then analyzes; evidence front the course on whether videos can establish presence within
an online classroom .
In Media tind the Moving Image: Creating Screen Media Ute /itcy , the author pulls from his experi -
ence managing ihc Rosebud Institute - an organisation dedicated to promoting screen media literacy
- to pen a chapter introducing llie reader to screen media literacy and its growing importance in our
screen -obsessed society. The chapter presents sound arguments for why a course on creating video
content .should be added to core eurrieula. We have L aught re ailing and writing for centuries and more
recently public speaking, rot jusi to students seeking degrees in iliese fields but to all students because ,
for centuries and millennia , this has been how we communicate across all professions . Now, with video
streaming sites like YouTube and Vimeo that empower everyone to convey in lor in a Lion via video , there
is a new kid or the communication block who cannot be ignored .
In Section 5; Studtm-CenieeedLearning an& Student-Crwi&d Videos , four chapters share ideas for
-
crvaiing student centered learning environments through sindem- creatcd video one chapter encour -
aging slitdenl s to lake charge of I heir laics by becoming digital .storytellers , one on ( he value of mobile
media projects in which students whip out their phones and record , one chapter exploring ( he pedagogi -
cal power behind students creating the content , and one advocating lor sui den [-generated digital media
portfolios. Another chapter in this section explains how face- Lo- 1 ace classes can put the spol light on
students by covering content outside class via instructor- created video while reserving class ( hue for
more student -c cntrie acti vitics .
c
XX
Digital Story -Making in Support of Student Meaning - Making examines what Storytelling Lintl how
it can hmi 1 Li connections and motivate learners . This chapter reviews uvo separate video-creation projects
in which tincJer irucSuate student tell video stories . With ilie first assignment, the Boston Story Mop ,
^
students explore the greater university community and complete significant background research and
journaling before telling liieir own story of the area . With tt final , culminating assignment . Digital Stories
Offervice Learning , £ tudents compIetc a scrvieedearning project , forthcv connect ]ng themselves ith the
comm unity. This chapter analyses evidence for how these two student -led video projects Effect teaming.
Video Projects: Integrating Project Rased Learning ? Universal Design for Learning , and BioonUs
Taxonomy describes projects where students group together to create videos related to course content .
The authors demonstrate how such projects support an alloy of three instructional, theories ( Project - Based
E -cami. ng , l Jtliversul Design for Learrttng , and Bloom ’S 1'a \ Lutomy ) Lhul is iduch Strotiger ( hart each Lhetn' y
individually. This chapter describes how each theory is supported and then explains the synergistic el leet '
these three have on each other , To put the theories into practice , the reader is introduced to the five Rs
of multimedia projects : rationale , roles , resources, rubrics , and readiness ,
Putting Me in Media: Connnunitxiling and Coca ling Screen Media with a Purpose another c hap ter ,
from jin author associated with the Rosebud Institute , describes the process for students creating their
own multimedia portfolios as digital rep resen I at ions of the ms elves . Tliis chapter ad vises students to Marl
by identifying a focus a purpose and an audience ; to organize what they want to showcase ; to create
, ,
1 he digital self : and to re fleer revise and collaborate!; The chapter also offers several solutions tor how
, ,
to handle issues ranging from lech support to manors of privacy , accessibility and copyright
,
Willi Flipped nr Inverted Learning Strategies for Course Design , the author explores one of the
biggest trends in face - to- face and hybrid classes ihefUpped classroom , which is sometimes called the
,
inverted classroom - where the traditional classroom is Hip- flopped so lectures, typically recorded
on video, become homework while homework-styled problems and activities become classwork . This
chapter describes the components of an inverted course provides detailed design strategies and sum -
, ,
marizes research in this field.

With Making Leaf ping Keel. Student - Made Videos on Mobile Deices
, we have saved one of the best
reads for the very end . This chapter presents fascinating background material and research into the value
of using student - created video assign mens in the classroom . The authors share their own innovative
ideas for video assignments and explore a variety tjf logistical concerns.
FUen G* Smyth
Austin Peas State University* USA
John X . Voiker
-
.TJR .ir ? i1 ? 3 Pea\ State University, USA
REFERENCES
Desire 21 -earn . ( 2(112 ). Produet update . FUSION 2012: 4 ' Annual De si re 21 .earn Users’ Conference.
Retrieved October 26 . 2012 . from htlp:// ww- w.desire 2 learn .coui / rcsourees / atinouneements / 2013/1 usioii/
h fa h 11 g hfa-npd-a n nouncen tents - from- fus i on- 2012/
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Student Performance and Perceptions of Business Courses Delivered Using Lecture Capture
irtg quality. Lecture capture takas advantage ul' classroom; so the hvc class questions and discus -
ec0 nom i cs sc- ulc in prov id i ng course i n si r uci ion, sion car he recorded .
buE also gives students rap re flexibility in when The lectures ( both audio and video compo-
and where to receive die instruct ion . white also nent s \ aie captured and streamed dur ing ihe lecture
allowing ihem ihe opportunity to review content ( with abom a 30- second delay ). The lectures are
as t h ey need to . W i th t tie gtfcswt h o f lee t une ea pt u re archived for laier viewing on the course websites .
technology, more research is needed to examine Students have unlimited view ing opportunities
the e flee liveness of ihi.s instructional delivery during line semester . The videos have stand aril
approach and issuer surrounding its adoption into .
con trols , such a s pau se „ re p] ay T and fast 11 nwand us
the culture of higher education . we 11 a s var i ed pi ay back speeds , and c an he dow n -
This chapter describes research thm examined loaLled toportable devices such ELS MP3 players .
bnih performance and perceptions of untler - This lecture capture system does noi change
graduute business administration students at the the classroom teaching arrangemeni and is quite
University of Central Florida who took courses unobtrusive for both the instructors and the
using lecture capture. As college enrollment and .
students Because the instructors eonducl their
individual class sUcs increased , the College of Ieclures in front of .students in a live classroom ,
Business Administration (CHA ) examined ways course content is presented as if it were a I'aec-
to provide qualily ins true Lion and assessment lo - faee class .
tor ils students including those who may be
, At present, the CBA is Ottering 17 course sec -
employed or who are enrolled at one of eleven tions that use Lecture capture. These courses are
regional campuses. With the recent advances in in the undergraduate core curriculum and most
computer technology , the CBA decided to move have enrollments of QVCf 4S0 student '' . Because
to lecture capture lor its undergraduate core and of the large number of students involved , the col -
other large course offerings . IEI this case lecture , lege wanted to ensure that student performance
capture refers Lu storing videos of actual course and sludenl altitudes about these courses were
lectures on a UCF computer .server, which are comparable to those same courses tEtughl with
then made available to students on demand from live , face-io-face instruction.
course w ehsites. Students may view these videos The research described here includes two
EII their convenience , as often as they wish , and studies. They hoth provided data on student per-
without the need to download ihe lectures onto formance in lecture capture and corresponding
their computers . face-to-face courses , and student perceptions of
the Iceiure capture delivery medium . The first
siudy examined studcail performance and percep-
LECTURE CAPTURE IN THE CBA tions between lecltire capture and faee-to-face
sections in an undergraduate macroeconomics
CBA lecture capture course sections are digi - course. The second study in ^ peeled the overall
tally cupiurcd in one of two large multi media general success and withdrawal rales of students
classrooms . The mill timedia classrooms use across alLCBA lecture capture course sections thai
three cameras , in eluding two broadcast quality --
h ad ClirreSpondi ng I ace to l ace see lions . D alii ti n
television cameras tp record ihe lecture , and a ge neraI CBA itude its perceptions o f lee l tire c apturc
doc u rite n l cam era . A pi MI able i n i e no ph on e s y s Le m were id so obtained.
that allows up to eight individuals to speak at the Courses taught using lecture eaplure may he
sami tinfe i s used to capt ure aut li o i hroughttu r t he more challenging for students who choose nol
78
to aLLCnd a similar fLicC-lO- face course . because was not possible. The two course sections were
have to he motivated arid disciplined to equivalent in all other waysL with ( he exception of
view life- videos and complete ( lie assignments on course delivery form a L , The same i nstruo tor taught
their own Lime , Withdrawal rates itre one gauge all four course sections ( one face - to- face section
^
of Students’ difficult completing ihc course . If
a large percentage of students withdrew from
the icetore capture sections compared to those
und one lecture capture section each semester).
Finally, students in die lecture capture sections
were asked for their perceptions of the course .
in face- to- face sections , then ilii.s could indicate - -
Both lecture capture ami luce to face course
a problem that may not be reflected if student sections used the same Instructional materials,
success rates alone were examined (e . g .. Navarro, .
hamework ass ignmeats and exams . The instrue (or
2000; McLaren, 2004). presented course information in a standard ledare
Data on student grade s.ire 1uding w iihdrawa ts, format, Supplemented with PowerPoint slides.
arc readily available from institutional records. During the semester, four exams were given,
Because student grade distributions arc likely to which accounted for 7S 7t.- of the students grade. '
vary across departments and even Across faculty

