By far the most common objection to my desire to retire lecture capture is the “convenience argument.” It comes in two basic forms. One is that it allows students to do other things during class time (e.g. Work, Stay at home) and watch lectures later. The other is that it allows students to see the lecture multiple times so that they can review difficult concepts multiple times and master the material. In both versions, the assumption is that no other delivery mode can provide these “advantages.”
Lecture Capture was created in a pre-Google, pre-YouTube world. It provided faculty with megaphones that allowed more people to hear their messages, people we couldn’t fit inside the classroom. But in a world where you can search the Internet for a video on anything, lecture capture’s value is declining fast. Reach is limitless and information is becoming a commodity. Experiences, relationships, and perspective on the other hand are not. They remain finite, distinctive and transformative. If we don’t redefine the role of faculty and the classroom to create more of these things for students, our future isn’t very bright. Why pay a middleman for what you can google?
So, we must search for higher value alternatives to lecture capture. Technologies like adaptive learning can help give students who need more exposure to difficult topics the opportunity to learn through repetition (argument 2). And I strongly believe that if we make education more compelling and distinctive, the “I have other things I need to do then argument” (argument 1) will slip away. You make time for the things that are of greatest value to you.
My most important job is helping people see the future and to assemble the resources necessary to make sure the college thrives in that new world. Lecture capture’s days are coming to an end. Not because I don’t like it, but because the world is passing it by. Change is always inconvenient, but let’s not let the world pass us by too.