The epidemic pushed colleges to record lectures. Practice May Be Here to Stay.

On March 12 and 13, 2020, the University of Michigan canceled classes to prepare the entire campus for emergency remote tuition starting March 16. In that brief interim, the organization made the zoom available to everyone — probably the fastest rollout of any technology, says Ravi Pendse, Vice President and Chief Information Officer, Department of Information Technology.

The video platform allowed professors to host classes entirely live with real-time speech-to-text transcription. This enabled them to record lectures or class discussions and allow students to watch and watch again at any time. This option came in handy for students with incredible internet access at home, living in remote timezones, and those who have trouble following up with professors who teach in masks.

“For all those reasons, it was the right thing to record and make available those lectures, and a large number of faculty members decided to do so,” says Pendse.

Whether their courses are hybrid, hyflex (taught in a way that allows each student to choose individually or online), completely online or (theoretically) completely individual, many professors have recorded their lectures over the past two years. Over the years and even though many organizations have gone beyond their initial revised solutions to the epidemic challenges, lecturing is almost stuck.

This is a change that some students like. But some teachers aren’t sure about that – and what it could mean for their teaching strategies, for their privacy, or for their students or their intellectual property.

An example of this practice is among proponents of “flipped learning”, which assigns students to view lectures as homework and reserves class time for interactive activities. Pendse sometimes taught the same thing before an epidemic when he felt it was the most meaningful for a particular course. It also has advocates among students with disabilities, who say that recorded lectures enable people with hearing loss, processing difficulties or other challenges to better understand it and pause to take notes and play again or read transcripts.

“Recorded lectures can benefit all students. It makes the course comprehensive, promising, and accessible, ”says Jennifer Albat, Instructional Designer at the University of Southern Illinois at Edwardsville. “It brings equity into the course. Everyone is on the same field.

Recorded lectures can help students who miss classes due to work or caring responsibilities, travel difficulties, or the need to isolate due to Covid-19 infection nowadays.

“There are many reasons why a student misses a class,” says Albat. “My provost likes to say ‘show kindness to students.'”

Yet some professors worry about recording their lectures on what their teaching methods and curriculum expectations might mean. One fear is that students may be tempted to skip classes for more or less the same reasons. This is a phenomenon that has preceded the spread of the epidemic in medical schools all over the country (or across the continent) Many students stay home regularly and watch recordings-Sometimes at twice the normal speed. The effect of recorded lectures on student attendance has been studied Got mixed results.

Also, many teachers don’t feel like teaching in front of a camera instead of a room full of students.

“I remember the physical, verbal cues you get when you’re in a room with people,” says Pendse. “It’s really hard to catch in a zoom environment and people have to endure video fatigue.”

Another point of contention: In an age of heightened tensions over academic freedom and “controversial” curricula, some teachers despise their content for making it easy to get out of the classroom and possibly being used against them. This is not just a fictional situation. Florida just passed Law enabling students to use recorded lectures to issue complaints about professors’ “political bias”. ”

Albot says, “Tearing up student videos and throwing them out of context on social media is always a matter of concern.

Privacy is another concern for students. According to Pendse, if a class is to be registered, students need to know. Published by University of Michigan Guidance on obtaining student consent for recording and related best practices, Which other organizations have requested to use for their own campuses.

And it is not always clear who owns and controls the recorded lectures hosted and shared by the university or the third-party Adtech system. Colleges can Create policies that give them a copyright on the material recorded by the professor, Which has led some professors to imagine a situation in which they lose their jobs but institutions continue to use their recordings. (Have you heard of a dead professor teaching?)

Issued by the American Association of University Professors Guidance on distance learning and copyright, As well A warning That “institutions should not take this opportunity for the right intellectual property to which they would not otherwise have access; The educational materials moved online due to the one-time emergency created by Kovid-19 are not the property of the organization for future use. ” Experts say professors should Re-examine the policies of their organizations And see any changes.

Pendse says the University of Michigan has experience navigating questions of intellectual property rights. They explain that, in general, university professors retain ownership of their content and can take it with them if they leave, if they have not been assigned to create specialized content for the institution.

Despite the potential shortcomings, both Albat and Pendse expect recordings to become more common among professors, although not necessarily. Pendse says students are also expecting it.

“I think the world is moving towards more and more mixed learning,” he adds. “I believe that the recording of lectures and the uploading of lectures is here.”

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