, Apiia was used for online homework assignments,
within a department, Moskal el ai i 20063 and and these compri&d the other 25 # nfihc grade .
D /.iiibamet ul. ( 2005 ) reduced student grades into Identical Aplca assignments were Enquired by
hi nary siteeess or nun- suecess categories in ol der students in buEh lecture capture am! face tod ace -
to increase the reliability in examining student sections, to be completed or their own time, and
performance. Success is defined as a student each assignment had a specific due dale .
achieving a course grade of C or higher Because The face - to- lace and lecture capture classes
higher education institutions generally consider a each met three hours per week. The inslruction a I
C to be passing, this grade was chosen as die cut content and pacing was the same for both groups ,
point for success , Other grades, such as C -. D, F, Th e 3 ec tu re cape ure sec lion s were reeor Jedduring
and I ( incomplete ) were de lined us non - suecess. a live session, in essence a ‘luce - to - face” class,
1
Students who withdrew from a course were also w ith fresh lecturer giver andrecorded each sbtnes -
identified; a withdrawalis a] so considered to be a Ecr , The instructor gave her lectures in a 28 ( J- scal
non - sueecss. Students who withdrew for medical ori gin atk >n cItassroom, an d the se 1 ec t u re s were re-
reasons were excluded from die analysis . c on led andmade avaiIahj e 11 nI i nc. Lee t ure c apt urc
sludents were given the option lo attend the live
origination sessions and / or they could watch the
STUDENT PERFORMANCE videos from wherever they had an Internet com
reelion. Giver that course enroll inert was larger
Study One than the classroom, students could attend the live
- -
session oil a first come, first servedbasis, hul only
The first study reported examined student pc rib r - about eight percent of students regularly an ended
ntance between two sections of an undergraduate these classes . The remainder of the students used
Principles of Macroeconomics course, using a the recorded lectures lo review course conicnt .
quasi experimental design wilh data eo beefed The lecture cap( urc section enrollments were
( vver the springy nd faiI semesters of 2011. Dur i ng 547 and 399 sludents, respectively, for the two
registration, students could choose between the semesters there were 317 and .i24 sludents
,
- -
1ecIare eapt urc course section and the face to face -
enrolled in ihc face to face seclions Edr ( he two
section. However, random assignment to sections semesters . The face - to- 1 ace students did rot have
79
in c
book .
book .
c tip lute e y ? ti rses shoyvfogas 3 ightly hi gher perccm- more: y ( 1 )- 2 fl..55 , p=.Q00, Ju|fioi|/ 3( I )= ( ) , 13 *
age of fctuderlts socceedm (A, B, nr C grade ) . p = . 7 IG Senior : y 1 )= 2.50, p= . t 13 ) . Roth suc -
^
The sijcces s percentagewassigm jit anti y di Tfercjit cess and withdrawal rates improved as students
Over the two conditions ( y ( I )= 13.83 * pc .OOGl ) ,
’
moved up in academic standing, for both delivery
hutihe withdrawal percentage was not (%* ( I )= ft.02 , conditions.
p= M 3 ). During 2010- 11 * the face- to- face sections of
Next , we looked at these data hy academic liie large lect urc c apture coursea w ere di sco nlin ued
siandingti . e . . freshmen , sophomores juniors uml , , on ihc main campus for till but the FJrineip! es of
seniors ) in an effort to see if this grouping af- Economics classes (MicroandMacroeconomics ) .
fected success andwithdrawal rates (Table 5 ) , For However , in an effort to continue lo monitor the
freshmen and sophomures , both the success and effectiveness oi lecture capture courses , success
'
withdraw al rates were w L irse |dr t he lee) tine eaptu re and withdrawal data were collected during the
group than for the face- 1 o- face group, but par- 2009 - 10 and 2010- 11 academic years [exclud -
tic LI lady the w ithdrawal rate s . I"or upperck ss m cn . ing summer terms ) for lectLire capture students.
the two groups performed equivalenlly, although The dula showed that the success rales were MO. ft
ihe lecture capture gfutip performed slightly bel - percent (N=20T04 l ) and B 2 - 4 percent ( N= 20, 504 i,
ter . Comparing success rates between the lecture respectively. Withdrawal rates have actually
capture and face- to- Idee groups chi - square tests
*
improved. w: iih 3.5 percent of the sludenis with -
Of success were significantly different between drawing in 2000 - 1 (HN= 24,801 ), and 3 - ft percent
the two delivery modalities within each class year in 2010- 11 ( N= 2 I , 747 ) .
(Freshman: jr ( i }=4 . l 2 , p=.04 > t Sophomore :
^
I )=&,59 p= 004:J unit )r :{ I )= 15.7& p =.0(10 ;
* ^
Senior : jr ( i ) = 10,75 , p=,0QI ) . STUDENT PERCEPTIONS
For withdrawal rates * chi - square tests showed OF LECTURE CAPTURE
that the lecture capture and lace - to- lace groups
were significantly different for both the freshman The online student perceptions surveys [Study
and sophomore classes, but they were not sig- Two ) were administered from fall 2DOS through
nificantly different within die junior and seniur spring 2010 (four semesters , summer tertns ex -
classes (Freshman: jr ( I )= 37.50, p=.( WHhSi >pho- cluded !. The survey was administered in a iotai
Table 4 . Success and withdraw ttl rates for lecture capture and face - lu-jace courses
Overall
!V'liv M i .- lin MI \
*iy V , HllJufcH.il '
FOT-^D-TKS 27.S6J SO ft
LECMRA Capture J9£74 83 b
Table .5, Success and withdrawal fates hy class year for lecture capture anti facc -ur - face eottiscs
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82
an aengar 3 t
pf El of the Ice Lure capture course sections during the videos at an OQ-rCampus Joeaiion with
ing this time period, although the number varied Inter net access was the second highest response .
c ac h semester depe ndi ug on facu Lty w i 11ing n css to The next question concerned if the students
gianieipace , Pavif lLy werecncourage d to give ex Ira; were keeping pace with the eonuse . Wc wanted to
credit in their courses for Students to participate know if students were waiting (6 watch the videos
in the survey, hut they were not required to do so, until 1ater, an d lie nce, fal I i ng boh i nd i n 1lie course .
and many chose not to because of the logistical However , it appears that the majority of lecture
difficulty of awarding extra credit points with capture stmlents ( 52T 1 watched the videos in die
large classes . Some students were also enrol led in sam eiiree k as the turc . and approx i in ate ! y 75 %
several of these courses at the same lime , in which did so at least some of the lime .
case they likely only completed the survey once . Wc also wanted to know how often students
Overall , 5 ,8 I I survey responsex were obtainedoul watchet L t he v idcos . since that is ore of th c potent i til
of a sample size of §3 ,041, yielding a response here fils of lecture eypuine . We expected a high
rate of lhf , Although more responses was cer- percentage of students would watch the videos
^
tainly desirable . 5 , S I I responses is a considerable multiple limes , but thh did not occur; wc found
number. The lecture capture surveys used in both that students typically watched the video lectures
s tudies were very sim iLar. Huts we have eomhi neJ only once. Wc were also surprised to find that the
*
the student perceptions results and a summary , approximately 3( )T of the Study One students
of ihe pertinent findings is provided in Table 6 . reported that they rarely or never watched the
'
First, the majority of students in both samples videos at alt ( this question was not asked in the
responded that they watched die lectures from St Lilly I wo survey ) .
tb e ir ho me , ap art m e n L . or d( >r m t to ry rt JO n i. \V atch
Table 6, Summary of student perception

