Plotting the Demise of Lecture Capture

Lecture capture isn’t what you think it is. Students think its a vehicle to allow them to watch lectures whenever they want, freeing them from the tyranny of the outdated, rigid classroom schedule. Faculty think it is a way to accommodate the needs of more students than the traditional classroom can meet. But lecture capture is really just a technology that allows everyone to act like they did before: faculty deliver lectures, students watch them and take tests about what they learned from these monologues. Lecture capture is a convenient enabler of the status quo. It challenges no one, not the faculty member or the student.  And that’s why it needs to die.

Once you realize what lecture capture is, you realize that creating something different doesn’t mean you should go back to small classes with faculty lecturing in front of students who dutifully attend 45 hours of class over 15 weeks.  Instead, you need a system that efficiently and effectively helps students master the basics while providing the room necessary for people to step outside their comfort zones and innovate in ways that promote student-faculty engagement and higher-order learning. You need an experience that demands something different out of everyone: the faculty as well as the students.  And, you need different kinds of technology in different kinds of physical space, with different kinds of class schedules to support that experience.

We have spent a fair bit of time over the past several months plotting the demise of lecture capture.  The new model will likely undergo significant revision over the next couple of years as we monitor its  progress and learn to tweak the system, but at its core is a combination of videos, adaptive learning technology and group exercises that facilitate the development of key competencies.  Faculty will become facilitators, not lecturers, and students will become active participants in their learning rather than passive consumers of content.  Students will be expected to show up five times rather than 30, and faculty will still be able to reach large numbers of students, just like with lecture capture. Three courses will use this new approach in the fall. If all goes according to plan, five more courses will debut with the new model in the spring of 2018 and five more in fall 2018. By spring 2019, all core and common course prerequisite courses will use the new model. Lecture capture will be gone. The college will be transformed and everyone will be more engaged in learning than ever before. Like many changes that seem scary and difficult at first, we’ll all look back in a few years and wonder why we didn’t end lecture capture sooner.



4 thoughts on “Plotting the Demise of Lecture Capture

  1. I like the boldness of this statement: “The college will be transformed and everyone will be more engaged in learning than ever before.”

    On Mon, Jul 31, 2017 at 12:00 AM, Paul Jarley, Dean wrote:

    > Paul Jarley posted: “Lecture capture isn’t what you think it is. Students > think its a vehicle to allow them to watch lectures whenever they want, > freeing them from the tyranny of the outdated, rigid classroom schedule. > Faculty think it is a way to accommodate the needs of mo” >

    • A very sad day indeed.. As a 30 year old full time working professional Lecture Capture has opened doors that I never thought possible, like working full time and carrying a full course load. I am currently enrolled in ACG 2071 utilizing the “New” format and it is similar to what Valencia College does with their “Hybrid” courses ( at least similar to what Valencia was doing when I was there several years ago). Now a full and fair disclosure, I am only in the first few weeks of the course but my experience thus far has been disappointing for the following reasons:

      1.) As opposed to a Professor explaining concepts in depth and in their own words (they write the test questions after all) we are expected to learn by watching short videos produced by textbook publisher. This to me is extremely disheartening as an video produced by textbook publisher, in MY experience, is bound to be lackluster at best. When I enrolled at UCF, I expected to learn from UCF professors not some Pearson, Mcgraw-Hill etc. power point slide with a narrator. The professor is a facilitator in that I have inundated with emails reminding me to watch the videos and do my homework. While I appreciate that my instructor cares, I would much prefer they impart their knowledge, experience, and personal understanding of the concepts being taught in the course. Instead I am left with the monotonous drone of the slide narrator.

      2.) If all the courses were being offered in this format, the “5 class meetings a semester”, plus the necessity of taking additional time off for exams, would add up over a full time class schedule and I would be forced to return being a part time student simply because I cannot get out of work that often.

      3.) There has been no evidence that I will be more “engaged” then I previously was with anyone at the school. Instead I will be (hopefully) able to make it to the five classes I am required to attend after a long day at work. Typically I would go home, have dinner, and then be able to knock out multiple classes of course work, as opposed to spending that time going to one of these “in-person” class meetings.

      I applaud Dean Jarley for striving to improve the college and the methods by which instruction is presented by the College. It is certainly commendable to attempt to overcome the shortcomings that accompany the traditional college format and to engage students on a deeper level. However, if ACG 2071 is any indication of the format of my future courses, I feel the college has failed in this endeavor. Instead of something new, I am faced with the same frustrations and being given the same instruction I experienced at the local community college.

      • Thank you for taking the time to share your thoughts. We are just a few weeks into this new approach, as you noted, and like anything else, it will take some time to perfect. Student feedback is one of the sources that will help us get there more quickly.

        Our mission is to deliver an educational experience that prepares you to reach your career goals. We’ve found that engaging students in the classroom and college – making them get out of their comfort zones, take risks, collaborate and communicate – is what sets our graduates apart in the market. It’s why companies want to hire our grads.

        There is a fair bit of evidence across many universities to suggest that blended learning formats—like what we’re working on here—provide superior learning outcomes. They are better than pure face-to-face or pure online learning. As Dr. Hitt says, “If there is a better way, we should do it.” Learning technology has come a long way since lecture capture was invented. To hold fast to this 1990s technology, merely because it’s familiar, simply won’t do. The future lies in adaptive learning, flipped classrooms and competency based education and we are committed to be part of that trend. The alternative is to be left behind.

        To your first point, the majority of the videos you will see in ACC 2071 were done by your instructor, not an outside vendor. The vendor videos were used only for basic concepts—most of which are covered in Chapter 2, which is why it may have seemed that way. Your instructor spent a great deal of time putting the videos together to ensure they meet the course objectives. She also previewed the new format with a test group of students over the summer and received positive feedback—although they did say they missed being able to alter the speed of the video playback. The new setup also allows her to see statistics on views, bounce rates and other data that will help shape and improve the content and format going forward.

        You mentioned you hadn’t attended one of the in-class activities yet, so I invite you to keep an open mind until and let me know how it goes after you’ve been through the course. We understand scheduling can be challenging. Many of our students have to work full-time, care for a family member, run a business or deal with any number of obligations outside of school, which is why we’ve built in flexibility for when and how often those sessions are offered. But engagement isn’t optional in the College of Business, it’s at the heart of who we are.

        Experience tells me great things never happen without people showing up. Our promise to you is that if you make the effort to show up, we’ll make sure it doesn’t suck. In all seriousness, my vision for this new format is that you find it a much better and more fruitful use of your time than the old way and that it better prepares you for success in your major (where, by the way, all of your classes have face-to-face components) and in the job market.

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