High quality camera to record lectures9/12/2023 ![]() Using existing video lectures when appropriate saves time for the professor and can make things more interesting for students, Foley says.Digital voice recorders outperform smartphone recording apps in most situations, so it’s a good idea to invest in a recorder if you often need to capture audio. He adds, “Why would I spend time giving a lecture on Jim Collins’ ‘Good to Great,’ when I can go to YouTube and have Jim Collins explain ‘Good to Great.’ I should talk about why it's valuable to me and how to apply it to my students.” “Be humble about your ability to create something new,” Foley says. So we are supporting all three levels, in some way, shape, or form.” And then the high production would be our production studio. Then medium would be our self-service studios. “Our low entry would be things such as using Adobe Rush with your phone for video editing. Johnston also advises universities to develop a framework to support entry into video in low-, medium-, and high-production value capacities. “There's a formal process that all faculty use for where they post their videos and where they're just embedded.” ![]() At Indiana University, specific practices and procedures are in place for how videos are posted. “Develop a strategy for systematic video support,” Johnston says. Successfully implementing a strong video program at your university requires institutional commitment. “We really push forward the interactive quizzing to engage the students more in the content versus just, ‘Watch this video.’”ģ. “We want to ensure that we have other support mechanisms in place so that these videos can be engaging,” says Julie Johnston, acting associate vice president of learning technologies. Foley says if you can tighten up a 15-minute lecture to under 10 minutes, that will make it easier for students reviewing the material to zero in on the key concepts.īeyond investing in recording and lighting equipment, Indiana University is also providing tools for faculty to make their videos interactive. The pandemic also taught students and educators alike how draining it can be to stare at a screen for eight hours per day. “There's a real difference between watching a 40-minute video of somebody writing on a whiteboard, looking at the back of their head if they're in a classroom, versus maybe creating 10 five-minute lectures, where you have a front-facing individual,” he says. Foley, associate vice president and director of the office of online education at Indiana University. But not all videos are created equal, says Chris J. Today, every professor has the technology to capture video on their smartphone or laptop. (Image credit: Indiana University) Tips for Using Lecture Capture Technologyġ. Gina Londino-Smolar, MS, senior lecturer Forensic and Investigative Sciences Program Department of Chemistry and Chemical Biology at IUPUI conducts a lecture for video. This is being done both for online students and as an asynchronous resource for in-person students as more professors see the potential of the medium. Indiana University and other higher ed institutions are upping their lecture capture game. New research suggests students learn better from video lectures than in-person lectures, while the pandemic has forced many institutions to rethink how to deliver educational content. The recordings are then edited by the studio team who can help the professor follow the best pedagogical practices for video recordings, including keeping videos short and engaging. Some of these studios are DIY, others require a crew, but all enable professors to record lectures in a professional recording environment, complete with green screens and high-quality lighting and audio. To encourage a more professional type of evergreen video resource, the institution has invested in lecture capture studios, adding five new ones over the past year so each campus has at least one.
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