* of.lecture capture uriributei
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83
man c tripta
Students could attend ihe live season tom only

, Caseaval, ei al ., 2( X W ; C mi g, el al..
reset ax- h { e.g, *
about eight percent did so consistently ( discussed 2009; and Nicholson & Nicholson, 2010 },
below ) , A fairly largenumberof studentschoseto Moreover, 10 % percent of the students in both
cotiipie le llie course siniply by reading ihe le:xt book si Lillies reported lhat they would choose to take
and other materials, and completing the online another IccEurc capture course . The following
homework assignments. The nature of this course are some representative quotes indicating what
apparently made it possihie for a large number of students preferred about lecture capture:
students to bypass [he videos entirely* There was
no signillcar i correlation between course grade ' Being able to watch class when 1 wanted
'
and the numbersftimes the videos were viewed. to. Most of the time it was after work /'
A majority of Students in both studies believed “ L liked Lhat I could pause the video ii 1
"
t h ait they h ad miire control Over the iv 1e aridng with need to write notes down . E also liked lhat
k cture c9jpr ure t h a n they would i n a s imi t ar course Pm bound by ( lie class schedule, if I
not
taught lacc-lo- face ( 73 . and 61% respectively* need to do something. L don’ t lee! guiliy
^ t
.
reported definitely or probably yes) In addition. ihai Imissed a lecture.”
-13 percent Of students in both studies believed ' The fact £ hai one does have to be on
not
th at lee L are capture e nhweed their per Ionn ance in campus to engage in the lectures,”
the course, compared to approximately 25 who
w:crc not sure, and who said that it did
^ mol
“Being able to do ihe class on my own
time.' 1
improve their performance. Students w ho felt that ” L like iltai 1 don’ t usually have the pressure
lecture Capture improved their performance may to go on campus . ! commute . . . so if I’ m
have fclLlhis way because of being able to watch (ceding ill one day, I " in not stuck having to
the videos on demand, as often as they wished, go to school because 1 don 't want to miss
This findiqg agrees w ith previous researchregard
ing the benefits of being able to access Archived
- class, With the video streaming, I can stay
home and watch ihe video.”
videos (e,g. Case aval ct aU 2 DOS; Nicholson el
ah, 2010 ) . However,students did not feel that lec- Responses concerning what students liked
ture Capture enhanced their interest in the course least about lecture capture were more diverse ,
compared to a similar face- to-face coarse , This The primary negative comment, with 43 % of
finding may have been because the CBA lecture the responses, was the lack of interaction with
capture courses are presented very much like a others , Technical difficulties affected 1556 of the
traditional lade-to- face course, and also because students. The remainder ofIhe i terns showed sm all
interest level in lower level undergraduate courses response rates . Interestingly , ihreeoflhcprimary
may not be high in general. negative responses were about student attributes
Ci JTICCRNI ng t he si tidenrs Icc tunc e aptu re expe
'
- rather than the delivery modal ily tlack of student
rience, 81% in Study One and 76*7 id Study Two discipiine,procrastination* andlack if mot i vat jon),
reported illat ii was as good as or better than in a and these agree with ( he Endings of Vaniosi. ei
*
-
large lecture class taught face U> face. Over 62T al. ( 2004 ), These altributes have also been shown
fifths students ( both studies ) commcnrcd ihat 1lie in ihe distance learning literaiurc to be important
Ilex ibiIit y and con venLen ce of leelune caplure were factors in w hether students are successful in this
what they Liked the most, These responses also medium ( c .g., Moore &. Kearsley. 199b ). Thus,
corresponded to whal has been found ir previous a] [ hough a large majority of students were happy
54
i.
with lecture capture [ here is a certain percentage

