Abstract
Capturing lectures and demonstrations for online distribution to students as a means of primary or supplemental learning is growing in today’s classroom. Instructors have so many options to choose from that range from being high-tech to low-tech, unrehearsed to well planned, and personal to impersonal. I always hear them ask questions like: Which option is right for the topic? Which option better engages the student? What resources are there to capture/create the video? Which method do I really have the time for? My current research explores creating and capturing content using the following four options: 1) “Whiteboard Capture” [Camera - Instructor - Content] the instructor stands in front of the whiteboard and talks while drawing on the surface. 2) “Overhead Capture” [Camera - Instructor’s Hand - Content] the instructor can be heard and their hand(s) can be seen while drawing on the surface. 3) “Digital Display Capture” [Content captured directly] the instructor cannot be seen but can be heard while the drawing is being done on a digital device. 4) “Lightboard Capture” [Camera - Content - Instructor] the instructor is in full view behind the content and can be heard with the content in full unobstructed view. In this study, I share what I have learned in the best practices of creating, capturing, delivering, and evaluating content for lectures and demonstrations for physical and online classrooms.
Presenters
Michael J ClaytonProfessor, Graphic Design, University of the Incarnate Word, Texas, United States
Details
Presentation Type
Theme
KEYWORDS
Lecture capture, Video capture, Supplemental material, Blended, Virtual Classroom, Lightboard
