Inclusive Practice Forum Notes

Panel session

Does Lecture Capture stop students from learning to listen

Kate: students tend to use it as a support rather than a substitute - to fill in gaps. They are still listening, but you don't have to concentrate 100%. Lecture capture is very helpful with difficult material and explanations. The internet may be changing our brain. Need to counter consumer behaviour and false sense of security.

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How do students watch video? Do they scrub, fast forward etc, and does this have implications for how we edit the video?

There are different kinds of watching and they may broadly correspond to disciplines. Students may watch sequentially in installments, or selected parts, or the whole at once. Naqi says he might prefer a transcript since you can choose your speed. There are some merits to listening comprehensively though. As an alternative AudioNotetaker can be good in combination with other resources, and can help students with low attention to engage with the material - but needs to be used with care because it is time consuming to listen and type notes. Marrying a text editor to an audio player as Trint does is intended to make the process more efficient. Deborah's experience is that most students use Panopto on demand. The average use is 15 minutes out of every hour, but students with ESOL tend to watch more than that.

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How can academics be creative with resources but also accessible?

Elizabeth encourages use of a range of resources along with adjustments such as transcripts. With Box of Broadcasts, Lynda.com and Khan Academy, there is such a wealth of resources, it's necessary to return to first principles. Some institutions are experimenting with crowdsourcing notes, so ideally there is a private and public note-taking ability on a recording. With Trint Jeff's emphasis is on making audio material readable with 98% accuracy, at a cost of $10 per hour. Collaborative correction is something students perceive as a way of engaging with the content. With recorded lectures some pitfalls are to do with practice - the lecturer answering questions without repeating the question.

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For collaboration, any suggestions other than Blackboard Collaborate? What are your experiences using such systems?

Use of real time meeting software is fairly low at the moment. There's more use of meeting platforms in CPD at the RVC. The written text on the whiteboards tends not to be accessible, but chats can export into accessible formats.

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What about students' accessible practices in peer learning situations?

Sultan saw a demo of Fuse

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Students come to university to engage with lecturers and peers, not to sit in silence and listen to a monologue.

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How easy is Lecture Capture to set up and work with?

It can be difficult, and it can be hard to respond to support requests in a timely way.

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Should it be voluntary or obligatory?

Voluntary is better for relations.

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How is good practice celebrated?

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Is lecture capture better suited for didactic rather than discursive?

Some medical schools have multiple cameras. Usually lecture capture is possible on any recording device, either directly or by importing a recording.

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Now there is so much recording, what is the solution to making it accessible?

It's not clear that technology can afford that on its own - there is so much diversity of practice and need. However, there are some practices which can be adopted e.g. repeating the questions, explaining with words as well as gestures.

Demonstrations

Naqi Rizvi and colleague demonstrate embosser (last resort – will raise any black print on a page), speaking software (JAWS and NVDA), phone apps for reading PDFs, and an audible cricket ball.

Final year medical student demonstrates Audio Notetaker for annotating PDFs and transcribing interviews; can be used with a mic she gives the lecturer, which can record up to a 15m range.

Sultan demonstrates Padlet for feedback and sharing ideas, including different media and export to different format.

Trint demo of automatic transcription of audio recordings, along with human corrections of the small proportion which isn’t correctly transcribed. Support for multiple editors in development.