1. This lecture is recorded
If the light is red, we are recording
You can access the recordings via Learn, clicking on Lecture Recordings
Some lectures might not be recorded.
Your questions will be recorded
If you’d prefer not to be recorded, say so and I will pause the recording
If a particular lecture will not be recorded, you will be informed in advance and we will tell you why that is.
Click the link at the bottom for more information.
CC By NC SA 2.0, by Simon Fokt
Illustration: Press Play by John Vincent, Flickr

2. Make the most of lecture recordings
Students say that lecture recordings help them learn.
So far, there is no convincing evidence
that access to recordings actually results
in better learning or higher grades.
The only hard evidence we have is that lecture recordings are useful for:
courses that have a multiple choice test at the end
non-native speakers in their first year
students with learning difficulties
So what should you do?
NOTE: This slide is there to grab attention – use it to suggest that like any technology, lecture capture can be used better or worse, and that it’s only when it’s used well that it’s beneficial.
The linked paper offers a broader overview of best practice in using lecture recordings.
Nordmann, E., & McGeorge, P. (2018). Lecture capture
in higher education: time to learn from the learners.
CC By NC SA 2.0, by Simon Fokt
Illustration: Press Play by John Vincent, Flickr

3. Do’s Don’t’s Attend the live lecture
If you couldn’t attend, watch the full recording at normal speed ASAP
Take own notes during the lecture or while watching a lecture you missed
Revise 2-3 days later, using notes only
Identify gaps in your notes and use the recording to fill them
Watch only the parts you actually need, at a higher speed if you wish
Watch the recording in a group. Pause to discuss or explain when needed
Miss lectures and rely on recordings only
Rely on recordings instead of taking notes
Watch the recording immediately after the lecture
Watch the full recording (unless you missed the lecture)
Watch multiple times
Binge-watch before the exam
Watch while doing something else
We have really good evidence that three things are highly positively correlated with better learning and grades:
Lecture attendance
Distributed learning (learning incrementally throughout the semester, not binge-learning before the exam)
Taking own notes (notes paraphrasing the content are best, but even verbatim notes are better than no notes)
Why is that? Taking notes requires you to actively think about the content of the lecture. This is when the learning happens. Just watching the recording is passive, and thus not very useful regardless how many times you watch.
That is also why you should only watch the parts you actually need to fill gaps in your notes – identifying and finding those parts is an active process, and thus makes for better learning. Anything else you can do to make the revising more active, such as watch and discuss recordings in a group, will also be beneficial.
Reviewing 2-3 days after is the best way to tap into the way memory consolidation works: that’s when you can most effectively refresh your memories. Reviewing too early or too late is not as useful. And binge-learning before the exam is even less useful, as your initial memories would have already faded.
So far, there is no evidence that revising by watching recordings at a higher speed is bad, but we would recommend that at least the first time you watch a recording, you do so at a normal speed.
Nordmann, E., & McGeorge, P. (2018). Lecture capture
in higher education: time to learn from the learners.
CC By NC SA 2.0, by Simon Fokt
Illustration: Press Play by John Vincent, Flickr

4. Two most important Don’t’s
Don’t think that attending or watching lectures is the only, or even the main thing you need to do. A lecture is never an A-Z of what you need to know. It is an inspiration, a beginning for your individual enquiry. If you rely on lectures only, live or recorded, you will not do well.
Don’t think that having the recording means that you can’t ask me questions. Always ask questions. There is no better way to learn than to ask questions.
As the lectures are just a beginning of your inquiry, it is very important that you read the recommended readings very soon after the lecture.
If you have a question to ask, ask in class, or immediately after, or just me soon after the lecture.
Nordmann, E., & McGeorge, P. (2018). Lecture capture
in higher education: time to learn from the learners.
CC By NC SA 2.0, by Simon Fokt
Illustration: Press Play by John Vincent, Flickr