You are likely to already have access to technology that enables teaching staff to either live tream and/or capture lecture content, which can then be shared with learners on your VLE.
Microsoft’s video streaming service Stream enables you to livestream to other users within the Office 365 suite. Stream also has functionality which auto-transcribes audio content to aid with accessibility and will also autotag content to help with searching afterwards.
Alternative technologies include Microsoft Teams (also part of the Office 365 suite) and Google Hangouts, both of which also allow you to record content for later viewing. There are also systems such as Panopto and Echo360, which are used by many HE and FE institutions.
Livestreaming content offers the potential to maintain the normal teaching timetable as much as possible, helping to retain a sense of continuity to learners.
It’s important that staff are empowered to deliver content online. Some are likely to be confident and experienced doing this, but for others it could be their first time and will need support accordingly.
It’s wise to ensure that all staff have access to appropriate, practical guidance on the pedagogic implications of online delivery, and the opportunity to ask questions and learn from others. You could consider creating short, ‘how to’ videos to guide staff through some of the most important aspects.
Practicalities to consider
On a practical note, it is worth checking that teaching staff have access to the hardware at home to enable them to broadcast or capture lecture content.
The webcams on most laptops are likely to be sufficient for video capture, but inbuilt microphones are rarely up to the job and are likely to lead to poor audio, distortion and echo. This may mean that you need to consider purchasing headsets with dedicated microphones or use noise cancelling omnidirectional microphone / speaker units (such as those available from Plantronics, Sennheiser and Jabra) for all affected staff.
If you are unable to purchase and distribute these in bulk, perhaps consider empowering staff to purchase their own from online retailers and claim back the expense.
It is also worth checking any existing policies you may have which govern, and possibly restrict, lecture capture and its use. If it’s deemed extenuating circumstances, you may decide to override such policies to increase the scope of lecture capture and broadcasts. If so, it is important that a formal record is kept of this decision and the reasoning behind it.
As soon as these extenuating circumstances are deemed to no longer apply, it is important that the policy situation is reviewed and a decision taken on if and when to return to the previous regime.
- This brief talk from Dr David Kellermann from the University of New South Wales demonstrates how he has utilised the Office365 suite to transform the classroom and learning experience of his class of 500 engineering students
- Linkedin Learning course on MS Stream
- 7 Considerations for Delivering Successful Online Courses (Panopto)
- TTV by Russell Stannard - Mini course Camtasia 2018/2019
- Microsoft Education courses that provide structured CPD in online delivery such as Microsoft learning pathways
- Free OpenLearn accessibility of online learning course to ensure compliance
- Take your teaching online - resource covering the pedagogical differences with online delivery(the 5-stage model can be used to ensure staff can successfully develop online communities and that learners are supported through a structured developmental process)
- Assess and promote existing platforms for broadcasting and/or capturing lectures
- Ensure your policies allow you to extend the scope of your lecture capture activity or take necessary extraordinary measures to give you the ability to do so
- Consider what hardware staff might need to effectively capture or broadcast lecture content