, In Study Jwu . the examination of the results
1 I1 at definitely does uoi like it, and it wa& probably by academic class year revealed interesting, but
not the right mode of instruction for them , rot surprising, results . Success rates increased
because students could attend the initial , live each academic year for both lecture capture and
presen tab on of the lectures ( or a fim-come , face- todhee groups , hut .success rales in the lecture
first-served basis), we were interested ir learn- capture modality were lower than face - to- face
ing how often they chose to attend this session , until students reached fhek junior year { Table
anti would high attendance confound the lecture 5 }. Then, success in the lecture caplunc course
capture perform a nee results? fifty - five percent sections was basically cquivalem for the Last: tun)
of the students ( N = 5.7b 7 , combined over both years. Student performance increased each year
Studies) wlio responded to this question said that for both groups suggesting lhaE main rati on and
,
they never altended a live session . Another 19# experience increased over litrie , ns one would
said that they only attended a few limes during hope, but this change was more pronounced for
the semester and approximately 10# said ( hey
, the lecture capture students . Other factors may
attended the live lectures weekly. Thus given , also play a role, including course requirements ,
-
die class sizes , only about 25 30 students were
^
instructor .student preferences for the medium ,
eons is le n t ly alte nd i ng the l i vie session . wh i cli w as and the Least successful st ude n is across both grou ps
confirmed by the ins true lor. The only time the may have changed majors by this lime and thus , ,
classroom was full was [ luring the first week of would not he included in the population .
classes . Thus , the live session was a nice feature In Study One . withdrawal rales were higher in
Ibr a small number of students but with the low
, Ehe lecture capture sections compared to
attendance . we do not lee I that the ice lure cap. the face - to- face sections In Study Two,
lure group was more like the facc- to- tace group ; w i < hdrawal rates were LLI so hi g her for fresh m an and
thus., we do not feel it is a cause for concern in sophomores in both course delivery modalities ,
interpreting the results . but they were significantly higher for ( he lee lure
e up ture courses t h a in he fac e - to- face coin s es H o%
!o 1% for freshman , ft # to b% for sophomores:sec
CONCLUSION Table 5 ) . The withdrawal results in both studies
support Navarro ( 2000 ) and McClarcn (2004).
This research w as conducted to determine if stu- The withdrawal data appear to indicate that
dent performance in lecture capture courses was some undergraduate students in lower Level ,
-
com parable to si mi I ar courses taught face to - lace, iniroductory type courses have more difficulty
and to learn about student perceptions of lecture in lecture capture or other distance learning type
capture . The results indicate that students did courses ihan do their conn ter parts in face - lo- face
perform as well in the lecture capture eondilions, courses. These results couEd be due to students
and that their perceptions of these ct curses were being on their own for the Hast time , needing to
quite high , suggesting that this delivery approach learn howto function successfully in co Liege, hav-
is feasible and may be used to improve course ing less experience with distance foaming course
access for students, Student withdrawal rales ftirmars , and so forth - Our findings $ upp < > n pievi -
did vary by course delivery, with lecture capture ou$ research in distance learning which observed
showing higher withdraw til rates. However, these that sue cess I 'u I students in these courses typically
withdrawal rates were Still very low. were older more independent and more intrinsi
, ,
fl 5
C inti
tally motivated ( e. g.. Moore &. Kearslcy. 1996 : is Ibasiblc if course EiunageiiiCrtE systems andAn'
Diaz &. Carhiat , ( 999; Diaz. 2002: Sit zm turn, cl graduate assislants are available for faculty sup-
vA , , 2006 ) , The se COM rses require inore discipiire to port, Moskal, Caldwell, and Ellis (2QG9) describe
beSuccessful, Lind this is something that plunger a large testing Jab that is used to support CBA
students may not have learned ui the extent that course exams.
the upperclassmen have, us well as simply adapt - One area of future research ( hat would be very
ing to college life: The results also suggest that valuable is lo be able to document how often stu -
our faculty may need to provide more training dc TUS actually watch the course lectures, and how
in how to manace a lecture Rapture course, and many limes they watch them. This information
emphasize ( he outsidoof-class requirements that would allow the one lo measure the relationships
are involved, so that students can make accurate between course grades and willidrawaE rales with
judgments about whether they should take ihcse video viewing frequency. This technological
courses, capability is now becoming more available with
{ n tor tu [ J ale ly.rando ni as si tr nment o f siud en Ls newer lecture capture delivery systems, and may
to delivery condition was not possible , which provide significant research opportunities .
could have biased the resulis. And students who The training of students and faculty also should
se leeled J ce Lure capture may have bee n in ore Jikcly he addressed for this medium . The results for
m he positive about their experience. However, freshman and sophomores indicate that students
given that student performance was equivalent in new to lecture capture courses may benefit from
the two delivery conditions, and 1 he fact that the additional support to be more successful in these
deinographie da!a were siinilai' r tn iti any at tr ib u te s, courses,and may need encouragement andremind-
we believe lb at this is not an appreciable problem . ing p> remain engaged.
The majority of lecture capture respondents A true experimental design that examines stu -
preferred the convenience and flexibility of this dent performance and perceptions in face-to- face
delivery format over traditional face - to - face only and lecture capture only courses would be
instruction, largely because they could watch VttIu able if it couldbe con due ted w it h appropi i ate
*
lectures on demand and as often as they wished , controls , A longitudinal study of student perfor-
St udents takit ) g tee Llire c apt ure courses b ave inore mance and perceptions may also be worthwhile.
opportunities to learn the material. Once the novelty of ledure capture and/or video
Students liked ( lie flexibility of receiving streaming wears off, how will it affect Mu deni s '
instruction when they wanted, and not having co performance and their perceptions ?
conic to campus at a specific lime . This flexibility Inclosing, we be 1ieve that bigher eiiu calion in -
also can allow an institution lo increase its stu- siitutions may successfully utilize well -designed,
dent enrollment for a particular course, program , non- traditional forms of instruction, such as
or college, ami it can improve access lo college lecture capture in an effort to eopc wilh Usual
,
courses lor students who have family commit - constraints, increased student enrollment, and to
ments, Iu] 1 - ti me e mpi oy me nl, or w h o are disabled
'
i ncreuse access for students. Lecture capture does
( Hell ( lockburn. McKenzie, and Vargo, 21KM ). not appear to be harming students, although there
"
,
According to Graiton Lavoie and Stanley is a certain percentage, particularly the younger
( 2009 ), i nst itulions ihai offeronIinc c ours e in siruc - students, wjho do not like ir, and who should take
t ton may IH; able to Kgister regiimal, ti at itmal, and traditional instruction where possible .
even international smdenis . Increasing class size
8G
lu IPI
book .
book .
39
Chapter 7
Toward LessonCapture:
A New Approach to Screencasting
and Lecture Capture
Steve Gatfwotip
Rittgers University, USA
ABSTRACT
LessonCapjure is an approach to the fjeation u nd recording of presenterion content ( course feelure
^- -
or tlnnonstmtion } , delivered eitherface lo face or viiu screen- recording , amt based on effective public
speaking , pfte sentat ion design , and multimedia learning principles. The combination of these principles
with particular pwcedures and practices helps to ensure effective learning and reusability of content.
The field oj education facts many challenges: budgets , time limitations new delivers' approaches, and
effectiveness LessonCapture is tine way to help maximi ~e the return on the financial investment in re -
^
cording Technology and the instructor lime needed to create high quality instructional materia fc
INTRODUCTION word|- and the added words made ii ail iJie more
clean
Through years serving as an instructor, qualita- Watch ihe [recorded | lectures first thing. Then
tive course feedback was collected from regard- use ( Item again , as you need to . Within a few
ing advice they would give to future students minutes of seeing and hearing Steve go through
lilting the course . The comments below apply steps you gel im idea id' what the whole unit or
to screeneas ting and lecture re cording . week is abend .
The [ sereeneasls ] that Steve pul together were Listen Eo the [recorded ] lectures first as they
in v ul liable 1 ! ! Rev i g w the in , take note s, an d rev i ew are very helpful . I could Eiear Steve teaching, and
them again. The picture was worth a thousand something about his voice makes it evident rhai
01; 10.4fllM& B - i -#G6- l9f ® l

