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LECTURE CAPTURE PROVIDES AN INTERACTIVE CLASSROOM EXPERIENCE looked to expand the number of courses we produced, we knew we would need an application beyond our own tools, so we evaluated their product." As ASU administrators worked with Sonic Foundry's Mediasite, they were able to provide product development feedback and enable large-scale deployment. "We were at the leading edge of lecture capture at the time," Heredia recalls. Currently, the University provides lecture capture for 60 different engineering graduate classes, and professors are piloting eight to 10 under- graduate courses to see what works best. It couldn't be easier — the recorder automati- cally turns itself on and sends whatever in- structors present (laptop, tablet, whiteboard, document camera, visualizer) — to a server where it is streamed live and archived for immediate playback on-demand. Administrators at University of Mary- land-Baltimore School of Dentistry (UMB Dental School) began using lecture capture in an existing facility in 2005, in an effort designed to expose students and faculty to it and prepare them for the "real thing" — lecture capture unveiled in a brand new facil- ity in 2006. "We've been using it ever since," says James Craig, professor in the Depart- ment of Health Promotion and Policy and an educational consultant. One specifi c way in which the tool is used is in dental units, which are simu- lations of professional dental spaces. A faculty member does a demonstration that is streamed to the students as though they all have front-row seats. Then the professor walks through the classroom, watching and assisting as students perform the same task they just saw demonstrated. Benefi ts to Students According to Learn Now, Lecture Later, a national survey of 1,000 students, faculty, and IT professionals in higher education and public high schools, conducted by CDW-G, 69 percent of students want to in- corporate more technology in their classes. For college students, this means recorded lectures, laptops/netbooks, and digital con- tent. It also found that 41 percent of higher education and high school students report using lecture capture. Advancements in technology, including the now tried-and-true lecture capture, support these numbers. Plus, the benefi ts students receive from it are likely to ensure that administrators continue implement- ing it, thus increasing student exposure. "First and foremost," says Heredia, "we get the most positive feedback on the convenience and fl exibility it provides our students. Our graduate students are work- ing professionals who don't have the oppor- tunity to come to campus during the day. They have to balance work, personal, and education commitments. Lecture capture gives us the mechanism to enable them to pursue their education and maintain that balance in their lives." Heredia notes that lecture capture also allows the University to support students in what may be unusual situations. "Our fl exibility allows us to support them in adapting to different life situations that might come up while still advancing in their academic endeavors." Similarly, notes Brown, lecture capture provides critical supplementary text that's every bit as important as the textbooks themselves. "We're seeing a wider adoption in this decade based solely upon the idea that students very much enjoy the opportunity to watch the class that they attended," he says. "In this day and age, for a student to have only one chance to hear a professor deliver the material is unacceptable. And we see it from our system analytics that show spikes in viewing as we get closer to fi nal exams." In addition to the value added concept, the ability to review material ensures students' ability to grasp content, ideal for today's expanding global partnerships. "In this case," Heredia notes, "it works well 40 COLLEGE PLANNING & MANAGEMENT / NOVEMBER 2012 where English may not be a student's fi rst language." Craig agrees: "We have a lot of foreign students, and they appreciate the ability to adjust the speed control down." Benefi ts to Administrators Students aren't the only ones who ben- efi t from lecture capture. There are numer- ous benefi ts for campus administrators. ASU has a goal to provide access to as many students as possible across the state and around the world, delivering high-quality education that solves global problems. "For us," says Heredia, "lecture capture is about having the mechanism to provide access to the knowledge and exper- tise that resides with our faculty." Craig notes that lecture capture provides accountability for what's said in lecture. "We've had students come back with exam answers marked incorrect and cite the minutes and seconds the informa- tion was presented in class to indicate that their answers are correct." Another benefi t is that it is a recruiting tool, notes Lausch: "Today's prospective students defi nitely look for technology tools as they evaluate schools." Conversely, it also provides an incentive for student retention, which Brown indicates is espe- cially important at public universities. Lecture capture allows administra- tors energy savings and fl exibility in space planning. "Professors can record lectures for students to view at their convenience and then come to class to review and discuss the material," says Brown. "This is called a 'fl ipped classroom.' It means there's potential for fewer class sessions for energy savings and opening that space for other classes." The idea of lecture capture providing a more interactive classroom model with benefi ts to both students and administra- tors is an education shift that's likely here to stay. As Craig indicates, without it, "my students would go crazy." CPM WWW.PLANNING4EDUCATION.COM