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COVID-19 (Coronavirus) – support and guidance

The use of lecture recording (also known as lecture capture) has increased rapidly in recent years, and we are still learning about the implications of this technologically-driven change. This page brings together a range of resources to support you. There are links to practical tips and tools that you may find immediately valuable, including student-facing guidance. There are also reference materials that you can dip into as necessary, including legal considerations and a myth-busting blog.

  • You should record your teaching | Jill Mackay, University of Edinburgh
    This blog post addresses some common concerns about lecture recording:
    • Students will stop showing up
    • It won’t help students learn
    • There’s no way to introduce lecture recording ethically in the current HE climate / Policy is hard / The union says no
    • Its too technically challenging
    • We just don’t have enough evidence
    • It makes me uncomfortable.

  • Widening participation with lecture recording | Enhancement Themes
    The aim of this collaborative cluster is to develop best practice guidelines for how institutions can use lecture capture/recording to support widening access students - by allowing greater learning flexibility - and how students themselves can use it to support their diverse pathway into, and journey through, higher education. The cluster is being led by the University of Edinburgh in collaboration with the University of Glasgow and the University of Aberdeen. Follow the cluster on Twitter @LectureCPTR.

  • EngagED in... teaching with lecture recording | University of Edinburgh
    This guide is designed to provide practical advice for teaching with lecture recording in ways that engage students, and which are informed by current research and best practice guidelines.
  • Lecture recording workshop (PDF, 0.35MB) | University of Edinburgh
    The aim of this workshop is to provide a framework for exploring sensitive issues around lecture recording. The format was developed by Jill MacKay | The University of Edinburgh with the support of Jo Guz | Jo Guz Coaching , Anne-Marie Scott | The University of Edinburgh , Lorraine Spalding | The University of Edinburgh and Annie Heaney | The University of Edinburgh in conjunction with other colleagues at the University of Edinburgh.
  • Student revision guide (PDF, 0.03MB) | University of Edinburgh
    This is a quick guide for students on how to take notes and revise using recorded lectures.



Accessibility and lecture recording | Jill Mackay, University of Edinburgh
In this short video, Jill Mackay explains how the Covid-19 pandemic might result in fresh thinking about how we use technology such as lecture recording to make teaching more accessible in the longer term.



 

 

How do we really record lectures? | Jill Mackay, University of Edinburgh
The University of Edinburgh has equipped over 400 teaching spaces with a centrally provided lecture recording service. The University of Edinburgh used mixed methodologies to explore how staff and student experiences were affected, including National Student Survey, Course Evaluation Questionnaires, and service data. This webinar explored how the University engaged with all available evidence regarding student experience, and shared how they have been developing teaching practice in response.

 



How to get the most out of lecture recording | Emily Nordmann, University of Glasgow and Jill MacKay, University of Edinburgh
Recording of a presentation from the University of Edinburgh Lecture Capture Symposium on 31 January 2019.
 


 

Study skills and strategic use of lecture capture  | Emily Nordmann, University of Glasgow 
In her keynote from Eduhub 2020, Emily Nordmann discusses the evidence concerning how students learn with lecture capture and argues that we need to move away from the idea of lecture capture as a novel technology that sits separate from other study activities. Instead, she suggests that we should consider how lecture capture relates to general study skills, and presents new data that helps explain how and why our students use recordings | and how we can help those who need it.