*tW7
i
. , [Gl Gi »h;il Cnjiving, -nrditftribulrnv; : n jiriiu ctr cfccfrnnic ffirrns withciui written permishinn <if IGI GUthil \a pnphihiLcH .
rapyjighl ft 2l) ll
^ *
in aeng
Toward LessonCapture
Ik' is enjoying this class and than he really wauls BACKGROUND

you to enjoy it as well,
3 found the video lectures one of the most Definitions and Approaches
helpful parts of this class, Reading alone does to Capturing Content
not always make technology concepts clear, but
seeing someone else using the different applica- There are many tools used to educate students
tions is indispensable, lit an online course it can in face- lo- face, online, and blended learning
he nice to hear a human being on ihe other side classrooms . Inorder to acb 1 evectiurseobjeeti ves,
of the computer instructors may lecture provide demonstra-
,
With few exceptions, every instructor using tions , assign readings, display videos, facilitate
SL rcti nc as L i ng, ice lure capture, and podcasting discussions, conduct quizzes and exams, assign
to deliver instructional materials to their in- projects, anti have students write paper.’,.
dents has a similar set of comments. We know One of the core tools of instruction is ihe lec -
anecdotally and via the literature that students ture ( Jones, 2007 >. Although often maligned in
appreciate having these types of materials avail education Iherature ibr being neither efficient nor
able for 1acc - io- hice, online, or blended courses . el leci i ve ( Anderson & Garrison, I 99ft ), the lecture
' '
Being involved with the lecture recording is a robust tool that Llpersi.sts as a pedagogicai form
process as a full - time instructor, a human re- not simply as a matteroi inertia and tradition hut
sources trainer, and an instructional technology due to iEs flexibility and adaptability in response
designer It as provided ample opportunity lo to changes in media and technology" ( Friesen,
1
evaluate a wide variety oJ recordings and TO 201 E >. Instructors frequently include demonstra-
assess the direct and indirect impact on those tions in lectures lo show a process Or procedure,
who view them. New developments in instruc-
1
which may be cither screen - based if related to
tional delivery, educational initiatives, instructor computer software and programming techniques
responsibilities, and approaches lo instructional Of physical in nature to demonstrate a process in
video technology point to Ihe need lor analys- chemistry or kinesiology, far instance. For Ihe
ing how we design and record these lessons in a consistency within this chapter, course lectures
more critical way — beyond the idea ofteccmding and dciiionslradons will be broadly referred to
instruction as a single event. as prrseituitions -
LessonCaptune approaches ihe creation and The concept of capturing a presentalion is nol
recording process that will have a beneficial new- — captured content has been available for
impact on recorded presentations , whether generations via correspondence courses using
lectures or screenvasis. By combining present audio cassettes and VMS lapes . Lee lure capture
best practices, lessons from public speaking is "an umbrella term describing any technology
and presentation design, and principles of dial allows tnslrue tors lo record what happens in
multimedia learning, sessions can be recorded their classrooms and make it available digitally”
that capture the attention of our learners, belter in the form of a presentation ( ELI. 2007 ) .
enable them lo retain the material presented , A preponderant:c of sites and services such as
and offer developers of the material possibilities iTuncsL . college and university YouTube char
to .scale usage. nels, TED, Udacity and Coursera, have trough!
90
c
Toward LassonCaptura
lecture capture presentations ip the fotefront

of educational lis- tservs ynd eon if rentes. Some
very popular computer based training ske lyndn.
com . Some examples of popular sercencysting
-
examples of popular lee lure capture systems are prog RAIDS and jserv io es are TeehSmith \s tiaratusia ,
Sonic Foundry s Mediate . MeGray/ Hill ’s T eg -
' '
Tele stream ’s Screenflow, and Adobe Captivate ; a
rily. TechSmithT Camtasiu Relay, and Panopto ' s longer list of scree ne as ting programs is available
Focus . Lecture capiure can also be accomplished in Table I .
by simple video-recording as well; a longer list Rapid eLearning programs are feature- rich
of lecture capture systems is available in Table |. presentation applications Depending on the .
Screen east ing Is another method of capturing particular application, a rapid eLearning pro -
presentations, used by both lace - to- face and online gram can record PowerPoint with narration or
instructors to record brief lessors , tutorials, dem
ons i ratio ns and lecture - bused content . The term
- sereeneast actions lor different types of content ,
anti also create learning (Objects inuorporaliug
screencast. coined by columnist Jon Udell ( 200 b ) quisles, games , and other interactive elements,
when he solicited names for the seneciteasl process L xam pies of pppul ar rap id c Lear n it ig prog rants
from his readers , is a “digital movie in which the and services are Articulate Presenter , Adobe Pro
selling; is partly or wholly a computer screen and , sc n rer , i Spr i ng Pro , I .eetora 1 nspi re, and So ftchalk ;
in which audio narration describes die on-serecti a longer list of programs is available in Tabic 1.
action .” Scree nezisEs have been used to tie liver Online learning object repository sites , such as
content as wide ranging as mathematical model MERL0T or SOPHIA , can provide examples of
ing ( Ellington & Hardin . 2008 ) and information the advantages of developing content using more
literacy ( Williams, 2010). advanced applications.
( .) ne o f the m ost po pula ] ed u e at ion al w ebsi ( e.s,
1
Lecture capture , sc teen east ing , and Lhe use

Khan Academy ( www . khaiiycademy. org ), makes of rapid eLearning tools focus on the process of
ex tens i vc use of screencast ing so ft wdue, as does the recording and delivering presentation content.
Table /. Popmir pro ramt for capturing cemmnt

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*
91
sanan c ng nt ipt
Hi mever, inthe core ( jf any pEt scmuc it ? i J , regai d 1 es s being used lor a myriad of purposes. Such
O Tecordmg method, is the lessor , on he pitfditct. -
^
Defined by Merrkmt-Webster 's dictionary as "a
piece of instruction," a fej.wn is a key point or set
wide ranging, usage accommodation ean cause
the process of creation to he indicated by the
software rather than the lesson objectives.
of points tielive re t.1 as LL presentation . Instructors The following is a list of ihe strengths and.
reed to consider both ( he process and the prod - weaknesses of technologies and approaches
uct -- the lessors purpose and lifecycle -- when used to capture lesson content . This list is general
creating recordings ol presentations for Original in nature ; specific applications may be included
and future audiences. for descriptive purposes , and not necessarily Idr
LessotiCaplure is a holistic approach that any inherent strengths or:weaknesses.
combines current best practices of ] eel me cap -
ture , screencasting anti rapid eLearning tool use , Lecture Capture
with lessons from public speaking , presentation
design and multimedia learning principles to
, , Strengths
create presentations that are citedive for both
learning anti reusability of content Lee lure captures provide high quality re-
cordings with multiple recording options
Piesei] tat inn ; A course lecture or and views ( i . e ., instructor, lecture slides,
demonstration . screen content , anti second camera ).
Lesson; A piece of instruction delivered as ,
These tools have a fairly low learning
a presentation (lecture or demonstration ) , curvo. lor instructor as production usually
L son Capture: A recorded lesson, ere
^ dime on server rather than local machine .
uled to be effective for student learning and Recordings can he viewed oil personal
reuse. computers and mobile devices ,
Systems provide ad di lion til lea Lutes Such

