![]() Furthermore, Re:View allows students to use their own device to take time-stamped notes directly into the capture, eliminating the need to match up hand-written notes with the recording afterwards. Reviewing the video is a chance to add to their notes which may have been taken down hurriedly during the lecture. Note-taking can be enhanced through lecture capture. This data may indicate that students are finding particular concepts difficult and the lecturer may feel it appropriate to follow this up as a cohort by providing extra help via Moodle or the Re:View recorder. The availability of lecture capture data allows academics to access statistics such as how many times their lecture captures have been watched and which segments have been viewed most often. Video clips that are created can be embedded in Moodle to support additional learning activities. This builds on a resource that already exists and can help scaffold the learner’s efforts. Teaching staff can edit in Panopto and add quizzes or embed web material (such as a Xerte object) to create rich and interactive content. It is not suggested that students passively re-watch lectures in their entirety but use the recording to bookmark and select key points that may need clarification or further work. Students may use the lecture capture around key exam dates and submission deadlines for revision purposes. (Dona, Gregory, Pechenkina, 2017) Lecture capture for revision maths, programming, scientific or engineering principles), students can slow down delivery to revisit each step.Ī study at Swinburne University of Technology in Australia notes that ‘students across all disciplines in our study indicated that they used lecture-recording to review, revise or catch up on missed lectures, and, regardless of their discipline, students wanted lecture-recording to be available across all their subjects believing recordings enhanced their studies’. For complex topics that are delivered in a step by step fashion (i.e. The ability to pause, rewind and forward the material allows them to address misconceptions without further support. Soon after a lecture, students can re-watch parts that need clarification, especially if the subject matter is particularly complex. Lecture capture enables students to clarify key points from lectures. Lecture capture for clarifying key points Lectures that have been recorded are automatically uploaded and can be accessed by students either within the Re:View block in their Moodle course, or via their folders in Re:View. The Re:View system is easy for both students and academics to use. It was a “Top Ten” issue from our Student’s Union in 2014-15, and working with our Student’s Union has helped in the success of the system. Students at Bath and across the sector are now expecting lectures to be captured, where appropriate. There are a number of advantages and challenges associated with choosing to record a teaching session using the Re:View system. The University of Bath currently operates an “opt-in” lecture capture process whereby academic staff can choose to record their lectures. Lecture capture at the University of Bath ![]() Assessment and Feedback Development Team.Student Collaboration and Presentations.Live online interactive learning (LOIL).Curriculum design to support mental wellbeing.CLT Student Assessment & Feedback Champions.Using student voice to enhance assessment and feedback.Designing teaching and assessment for academic integrity.Effective feedback and feedforward practice.
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