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Do you have instances of idle hands 'tinkering' with equipment? We have a few instances each year of captures lost due to cables disconnected.

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Do you have instances of idle hands 'tinkering' with equipment? We have a few instances each year of captures lost due to cables disconnected.

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https://www.jisc.ac.uk/guides/recording-lectures-legal-considerations

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Is there research which looks at retention rates pre/post lecture capture introduction?

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Leeds Beckett Uni have a mini staff guide to lecture capture.
https://teachlearn.leedsbeckett.ac.uk/-/media/files/clt/lecture-capture-a6-booklet-pdf.pdf

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Do you audit lecture captures, to try to ensure that those who do not opt out are in fact sharing their recordings with students (or are they hiding LTI links, making recordings unavailable all year, not wearing mics/using doc cameras instead of writing on the whiteboard/bb)?

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Do you audit lecture captures, to try to ensure that those who do not opt out are in fact sharing their recordings with students (or are they hiding LTI links, making recordings unavailable all year, not wearing mics/using doc cameras instead of writing on the whiteboard/bb)?

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Would any HEI's revoke access to recorded sessions to learners whose attendance was in question?

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What metrics are useful when evaluating the success of a lecture capture / screencasting  implementation?

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Is lecture capture a teaching and learning issue, or a marketing/student satisfaction one?

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Is lecture capture a teaching and learning issue, or a marketing/student satisfaction one?

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How much are institutions making use of branding on video content, watermarks, and even intro/outro disclaimer statements to overcome sharing issues?

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How do you ensure that staff are not breaching copyright law by recording material that they do not have permission to uae?

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Oxford have some nice online support materials for lecture capture http://help.it.ox.ac.uk/replay/faq

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Are students allowed to opt out of being recorded. How do you implement that?

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How much does it cost to equip a room with a lecture capture device. We're finding it's about £5,000-£15,000 depending on the quality of the existing video switching equipment and what needs replacing

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How are students engaging with recordings?

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How are students engaging with recordings?

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Can you share engagement figures for student viewing of lectures? Do you know how much use is made of notes/ bookmarks? Are there concerns about 'cramming?

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Should we expect lecturers to adapt their teaching style in response to introduction of lecture capture?

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How do you handle the use of whiteboards in a standard class? Are these captured by default, and if so, how?

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Has the project focused just on the capture of classroom content, or have you explored its use capturing content in other locations (both on- and off-campus)?

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How has the reduction in Disabled Students Allowance informed/changed your implementation and policy?

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Central Capture vs Student Own Recording There's a raising of students' expectations in teaching 'events' being captured. It's also a load of work/cost for uni, support and academic staff. If we are encouraging students to be independent/responsible for their own learning, what's the real added value/impact/gain etc of capture compared to students' own audio recording, which they can do for themselves if they want to (and if they attend).

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Central Capture vs Student Own Recording There's a raising of students' expectations in teaching 'events' being captured. It's also a load of work/cost for uni, support and academic staff. If we are encouraging students to be independent/responsible for their own learning, what's the real added value/impact/gain etc of capture compared to students' own audio recording, which they can do for themselves if they want to (and if they attend).

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How long do you (plan to) keep your recordings available for? For the session? The year? Duration of programme?
How will this decision get affected by the GDPR?

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Are there any discipline areas that it has been particularly successful? (or unsuccessful?)

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How much post production or editing was done on the files/recordings

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How do presenters sign over their performing rights? Is this done in a blanket way or at the start of each recording?

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Who supports LC at Leicester? Is it an AV team or learning technologists. If support is split between two services, how is this decided?

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Could you say something about the typical equipment profile deployed in teaching spaces that are used for lecture capture? Are the cameras positioned to record the screen or to record the presenter? How much AV support is typically available for sorting out equipment glitches during live teaching periods?

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How much editing is done before lectures are made available for students?  If editing is done, who does this editing?  Have you trained academics to do this or is it done by learning technologists?

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From what can already be seen on this Padlet, there is a general notion that students are not responsible for their own learning. I'd like to ask the students; how do you think lecture recording benefits learning? Do you think that attendance behaviour changes dramatically as part of its implementation?

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How detailed did you have to make your institutional policy on recording practice? How far did it incorporate data protection / performance / intellectual property rights of students, staff and the institution?

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What type of microphone have you selected (i.e. boundary mic, tie-clip, goose-neck etc) and why?

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I get the impression that the vast majority of staff prefer audio recording over slides or screen capture to filming themselves; and that most HEIs allow this to be the norm. Is this the case?

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Do you think that LC hinders learning instead of expanding it? It is often said that it should be used as an accessory to the lectures but  I have heard students simply using the LC as the sole learning method. Is it possible to encourage students to use both ordinary lectures alongside the Capture or is it a lost cause with new technology? Is learning reduced although the material/teacher is the same?

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Do you think that LC hinders learning instead of expanding it? It is often said that it should be used as an accessory to the lectures but  I have heard students simply using the LC as the sole learning method. Is it possible to encourage students to use both ordinary lectures alongside the Capture or is it a lost cause with new technology? Is learning reduced although the material/teacher is the same?

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Is there an easy and cost effective way of providing captions/ transcripts for all of the videos?
Is this necessary/ desirable?

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Lecture capture is fine in place of nothing. However, often institutions will introduce an 'opt out' system that is driven by student unions - when actually, pedagogically it isn't the best we can do (e.g. we can have shorter bite sized video content, much better audio etc.) - Is there a danger of a blanket LC approach stifling innovations in student experience because of external drivers such as NSS/TEF/SU?

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Lecture capture is fine in place of nothing. However, often institutions will introduce an 'opt out' system that is driven by student unions - when actually, pedagogically it isn't the best we can do (e.g. we can have shorter bite sized video content, much better audio etc.) - Is there a danger of a blanket LC approach stifling innovations in student experience because of external drivers such as NSS/TEF/SU?

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Is the quality of recordings an issue? How have you managed to deal with quality of audio across the board? 

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Is the quality of recordings an issue? How have you managed to deal with quality of audio across the board? 

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One of the main obstacles in implementing LC is the fact that many staff feel that student attendance will drop. How do you address their concerns?  Has anyone got any research around this that they would be willing to share?

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One of the main obstacles in implementing LC is the fact that many staff feel that student attendance will drop. How do you address their concerns?  Has anyone got any research around this that they would be willing to share?

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There are numerous personal and pedagogic reasons as to why an individual may not wish to be recorded. For example: in seminar and discursive sessions, it may be felt that the active learning exercise of the debate itself, rather than capturing the points raised, limits the value of a recording, and may send students the wrong message. With an institution-wide opt-out policy, how do you cater for these instances? And how do you manage student expectations, who may feel that they are subject to a 'mixed-economy' in cases where their lecturers have opted-out, but those of their peers have not?

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Why did you choose to go with your system over other available systems on the market?

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Why did you choose to go with your system over other available systems on the market?