Home > Lecture recording upgrades to better support teaching and learning
Lecture recording upgrades to better support teaching and learning
28 Apr 2017 - 09:30
Lecture recording, also known as lecture capture, is the process whereby lectures are recorded for teaching and learning often in an automated system. The cameras and software components work in synergy and capture both audio and visual aspects of the lecture.
At UCT lecture recording was introduced as a supplementary resource to assist students, and is not intended to replace student face-to-face interactions in a classroom environment. Since the beginning of the Classroom Renewal Project in 2013, the number of lectures and events recorded has more than doubled and in 2016, 7197 videos were recorded and made available to students. Lecture recording is now available in 80 venues at UCT.
Recently, CILT and ICTS upgraded the lecture recording system to improve both the quality and delivery of the videos produced. Cameras and microphones have been upgraded in selected venues, and the processing and playback components have been updated, resulting in better quality videos and options such as multiple playback qualities and download formats, for easier access off-campus. This means students who miss a lecture can download and play back the lecture at their convenience on any computer or smart device.
In addition, students are now able to zoom in on videos to view the blackboards, slides or presentations more clearly.
Lecture recording can reduce the need for extensive note taking in class, which allows students to focus and engage better without the stress of missing vital information. These videos can also serve as a useful recapping tool for students who may have missed crucial content during a lecture, and students who miss a lecture entirely can catch up. Recordings can be particularly helpful for students with learning disabilities, and provide a valuable safety net for all students.
Lecture recording can also be a helpful tool in exam revision. When asked about its use in a previous UCT *study, students commented: “sometimes, if I didn’t understand something in class, I go back to the lecture recording, just to make sure I get whatever the lecturer was trying to say,” and “If the lecturer’s going too fast through something you don’t understand, you can slow it down. So, you’re not forced to learn at the pace of others; you can fly through what you find easy and concentrate on what you find hard.”