Strengths and Weaknesses of as search ( indexes iexl from PowerPoint)
Current Approaches to Capturing and note-taking .
and Recording Content Analytics arc available to instructor ( who
watched when , for how long , and how
As with all processes anti teehitofogies there many times ) .
arc both strengths and weaknesses inhere HE in
the process as a whole and wilhin any particular Weaknesses
method chosen .
The multi rude of recording opr ions available
is both the greatest strength anti the greatest Lecture capture systems arc generally
weakness to be found in the capture of les - cost-prohibitive - these systems are de-
signed at the program , department, or
sons . While an instructor has a vast range of
approaches and applications it ) choose from, School level and often require an admin -
istrator to set - up . Costs can he by license,
the particulars of I he recording process , deliv - FTE, or oilier arrangement.
ery products , costs , and learning curve within
To get the best results , a camera operator
each application can become overwhelming .
How capture software is used by instructors ,
may be required .
If screen capture rather than video camera
programs, and tie part me nts ean be very differ - capiure is used to record video streaming
enl . as well often resulting in one application
,
92
C
OP the PC , ihe euntcnl may rtul display S&eciicastitkg curt be a challenge 10 ad-
properly as online Video tends to play at 30 ministrate across an entire program, de-
frame s-per-secotid ( fpsj and screen record* partment or school as each installation is
ers in lecture capture systems capture at 15 licensed separately .
tpv
* Editing features are ml very robust . Rapid eLearning Development
( Learning Objects )
Screencasting
Strengths
Strengths
Learning objects tend to he very easy to
* These recordings arc convenieni to make use and produce files with simple narra -
-- software is generally in si ailed on a lo- tion over PowerPoint .
cal compute* so recordings can be made Soft ware is conveniently installed oil a lo-
anywhere the instructor is . cal machine.
* S creen casts anr fl ex i hi e - i f st ) net hinge an It 's easy tO add elements like multimedia,
he shown on a computer screen it can gen - quizzing, games, and brandling.
erally he recorded . Tools contain built - in pro!ess tonal and at -
* -
Screen based capture can easily accommo - tract ive templates.
date 30fps with most programs . These objects are cosi effective : the
* Recordings can usually be viewed on per - in ore basic programs are around per
sonal computers and mobile devices ( jf license.
produced properly ).
* Costs are affordable at $15 to $300 pfr li Weaknesses
ctQEC ( some free with limitations like 5- ! 5
minute maximum recording limes ) .

Most applications are only for Windows .
* Screencasting technologies contain fairly For interactivity, dies generally need to
comprehensive edit mg atid easy to add be produced as Flash which limits mobile
features like captioning , cull - outs, nnd viewing possibilities.
cursor highlighting . Some of the more full Icuiurcd programs
can cost SI 000+ per license .
Weaknesses These systems can he a cl mileage LO ad-
min is [rule, as most licenses arc local,
* These tools have a moderate [earning
curve as the instructor often does pro- Direct and Indirect Strengths and
duction (easier for sonic applications Weaknesses of Capturing and
than others ) . Delivering Presentation Content
• While lecture capture systems automati -
cally store recordings on a server , scre- Strengths
encasis are created locally and need to
he uploaded to a server or service to be Students find them useful out! like having them :
viewed . Numerous studies indicate that students like to
S3
CJ
book .
book .
Best Practices for Capturing and items ca » ine E udc se it j i L L: up i he work die a i n a quiet
Delivering Presentation Content location . ensuring water availability, establishing
how bumpers or title cards will be set up and
Plan for what ’s being recorded: Just like staging incorporated into Lbe recording , post -production
a photo or video shoot , staging your recording art.! ediiing work , and how the recording wiEE be
is important to achieve the best qftifljty possible shared - via email , course management Systems,
and limit retakes, or other online services,
Consider how your presentation n i f f be re - Reeordjhr remix, repurposing , qnd long - term
cord:if : A computer screen , a particular window , use: 11 recordings will be used across multiplc -
'
multiple windows , or even multiple monitors ? seelions , courses , semesters . or even years , it .is
What should he recorded; the instructor onlv. best to avoid anv indication r >f time frame in the
any CO ' instructors , your Power Poi nt presentation , recording . Bumpers or title cards should limit
whui you write on a chalkboard, dry erase board , information loihe prese ntation title and Recorded
or Smart hoard just an object in your hands or
, , by: cred i L w b i le lc av i n g ou l any rc i ere fie e to c uitrse
,h
sonic combination of all of ihese name , semester , ami so on . in the content of lhe
WWij /f the strengths and wcoknesses of script - recording , leave out statements Such as < as wc did L
ing : Screen easts allow lor scripting and reading Last weekf > or “in the last video / ’ which will allow
al( md as you ji rt ic ced . a) th o ug h re he arsal is it ceded independent use fit the recordings .
'
to keep your words Emm sou titling Hal . A major E ii wt irk i ng wi l bon line i n si rue lors . h ol h lesson
Ltd vantage to scripting is the ability to add the videos and procedural or personal videos for their
script to your PowerPoint presentation, or create course sites will be beneficial to students . The
a separate transeripl or capLion Lor screen record lesson Videos are specific to the course uonLenr ,
i ng . ensu ring op; mpl i a nee w il h i he A i ner leans w i Eh while procedural and persona ! videos allow ( he
Disabilities Act , instructor to provide procedural direction and
Reading a script in front of a live class is not create a personal connection . This type ol deliv - '
ideal ; at the otherextreme, wiffgi / rg if or loosely ery cum he beneficial in face-lo- faee classroom
preparing can cause instructors to inadvertently settings as well ; students lend to perk up when
get o I f topic and h > rgct to include key poi ills . I his it’ s lesson time acid relax during procedural and
can resufr in repeatedly recording the sume ledure . personal tirtie.
spending too much time editing , or the release of Segmeiut>rdtUrikrecordings: Student attention
an inferior lesson . While speaking extemporane- spans Lire short and working meiEiory can only
ously can be appropriate for answering a student 's hardiest ? much . SO recording lessons in segmented
immediate helpquestion, il is rot recommended sections of 15 minutes or less is a helpful best
for longer recordings . practice . There Lire process and production gains
Th e bes t approach tb r tec c ? nii n g wh i tc presc ill to this approach as well; it much easier to re -
is
ing to a live class is. to use a .speaker 's outline . record a short video due to qua] ity issues pi flubs
In si rue lors prepare a one - page outline of whal tliarialong video . Segmenting (chunking ) w ill be
will he covered in the lesson , in what order, and d E seusse d J u rt her in the see Lion on l.e ss i m ( ’apUtre.
how each topic w- ill he introduced and concluded, Accept yourself and overcome imperfection :
w h ich is the n referred l o as needed while record i n g. Instructors must overcome the desire for iperfect
Establish a work - flow : Whether recording tcik e . com pi et ely free of u ms , ohs , t IT [ be occasion al
-
during a I ace to- face course Of in your office , es - miss Lcp. We Lit 1 wan l K ) icpre se n L O u rse Ives as pro -
tablish i ng a si an dan I i / cd work - 111 ? w can m tike the fessionally as possible ; however. 1 he more perfect
recording and production process easier Workflow . the video the lens natural it is . IL is accept a hie
,
90
c
to have verbal filler, mirroring the actual

