www.tedi.uq.edu.

au
Ask questions during the lecture that students
need to answer after class in online discussion,
advising the students to review the lecture to
clarify their understanding before answering
the question.
Create an online quiz based on the lecture
material with immediate feedback so students
can check their understanding.
Ask students to review the lecture and either
write a private journal reection on one key
topic or to start a discussion in the discussion
area of Blackboard.
Watch your recorded lecture later to help you
reect on your teaching.
Consider using your recorded lectures in future
years to shift the lecturing part of your course
online and allow for more interactive activities
such as student discussion and problem-
based learning during your face-to-face time.
Record guest lectures that may not be
accessible to students in later courses.
What could you do?
What is it?
Lecture capture involves recording lectures so that they can be made available digitally later. In lecture
theatres with more than 75 seats, automated software can be used that records audio as well as
whatever is projected on the screen. Some lecturers may choose to manually record their lectures in
smaller theatres, using recording facilities on their computer (desktop recording), or by using a portable
recording device.
Lecture capture enables students to view, and review, lectures in their own time online. Students can
review any lecture content they found difcult and students who missed the lecture can watch it later
and keep up. It gives students an opportunity to double-check their notes and spend time getting a
deeper understanding of lecture content.
Lecture capture is also very useful for students with disabilities, learning difculties and language
differences.
1
Listening to a lecture, writing notes and processing what has been said in order to be
able to ask questions can be challenging for students and lecture capture allows them to revisit lecture
material in their own time.
Lecture Capture
www.tedi.uq.edu.au
TEDI Educational Technologies
UQ systems technical support elearning.uq.edu.au
Workshops for elearning tools and teaching with technology uq.edu.au/staffdevelopment
Help make these resources better, send feedback to: tedi_ed_tech@uq.edu.au
This resource was developed by: Lorraine Parkin, Dominic McGrath, Kate McGain, Tania Ryan & Trish Andrews.
Thanks to: Esther Fink & Ailsa Dickie.
What have people done?
Remind students that lecture capture does
not replace attendance at lectures, rather it
supplements it.
Repeat student questions before answering
them during the lecture so that students
listening later know what the question asked
was, rather than just hearing the answer.
Format your slide presentations so that
students can skim through the recording to
nd certain parts. One way of doing this is
using slide headings to identify sections.
Trim the beginning or end of your recordings to
remove unnecessary material.
Tips
University of British Columbia Faculty of Medicine academics and students discuss the benets
and challenges of using lecture capture:
http://www.youtube.com/watch?v=s92Rsxe77O4
A collaborative project between Macquarie University, Murdoch University, Flinders University
and University of Newcastle has resulted in a report entitled: The Impact of Web-Based Lecture
Technologies on Current and Future Practices in Learning and Teaching. Part of the report
details case studies of using lecture capture in various contexts:
http://www.mq.edu.au/ltc/altc/wblt/resources/case_studies.html
The Center for Research on Learning and Teaching at The University of Michigan a guide to the
uses and issues to consider when taking up lecture capture:
Zhu, E. (2011). Lecture Capture: A Guide to Effective Use.
http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1042
1 Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: blurring the
boundaries between face-to-face and distance learning. Research In Learning Technology, 16(2).