Horses, carts and captured content

Usefully captured

Oddly, it took being interviewed for a research project to really crystallise my thoughts on this subject, after some months of it niggling away.

Earlier in the year, my institution launched a consultation on a captured content policy.

This was intended – in its words – to ensure improved access to learning materials and to allow for more flexible delivery, and was sold with a large dose of student demand (via our Students Union).

For those of you who’ve not had this conversation at your place of work, captured content covers lecture capture (semi-automatic filming of lectures to be uploaded to the VLE); flipped content and; anything else that’s a recording of teaching.

As an aside, there’s mixed evidence in the literature of its benefit for students: Owston et al suggest it’s particularly of use for low-achieving students, and Shaw et al see most benefits for non-native speakers; but Stroup et al find no evidence of impact on GPAs; while Danielson et al suggest that the kind of lecture has an impact.

However, as presented, the university wanted to have a whole lot more of this kind of thing, across the board, including talk of a largely-compulsory system of lecture capture.

Cue much concern from colleagues.

This ranged from how to deal with mixed lecture-seminar sessions to the impact on willingness to talk about sensitive subjects  to administrators using recordings for management purposes to the principle worry that students just wouldn’t turn up to class if they could just watch it online later on.

In its defence, the final, approved policy didn’t go as far as the draft plans, so there’s a lot more scope for instructor discretion about using captured content; although we’re all required to have discussions about how best to proceed on this front. Some of our teaching rooms now have automatic recording of classes, but defaulting to not making these available to students or anyone else.


So that’s all fine, right? University over-reaches in its plans, colleagues feed into consultation, university responds and adapts. That’s what should happen. Right?

I’m not so sure.

To come back to the original sell, a key part of it all was that push from the Students Union to the effect that lecture capture would improve the quality and student-centredness of lectures.

Here we have to remember that lecture capture (since it was that, rather than captured content in general) is not about content, but about delivery. In a system that automatically records lectures, the expectation should be that lectures continue as they have, but now with the option of being available online.

No imagine you’re sitting in a lecture.

You don’t understand something, so you either raise your hand to ask the lecturer, or you ask the person sat next to you.

In both cases, you’ll get an almost instantaneous clarification for someone immediately and directly focused on the subject matter, with a pretty good change of resolving the issue.

But if you watch a captured lecture, then if you don’t understand the one explanation in that lecture, then you’ve got to email or visit the lecturer, who’s got to fit responding around whatever else it is they’re doing.

Much more time, much more effort, many more points of failure.

So no lecture capture then?

This is why I’ve never gone for lecture capture, but instead have travelled down the road of flipping. In the latter case, you’re using the contact time to give space for student questions and clarification, so it’s a much more engaged model than just recording the stuff that already happening in class.

Importantly, that’s what works for what I’m doing and what I’m trying to achieve.

And this is perhaps the central point.

In all the years of teaching that I’ve done, at all the institutions that I’ve encountered and worked for, I don’t ever recall a policy about optimising student learning.

I’ve seen policies about captured content or using VLEs; regulations about the volume and nature of assessment and size of modules; and more learning and teaching strategies than I care to remember.

But never a document about how to make informed pedagogic choices about designing the best possible learning experience for students.

If it’s appeared anywhere, then it’s in teaching training courses, and then generally indirectly.

I can understand why this is – those other things are much more fungible and measurable – but it does raise a question about the focus of our work.

Importantly, I feel that too often we find ourselves in situations where “student learning” is conflated with “student satisfaction”: if only we can make them happy, then they’ll get more out of it.

Even on its own terms, I don’t see the logic of this, even before we get to whether it’s something that’ll serve our students well in the wider world.

All of which is a very roundabout way of saying that if I change how I teach in my class, then it’s because I’ve made a considered decision about its pedagogic merits, rather than because of an institutional policy.