jfnoitte This section explores current happenings in
classroom experience - - warts and all society ami educational settings require moving
The desire to create a ood recording cun beyond simple content capture. Additionally,
^
also improve the quality of the instructor s face - '
in two particular areas, in public speaking and
ts- face ( caching. And, as painful as ir car be to presentation ami in multimedia learning, addi
watcil and listen to yourself on video, it \ < a great tions to best pratlices will support the design of
way to review your performance . effective lessons .
fm ' ess in good equipmeftf ; The choice of
equipnaent, pa rt ic uI a rl y intcropht >r es, deter m i ne s Need for Scale and Flexibility
the technical quality of the final product . Using a Afforded by LessonCapture:
quality microphone is important to help students Current Happenings in
correct positively with Lhcir instructor's voice. A Education and Instruction
-
$3G $10Q headset ortahletnp USB microphone
is sufficient lor a single user; class room audio- This is an interesting and challenging time
sc 1ups should be delcr minc d by an audio reeortii ng for lime instructors in college anil university
professional. sellings. Rapid developments in society and
Invest time in rehearsal: The process of re- education indie ate a need for highly effective
hearsing ciml e nt deli very impn J vesIhe i]istr11c tor’s anil impactful video based lessons .
confidence and comfort level helps avoid rush -
, Watching videos is now a in a i 11 si ream activ -
ing oj' rambling, and roots out prohkins prior to ity in American society. According to the Pew
recordi11 g, A s sumin g the Jesso 11 eonle a 1 is alre ady Centers Internet and ihe American Life project,
well - organi / ed, nolhing improves Ihe recorded 71% of online adults use video - sharing sites like
conlent delivery quality more than rehearsing , YouTube and Vimeo,up 38 % from five years ago
Rest / id she amount qf editing you dO if you
follow the best practice of keeping your videos
- (Moore,2011 ) , On YouTube alone, over 4 billion
videos are viewed daily 1Press Room Stalls Lies ,
short , it is usually easier io re-record a video .
n d ),
than to edit. For most recorded content, the only Fueled by Americans ' increasing comfort
editing needed is to chop off any dead time at the with video, there has been an explosion of
beginning prend of the recordin g. video-based educational materials and services
available on internet sites such as Khan Acad-
emy, iTdnes U, Coursera , and Udacity. These new
TOWARD LESSONCAPTURE approaches 10 education and learning arc influ -
FOR EFFECTIVE LEARNING encing how instruction is delivered on a broad
AND EDUCATIONAL GROWTH scale. Llite institutions of higher learning now
AND FLEXIBILITY inexpensive learning opportunities
offer free or
via Massive Open Online Courses (MOOCs) to
While using best practices makes the recording thousands of students worldwide; some institu-
process easier and more productive, the Lcsson - tions even provide certificates ofcompletion.
Capluie approach also seeks lo raise ihe bar on Along with the rising demand for educational
ihe overall instructional qualify of recorded pre - video, Americans view access to higher educa-
sentations, improving an educational setting s ’
tion as a precursor to success . According to the
options for gmwlh and fEcxibilily by creating Whttchouse . gov site, till Americans “ should he
recordings for effective use beyond the original prepared to enroll in al least one year of higher
insu uetor or course . education or job training to beticr prepare our
97
C
workforce tor A 21si century economy" ( 2012 ) , a single instructor -led course for a particular
Marv fti these enrollments will he in Face-to
T
session or semester. The next two sections will
face ecuises utilizing technologies like lecture detail particular approaches to Ibe creation of
capture at an increasing rate ( Techsmith, n. J. t lessons. Lb at when combined with best practices,
Waters, 2011 ). result in e liedive, efficient, and sealahle record -
This demand For education cannot be met ings or LessonCapiuve.
entirely by iuee-lo-faee courses; most students
want the flexibility of online courses . According Beyond Best Practices:
to Going ihe Distance: Online Education in the Utilizing Lessons from the
United States ( 20 i I), "31ft of the enrollments in Field of Public Speaking
higher ed neat ion in 2( ) 10 are online, antunher that
h us been gtow 1ng $\nee the repiirt si arted in 2002 " When preparing theoretical or technical co me nt
As more online courses are offered, face - to- face lessons, it’s not just how but what you present.
instructors must learn to e fleet ivcly U'iinslcci ihcriiJ A ptnjrly constructed lesson is not effective
courses lo an online format. The rise in blended - -
for either face to face or recorded delivery.
learning and the rapid flipping oi courscsean also Incorporating principles and practices, in ihis
'
mu ddy E he idea of what ii m cans to ie ach a co u rse . example from the field of public speaking, can
In order to be successful instructors will need
,
-
ere ale a presentation that is attention grabbing,
training in the significant differences between i m ere sting, and truly informative . Therefore, the
teaching and learning in face-to- face, blended , Lesson Capture approach stans with a solid theo-
and online courses . As well, the lull- lime Iacuity retical foundation that provides a framework for
tasked wilh the creation of flew online courses I css irn dcvcEopmenl .
and oversee mg curricula lac c 1n e reasin g d cman ds Focitspnlh$ audieneit ; In LessonCapturc, ( he
for time-consuming research and administrative Ibr usofan instr uc t or's d eve!opmen L and deli ver >
duties. These demands come at a lime when the of a presentation to an audience needs to change
number of lull- time instructional faculty has from " What do 1 want to present ?’ to "What do
1 1
declined from 77.8 ft in 1970 to 50.7ft in 2009 students and viewers need to know V instructors
(NCES, 21) 11, Table 203 ) . some times forget thai at one time Lhcy were also
Traditional instructional roles arc shifting, students learning new material. And, while a full
imparted by Americans' desire for educational audience analysis is not required, considering
attainment changes in how- education is deliv-
, conte nt le ar ning re qu jremcuts canrcsult in amore
ered, anil I he reduction in available faculty lime direct and interesting presentation.
ibr teaching . Expectations of whul happens in Inxiructors teach courses because of their
the classroom are changing and must change . expelienee, mastery and interest in a subject ;
Instructors may find themselves becoming rftwrsie students enroll in courses thru variety of nc as [ins
cikmtin&tors as they supervise other instructors with mixed interest in the topic, A course may
teuchLug the samecourse in mullipie set t ingsr Oth cr lit a student' s schedule, be part of u general
1acuity may become executive pmihicerv as they education re quire men L , or he suggcslcd by
create captured lessons ih at accommodate various ihcir academic counselor. Instructors need to
del ivery approaches and develop course materials recognize this poicntial lack of intcresi and ac -
w ith the hel p of a team of insr ruc tors,instrut t it mul cept the challenge of creating student inloresi
designers, and instructional technologies . in ihc muleriak
The popularity of educational video neces- Coon si met and (tel r ve r a thes is flat?merit: Aduli
sitates that lessons arc recorded Ibr use beyond learners want to know- why they are being taughi
9S
-.
c r
int
new information , A thesis statement introduces ness , this framework check list inspires much of
ihc “ What s in it for me ?" in a single seme nee
'
the Lesson Capture approach .
that conveys the topic , focus , and purpose of the Use rhetorical questions: A good rhetorical
lesson. While most are good at conveying the questi on ftx, n ses au ent to n on t he spec i lie prob ietn
topic , they don't always provide a concise thesis in the lesson and primes students to make aclive
statement clearly indiead og the purpose or context sense of the presentation w ilhin a known context ;
of the lesson . by asking questi 0 ns an inslruclorprompls studeins
$ fmctl ( re the deli'ieiy ofr <mtent: An cseel ] cnt toihink in a way lhat relates to the lesson . Rhetori
up pvoaeh to p resent i ng i n ft) r mat ion Is the “ tell the m cal questions are perfectly suiied for re con lings
what you’re going to tell them , toil ( hem , and then andean be as well for other instructional elements
tell ( hem what you told them ” mode]. By setting such as discussit ms and written assignments .
ihc stage , informing while staying consistent to (7on sitier tnethods ofpi rs nasion - etii os, log os,
ytmr main poin ( s. and then reminding students of
what they learned by summarizing the main points
anti purpose, instructors provide a student with a
^
pathos While many instructors believe we are
intbrming sludents. we are instead persuading stu -
dents lo consider new explanations, theories, and
tram e work tor payi ng attention . W h il e th i s repeti - approaches . By tbcusi ngutti the act of persuasion ,
tion might seem banal it 's important to creating
, instr uctors can cultivate a higher level of interest
,
a me rooty of the lesson (Medina, 2< )()ft , p . y 7 ). and ai t cm it ] 11 , the re by I cat!i n g i o g renter rctc n Li o n .
A general structural motic 3 from public speak Ethos establishes credibility and can he
ing courses that incorporates well in record - achieved quickly by utilizing strong , reputable
ings is: Attention Getter > Preview > Main and evidence . eon nee ting information to the .stu -
-
Sub Poittt£ ( where transitions to tie each point dent , and even speaking confidently .
together) > Summary > Conclusion (clincher to Logos is the evidence and reasoning behind
cue attention ). a lesson ; How does an approach fix a problem?
Another model to consider is Monroe' s Mo- How does theory explain a phenomenon ? Has
tivated Sequence , which focuses on getting the the instructor’s reasoning conveyed the point
audience to dt> something with a etili to arms. of ( he lesson ? Docs this reasoning make sense
The sequence is broken down inio five stages: LO students?
attention , need , satisfaction, visualization , and Paiho.s, the use of emotional appeal , is espe -
.
action Lessons are presented as ' There’s a
problem ,” " Here 's more information about fhc
cially powerful . Creating an emotion ai response
that connects students to Lhe material is espe-
problem ,” “ Here’s a solution ,” “This is how the cially helpful (or keeping them interested and
solution fixes the problem," and finally, " This is attentive ( Medina . 200ft ),
what you can do about ( he problem ." Monroe's Repcatand reiterate { to aid retention}; Instruc-
mode! works we!l lor ex plain ing how questions tors often overlook the importance of repetition
are addressed by the 017 or to provide solutions to - -
when creating m uteri als for face to face audiences
difficult technical problems . This approach can and recordings. Repeating words , phrases , and
be powerful for adult [earners who tend to like ideas helps show Lhcirimportance and aids reten -
the idea of solving a problem . tion Reiterating and rewording Within a iesson
Outside of the field of public speaking. Sugar, supports students' underhand ing of The topic in
Brown and Luterbach ( 2010} have developed a relation EO the COMESL presented at the Lime of
scree neasi framework checklist that idem dies the repetition.
common structural components and instruc - Use your voice: The primary course feedhaek
tional strategies . While not focused on effective - received from students outside of comments
99
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Index
Rosebud Institute 177 , 179- 3 80, 1tf 2, t*4 -18» 221

