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Lecture Capture in the Flipped Classroom: Addressing the Oxymoron
PROCEEDINGS

, , University of Newcastle, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As more university teachers embrace the pedagogical soundness of the “flipped” or “inverted” classroom – having students engage with course content online before participating in classroom activities – universities are also quickly equipping all classrooms with lecture capture systems. These primarily record the lecturer delivering a static lecture with slides or other A/V support. These strategies appear contradictory: If we are no longer presenting traditional lectures, what, precisely, will there be to “capture”? This session presents data regarding lecture recording activity at a large Australian University, and will suggest that the most effective use of lecture capture technology is to employ a “media production” approach aligning these learning objects to the classroom activities they support, not just recording all teaching activity. Academics must develop a sense of media performance and awareness of intended audiences when switching from lecture capture to flipped delivery.

Citation

Cameron, D. & Miles, C. (2013). Lecture Capture in the Flipped Classroom: Addressing the Oxymoron. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 55-59). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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