Here is a list of resources when capturing lessons for online delivery. I included some excerpts from the articles.
10 Tips to improve On-Camera Performance
- Capture a practice lecture and critique your own performance
- Focus on one–and only one–on-camera skill at a time
- Adjust the camera to eye level
- Make sure that your lecture capture system is set up properly and actually working before class
- Even if you’re just capturing audio,
- Key is to work on your vocal variety
- He suggests reading aloud for one minute a day to work on vocal range.
- Make eye contact with the camera to connect with your audience
- Experiment with different content-delivery methods
- Stand up to help increase your energy, and don’t be afraid to tape off your walking areas so that you stay in the shot
- Consider investing in a backdrop if you record events or create captures in a studio.
- Recognize that you are human and will make mistakes.
Lecture Capture: Lights! Camera! Action! — Campus Technology
- “Lecture capture is an incredible tool for self-reflection,”
- technology gives you an unbiased eye–that impartial feedback
Table 2. Seven Principles for Good Practice Applied to Lecture Recordings
|Encourages contact between students and faculty
- Include questions in lectures that students need to respond to. After reviewing the lecture, the student responds to questions on a discussion board. Students can respond to other students’ responses as well.
- Grade discussion postings. Faculty can review and provide feedback. “Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement.”24
|Develops reciprocity and cooperation among students
- Assign a student the responsibility of summarizing and highlighting the important points of the captured lecture. Students can be broken down into groups to do this. Instructor reviews and prompts students for missed points. In addition, student groups can take case studies presented in the lecture and do additional research and follow-up.
|Encourages active learning
- Require students to apply lecture material to a case study, problem set, or real-world application, instead of passively watching the lecture.
|Gives prompt feedback
- Incorporate a synchronous component in the lecture capture system through a tool like Wimba. This provides online students the potential to get immediate feedback to questions. In addition, this option provides a larger pool of diverse students in the class discussion. Online students from a broader geographical area can provide a diverse perspective.
- Ask students to post the “muddiest point” of the lecture so that faculty can clarify via the discussion board.
- Create quizzes based on material presented in lecture that are graded automatically. Having students see what they missed focuses learning.
|Emphasizes time on task
- Encourage students to review the lecture and learn before the next lecture is presented. This allows students to spend more time than would be available in a normal in-class session. “To improve learning outcomes, instructors must think creatively about using webcasting technology to free up valuable classroom time for more interactive discussion and activities.”25
|Communicates high expectations
- Provide feedback on assignments in lecture to emphasize course goals and expectations. Students can review this feedback throughout the term via the lecture playback system.
|Respects diverse talents and ways of learning
- Support all learning styles: video and slides for visual, sound for auditory, and thumbnails and slide movements for kinesthetic learners. Different groups of students benefit from lecture capture in different ways. “The relationships between students’ characteristics and the benefits they receive from webcasts are complex.”26