, , -
teaching presence ] 2 l , 123, 150 151 , 166- 1 OH, 174,
-
223 224, 226, 228 236 - J 76
Immersive Onsite TJ : ii ninji Approach program TechMth 45-47.54, 57T58, SL 92L 103. E 72, 230,
235 25 H
TED Tp] ki;20
s Tegrity 3 ] -33 , 39-40 , 59, *11
_
screcncaiit&g 45, 58 , 60 , 39-ei 95, 103- 3 05 . 107 - ihird. order learning 242
. Ip
109, I 12 114- , 125 - 127 , 172
-
Tl SmartView 135
i ran s media 268 , 279
assessment 107 - 1. 17 . 119- 120, 125 - 126
Scretnflow 47, 58, 9i
.
transparency 108 i l l , 113-114, 118, 125
TV corumen:sals. 21 , 143
streen media 177- 183, 185 - 190, 221- 225, 231-234,
236- 238 . 240
-
literacy 177 - 182 . 185 - 188 , 221 222.224- 225 ,
u
234 UbuWfb 20- 21 , 23
Screen f If , 45 -46, 56 Udau'ity 90, 97
screen sharing 3 l . 42 , 5 l . 152 . 157 undergraduate students 69 , 80, 85 . 123 , 270, 276
search engines I I , 13 - 15, 23. 248 Universal Design for Lcaitdlig fUDLJ 205 , 209 ,
wlfndirecfed learning 22 . 1.18 , 256 212, 215
-
service learning 195 196. 198, 276 University of Central Florida 77 78
University uf Tennessee at Martin 128, J 35 - 136
single click record software 43
Single Sign -On ( SSO ) 64
situated Learning 245 252 , 261.264r V
Skype 51.58 , 153 , 157
VHS tape 66, 6 H
slideshow video 278
vtdeagogy 138. 143. 147
-
smartpen 128. 131 134, 136 137 -
smartphones 52 j 163 , 168 , 172 . 190. 1 %. 266. 269 . video
278- 279 -
content I 1 1 2 , 15- 16, 20, 3ft, 45, 54-56, 66,
138. 143, 166 , 169, 17 M 73
8 nag it 46, 54, 57 r 109, f 26, 172
editing 38. 45. 47, 49. 75. 132 . n 14. 272- 273.
social learning 152, 250. 253.259. 265
social presence 122, 124, 150- 152, 163, 167- 168 . 279
.
hosting 14. 27 30 - 31 , 37- 38, 45 , 48
173, 175476, 256
Softchalk 91 Lecture tools 27. 30-31. 36, 39
slop-aid research 5
.
projects 4g 204- 215. 217- 2 E 8. 274
stress 140, 142 , E 47 267 sharing sites 12, 97. 102
T
uses for E 3 , 24
-
student centered strategies 157 158. 165
-
video aided learn mg ( VAL ) 205
student engagement 30 , 39, 162, 168 , 176.204 -205 ,
207- 208, 212, 214, 216, 219, 243, 249, 251 ,
253 160- 162. 164-165
-
video conferencing 49 51. 57 60, 152 153. 157,
.
sttodent performance 77-81 SiiSfi SK , 107, life . desktop 50, 60
VidyoMobile 51
253-254
surface learning 243 Vimeo 12 , 25 . 47-49 , 55.97
viral v ideo 144
synchronous 28 , 31 - 32. 34- 35. 40-42 . 150, 152, 159,
161, 163, I 65„ 173, 175, 260, 265, 279 -
Virtual Math Lab 128 E 29, i 32
Virtual Private Network ( VPN ) 62, 65 , 68
T .
visual media 43- 45 , 51 -52 , 56, 60, 192 , 195 199-
200
tablets 51 -52 , 59.73. 163. 172, 188, 266, 278 hardware 60
tag 223 software 60
TEACH Act 215 VI.AN l Virtual 1-oeuL Access Network ) 68
teacher - centered learning 157 - 158 vzaur 37
314
an c ng at

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Ellen G. Smyth & John X . Volker

Bahan dengan hak cipta

Cover Design : Jason MuE!

Published in ihe Uniied 5t?ta$ of America by

British Cataloguing m Publkatiofl Data

Bahan dengan hak cipta

I e am ing, and Rose arc I ] .

Julia A DaCasttra , Broviefenc College, USA

Bahan dengan bak cipta

l\ifnaa Ettzent , University ofCentral Florida, USA

Com pi liilinn of It e Terences 2m

About the Contributors : a k i k 304

and o \ crai! usabililv

dehv ermg digital media content Ur enhance instruction ,

Patricia Euzent , University of Central Ehrufa . USA

St£ ve Garwood , Rutgers University, USA

and Bloom Ls Tavern on v

Marianne Castano Bishop . Indiana University South Hand. USA

Compilation of References 28©

About the Contributors l I 31 ) 4

All the h odd' s a Video.

LIGHTS: ILLUMINATIONS OF NEED

CAMERA: EMPIRICAL EVIDENCE FOR CAMERAS IN THE CLASSROOM

ACTION : RESHAPING EDUCATION

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CUT: A MONTAGE OVERVIEW

higher education as well ,

marizes research in this field.

vary across departments and even Across faculty

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