Lecture recording has been used successfully for several years by many colleagues across the College and is carried out through an automated system, which in its most common form, provides an audio recording of the lecture AND the PowerPoint presentation used in the class (alternative recording possibilities are available to accommodate different class formats).
Recordings are made by the RePlay service (powered by Panopto) and then accessed by students through Moodle to support their work after the class, including for revision, to catch-up on missed classes, and for those with particular educational needs. Recordings are provided as support material, and are not a replacement for the richer interaction that takes place in the lecture itself.
Hear from colleagues who are already using lecture recording
Learn about the lecture recording service
- Flexibility of access for all students
- Non-linear viewing allows supports review and revision practices
- Increased accessibility for hearing impaired and non-native speaking students
- Copyright is protected by streaming content
- Recordings can be reused in other courses
- The use of recorded content supports blended and active learning approaches
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- Automated recording and publishing of scheduled lectures to Moodle course pages
- Streamed video, audio and multimedia content
- Platform independent - content can be recorded, uploaded and viewed using Windows, Mac, desktop, laptop, tablet or smartphone devices
- Content can be viewed via Moodle, web browser or a dedicated app
- User-centric tools - non-linear viewing, playback speed control and recording quality settings
- Closed captions are automatically created for each video
- Bookmarks, live notes and discussion areas for each recording (optional)
- Students can submit content for formative and summative assessment
- Live and recorded broadcasts - for synchronous and asynchronous viewing
The first two weeks of Autumn Term 19/20 with an opt-out lecture recording policy were incredible. Here are some headlines and highlights:
- A fivefold increase in recorded lectures in Week 1
- A 95% success rate (scheduling, audio quality)
- A continuous improvement mindset which has addressed problems as soon as the occur and prevent reocurrence (mic levels and positioning, video)
- High levels of academic staff engagment with the service, development sessions and those who support the project
With continuous improvement in mind and the desire to sustain and build upon such a strong start we are looking ahead to he next steps. Martin King, Senior Learning Technologist prepared a slideshow, initially for the project board but relevant to all stakeholders, on the priorities, pedagogies and possibilities of RePlay (Panopto) and the lecture recording project.
Guidance for staff
All classes designated as lectures in the timetable and are being delivered on campus are recorded automatically. Schools have been asked if other large-scale classes should be recorded and a list of such events has also been agreed.
Staff can request that non-lecture events are recorded via this form: https://intranet.royalholloway.ac.uk/staff/tools-and-links/professional-service-departments/audio-visual/replay-booking-form.aspx
To cancel a future lecture recording booking, please contact our Audio Visual team.
Staff may wish to manually record other teaching events; use their own laptop to record live in-person or remote sessions; or pre-record material for flipped-learning. Additionally, lectures delivered online will require manual recording, as in 2020/21.
The following resources support this:
It is possible to pause a recording by opening the Panopto software on a lecture theatre PC and pressing the F9 key. Pressing F9 again will resume recording. To pause and resume the recording on a Mac press CMD-OPT-P.
This is useful if you want to open the floor to discussions of sensitive issues that should not be recorded and published.
Moreover, students are more likely to interact if the pressure of constant, detailed note-talking is lessened without the risk of missing key content.
Yes. Recordings can be edited by clicking on the Course Settings link in a Moodle course's RePlay block. From this interface, session settings and content can be adjusted as required.
Each recording has a delete button. Accidentally deleted content can be restored (subject to a time limit of 90 days)
For more information on how to make specific changes:
Module folders are set to Never release recordings to students automatically.
Staff can access recordings of their lectures shortly after they have been recorded and processed. This can take up to an hour if the recording is long and/or at busy periods.
The most direct route to viewing and editing lecture recordings is via the Course Settings link in a Moodle course's RePlay block.
The Availability of a recording can be set as described here: https://support.panopto.com/s/article/Publish-Videos-Using-the-Availability-Workflow
Academic modules content
Each academic module on Moodle has a folder in Panopto. Each recording in Panopto inherits its access permissions from its parent folder. Module folders are set to Never release recordings automatically.
Recordings of lectures are uploaded to their respective Panopto folders and are immediately available to those staff who are assigned to the module’s Moodle course.
