Jumana & Alla: THE2013

Jumana & Alla: THE2013

Jumana Samara & Alla El-Awaisi delivered this presentation on Lecture Capture at Qatar University today. Due to the great work they had already done on compiling their research data into tables and charts, there wasn’t a whole lot for me to write during the session, but I think I gathered the main points here. My notes are missing what the speakers might see as the crux of their presentation, though, since I wasn’t able to catch the highlights of the data given the speed of the slide show. I enjoyed the enthusiasm of the speakers, and look forward to picking their brains about the types of faculty orientation and training QU does in their Office of Faculty & Instructional Development!

Derek Bruff tweeted an interesting thought about lecture capture that I think is an important consideration: “Everytime I hear about lecture capture, I worry it reinforces the idea that the lecture is the thing.” This is something to keep in mind since the trend in education is away from the lecture format in general. If we are using “lecture capture” in the context of blended learning (i.e., promoting outside-of-class learning), how do we ensure that teachers aren’t just relying on an old model and plugging it into a new(ish) format? Recording lessons has a lot of potential use for students (particularly in a content-heavy discipline like Pharmacy), but how are people using it creatively to inspire learning in ways other than a one-to-many model?


4 thoughts on “Jumana & Alla: THE2013

  1. Alla El-Awaisi says:

    Thanks so much Jenny for graphically capturing our session, this is fascinating and I am really so much amazed by the great graphic recording you are doing that I didn’t know about before ;-))
    Regarding Derek Bruff tweet on lecture capture that it reinforces the use of the traditional lecture format. This is true if its solely used for this purpose. However, as the courses in College of Pharmacy are taught in English, Echo360 is particularly useful for our Arabic first language students. Recording lectures and any type of interaction we have scheduled allows the students to revisit lecture content as often as they need to improve their comprehension of the content. Students can access recorded lectures for every course offered by the college while registered in the program. In a conversation with Former Dean Peter Jewesson, who was behind implementing the lecture capture at the College of Pharmacy, he said: ‘As you know, “lecture capture” is a somewhat of a misnomer and the phrase was coined by the software providers. The technology can be used for the recording of any type of interaction…for the purpose of revisiting the interaction for first time viewing or reinforcement purposes. While “lecture” format may be less than ideal…the sessions in the college are more small group lecture/discussion sessions. Sometimes lectures are simply the best instruction format to employ…sometimes they are not. The goal should always be to choose the best approach for the topic/time/audience…and ensure it is interactive’.
    Also I have given examples in my session on how we are using lecture capture as a tool for blended learning.
    Well Done Jenny and look forward to seeing you again,

    • jennwicks says:

      Thanks for your response Alla!

      Your response provides clarification, and it’s interesting (though not surprising) that the term lecture capture itself is an imposed one. I wonder what else we could call it that better reflects what you are actually doing?

      Maintaining a classroom dynamic of interaction and communication is integral to learning, as you suggest here. I wonder, though, instead of lectures at all, if the content for the lecture could be delivered in a textual way, perhaps enhanced or supported with selected videos of the content in “real life” scenarios, etc. That way, the capture could be one of student-teacher interaction and classroom engagement that might be utilized for future study or sharing. I guess it would also be valuable for me to view the same lectures that your research used – otherwise, I’m just imagining lectures based on my own past experiences as a student and we may not even be talking about the same thing here.

      Your point about the foreign language environment is also well taken. Giving students more opportunities for listening, note-taking, and viewing lecture slides is important for students studying in a language beyond their first.

      All important points to consider! Thank you again for your feedback.


  2. I just went through these sketch notes – very nice pieces!

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