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|Title: ||Recording of lectures|
|Authors: ||Wightman, Graham|
|Affiliation: ||University of Abertay Dundee. School of Contemporary Sciences|
|Keywords: ||Sound--Recording and reproducing|
Lectures and lecturing
|Issue Date: ||Sep-2010|
|Publisher: ||The Higher Education Academy UK Physical Sciences Centre in association with πCETL, The Physics Innovations Centre for Excellence in Teaching and Learning|
|Type: ||Journal Article|
|Rights: ||This is the published version of this article. Reproduced by permission of the publisher. Published version (c)The Higher Education Academy UK Physical Sciences Centre in association with πCETL, The Physics Innovations Centre for Excellence in Teaching and Learning, available from http://www.heacademy.ac.uk/assets/ps/documents/new_directions/new_directions/newdir6_bookmarked.pdf|
|Citation: ||Wightman, G. 2010. Recording of lectures. New Directions in the Teaching of Physical Sciences. 6: pp.34-40. Available from http://www.heacademy.ac.uk/assets/ps/documents/new_directions/new_directions/newdir6_bookmarked.pdf|
|Abstract: ||In recent years there has been an increase in the number of students wanting to record lectures. Two factors have contributed to this. Firstly, there is wide availability of compact, solid state recorders, and recorders are often incorporated into other goods (MP3 players, mobile phones, cameras, laptops). Secondly, within many universities facilities have been provided by student support services for students with a special need to record lectures.
However, the recording of lectures presents a number of issues related to: ownership, data protection, potential misuse, and the pedagogic issue of ensuring equal treatment for all students. University recording policies address some of these issues, but the individual academic also needs to reflect on the consequences for their teaching.
A trial has been carried out offering streamed recordings of lectures, and the merits of streaming and downloading are discussed. A survey was made on the usage by students and their reasons for accessing the recordings, and these are reported. There have been a number of advantages to students as well as the lecturer which have required relatively little extra burden on the lecturer. One important initial conclusion appears to be the need to incorporate recordings as part of the teaching material in the initial pedagogic design rather than an addition. For some students the recordings have proved a valuable additional resource and feedback from students has been positive.|
|Appears in Collections:||Science Engineering & Technology Collection|
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