Once the availability of a recording has been set to release it, the viewer group for that academic course - that is those students who are enrolled on and log-into the associated course within Moodle – can view it.
My Folder content
Personal folders, referred to as My Folder, provide staff with a private sandbox / safe space to create content without risk of accidental release.
Recordings in personal My Folders can be viewed only by the folder owner. Materials created here can be moved to module folders for student viewing.
You are not required to edit your live lecture recordings. It takes only a moment to release a recording.
If, however, you do wish to "top-and-tail" recordings to remove audio from before and after the lecture, this is very straightforward; it takes only minutes at most for each recording and the E-Learning Team can help you develop the required skills in no more than 15 minutes. Watch this 5 minute video to learn more (Moodle content)
The E-Learning Team has produced a Creating Engaging Content in RePlay/Panopto resource in Moodle which covers many aspects of the service including editing lecture recordings,and recording vodcasts or mini-lectures on a laptop.
There are also workshops for staff and E-Learning Drop-in sessions.
There will be additional AV colleagues on hand during the first three weeks of term. They will be based at key venues around campus to help get lectures up and running as well as monitoring recordings and attending to issues behind the scenes. Any AV or RePlay incidents should be reported as per the contact details below:
For emergencies call (01784 44) x3319
Non-urgent please email email@example.com
Students cannot download or share recorded content. The default settings for recorded lectures are for content to be streamed rather than downloaded, and for only those students enrolled on the course Moodle site to view them.
Guidance for students
Nordmann et al. (2018) published a guide for students and staff to promote effective strategies for the use of recorded lectures.
Nordmann, E., Kuepper-Tetzel, C., Robson, L., Phillipson, S., Lipan, G. and Mcgeorge, P. (2018). Lecture capture: Practical recommendations for students and lecturers. [online] OSF. Available at: https://psyarxiv.com/ux29v/ [Accessed 15 Jan. 2019].
Read and share with your students a pdf version of this guide.
- Promote supplemental use - students should attend live lectures and use recordings to additionally review the material
- Promote selective use that encourages deep learning - students should review their understanding of the material and target sections of the recording that need strengthened.
- Promote distributed practice - do not label lecture capture as a tool for revision week as this may unintentionally encourage binging the boxset, instead highlight lecture capture as a constant study resource.
Students can only watch and listen to recordings. Recordings are streamed by default and cannot be downloaded.
Listed within our College Student Conduct Regulations, under the 'Types of Misconduct' it states; '‘the sharing on public platforms, including but not limited to, video-hosting sites and social media, of recordings of academic lectures and seminar', is an offence which would constitute misconduct.
A centrally supported, streamed and copyright-protected quality recording, which is published only to those studying a module, is far superior and equitable than the unknown quantity and whereabouts of low-quality recordings.
Myths versus research findings
There's no evidence to suggest that this is true at Royal Holloway, where 10% of modules offered recordings of some or all of the lectures in 2018/19.
A review of literature in to the use of lecture recordings in Higher Education found that there was no systematic pattern of results for studies using lecturer ratings of attendance or student self-reports, indicating that associations are likely to be influenced by contextual factors. Such factors could include the following:
- quality of the lecture content and delivery
- timing of the lecture
- level of study
- student ability
- approaches to learning
- assessment practices
Hear what Newcastle University's Student Union Education Officer has to say about student use of lecture recordings.
Lecture recordings should be viewed as supplementary to live lectures. One of the most sophisticated analyses of the relationship between use of lecture recordings and grades found that the students who derived the most benefit from watching lecture recordings were the students who also attended the majority of lectures.
It would be better to understand why attendance rates are poor in the first place. The effects of lecture recordings on student attendance interact with both the quality of the lectures and the quality of the student. Research at Stanford found that poorly attended lectures had lecture capture recordings that were watched less frequently than well attended lectures.
Research carried out by McKinney, Dyck and Luber, 2009 indicated that students that used lecture recordings took more extensive notes. Given that note-taking is known to increase academic performance ( Kiewra, 1985), students may benefit from the ability to reinforce their lecture notes at a pace of their own choosing.