M. Cabedo Fabrés1, S. Calvet Sanz1, H. Moreno Ramón1, C. Turró Ribalta1, S. Ibáñez Asensio1, C. Young2

1Universitat Politècnica de València (SPAIN)
2University College London (UNITED KINGDOM)
More and more higher education institutions across Europe are recording their live lectures and putting the videos online as a way to support students in their learning. However, there is so far very little evidence of what impact this has, if any, on students’ learning experiences and indeed teachers’ perceptions and practice. In fact, despite the use of innovative technology, innovative practice is so far quite rare.

REC:all is a project funded with support from the European Commission under the Lifelong Learning Programme, that studies how lectures are currently being captured and used in the institutions involved in the project and the wider European High Education Community. The aim of REC:all is to explore new ways in which lecture capture can become more pedagogically valuable and engaging, and is investigating a variety of learning design, technical and legal issues. By exploring student and teacher needs REC:all is developing guidelines for teachers to enable innovative and interactive educational designs that exploit the potential of this new technology.

The REC:all project brings together experts in five EU countries who are already actively using lecture capture, in order to exchange ideas, research case studies, co-develop guidelines for the community and develop an active network of practitioners. Universitat Politècnica de València (UPV) is one of the institutions involved in REC:all Project. UPV has long experience in video capture, and has developed an institutional system called Polimedia for creating multimedia contents. Currently, the Polimedia system is used from more than ten universities and has produced more than 8000 learning objects. UPV is also well known for adopting new teaching methods that promote a more active, practical and critical learning process in accordance with the demands of the European Higher Education Area (EHEA).

In this communication several case studies of effective use of lecture capture will be presented. These case studies have been conducted at UPV under the framework of REC:all project, with the aim of developing transferable and practical pedagogical models and reference benchmarks of good practice. Each case study will describe the pedagogical context, the educational design, how lecture capture influences the delivery format, strengths and weaknesses from the teacher perspective, effect on live classes (e.g. attendance, type of interaction), post-event use and student feedback. Organizational aspects will also be considered such as: what educational support is needed and where this should be placed, what is desirable with respect to the training of teachers and support staff. Finally, an overall evaluation of the case studies will be presented in order to share and improve practice among the wider educational community.