 OK, thank you very much. Good afternoon everyone, stragglers, still staying on. Good to see you all. So I'm Rich Goodman, Learning Technology Team Manager at Loughborough University, and I'm going to tell you about our lecture capture journey and kind of go through the history of lecture capture at Loughborough, tell you where we came from, where we got to and where we are today with a few bits and pieces of graphs and statistics thrown in just for good measure because we will have a few graphs. So it's a marathon, not a sprint. Till somebody's taken that out of PC, so I'll use that instead. Except for the bit when you're asked to run the last 385 yards when you've already run 26 miles. So this will basically be the theme of this talk. So I'll tell you about our journey of lecture capture and how we've done loads of really good stuff. And then last summer in three months we did a load more stuff and I'm going to tell you all about that as we go along. So a little bit about the Loughborough way. We have a mix of homegrown stuff, open source systems, commercial off the shelf systems. We have a kind of horses for courses approach so we'll do various different things in different ways. We had our first VLE in 1998, that's where I come in. I was employed on an 18 month contract to come in, deliver a VLE and then go away again. Obviously that didn't quite work out because I'm still here. We moved to Moodle in 2007-08. That was quite a brave decision I think at the time because not many people were going in that direction. There was still a lot of web CT and blackboard traffic around at the time and when we announced this decision then it raised a few eyebrows but we did that successful transition and then we keep rolling with Moodle every year so you can see our upgrade path there. We've just gone to Moodle 3.4 this summer. We have an annual upgrade project where we move things along. Lecture capture. Back in summer 2009, just before I came to Algin Manchester in summer 2009, we were tasked with trialling a lecture capture solution with a new history degree programme. History of history at Loughborough in 1991, which was the year before I started as a student, we closed down our history department and then in 2009 we brought it back again. As with all these things they go in waves and cycles. So what we were asked to do is to look at a couple of things, a system called Opencast Matterhorn as part of the steeple BR project which was a national project and we were also asked to look at a commercial lecture capture product. So we selected one and began our trial. We had a few scheduled lectures captured every week with two members of academic staff who were working on the new history programme. One capture appliance put in one room on the campus and all the sessions were automatically scheduled. Now this was nearly ten years ago now when we made this decision but that served us well. That's something we've used ever since. So essentially as a member of staff delivering lectures on campus all you have to do is walk into the lecture room, deliver the lecture, go away again and everything happens automatically in the background and I'll come back to that again in a moment. But we also have lots of ad hoc sessions captured in this first year so people are very interested in trying out this technology and as word spread various things were happening and the staff were getting involved so there's a screenshot there of one of the first sessions we ever captured with Marcus, our history academic and even after only a few weeks he went for a flipped classroom approach so he came in with various changes of clothes and pre-recorded a whole series of lectures so he could use those times for seminars and tutorials and something much more interactive with the students. Y Llan Gru, as the word was spreading about this project we got a second capture appliance added in semester two so we now have two rooms with this technology in and the word portable capture system sound very grandiose for basically what was a laptop in a bag but at that time we had a MacBook Pro which we could travel around campus and capture sessions in other rooms and this proved to be very popular. So we had a grand total of 74 sessions captured in that very first year and we captured more of that in our first hour of the last academic year. So the next season, next year we saw increased use from academic staff so we'd gone up to 435 sessions and we start to see the first non-academic use cases and this has been another thing about building the system at Loughborough it's not just for captures of lectures or teaching events it's been for captures of lots of other things and I'll show you some more examples in a moment. Those of you who remember the 2010 World Cup remember the slightly disastrous Adidas Jabalani ball which was partly developed at Loughborough so we were very proud of it before the tournament started but after the tournament it was not so good but anyway we had a public lecture on that and that was one of our most popular sessions during that year. The service was branded as review and you can see our little logo on the bottom left hand side and that was a decision that we made in case we ever decided to change our mind on what we were using and staff could opt in to have sessions recorded so they could tick a little box on the timetable and this would generate an email to one of our teams who could then go and schedule the sessions on the system and this works up to a point until you get so far. And we had also the use of all vision desktop visualisers just like the one you can see up on the stage here so for example our materials engineering department essentially used it as a kind of on stage microscope so you could examine and look at things under that so whatever is presented on the screen either the visualiser or the PC was being captured and they found that really useful in their courses. Move on another year and we've now got seven capture appliances so seven rooms and still our portable devices going around and again further non-academic use cases the capture of sessions for prospective students pre-arrival students, some of the things they can expect from Loughborough little bits of video touring around the campus so they get a feel about our largest state and how they can find their way around and get from the station and all these kind of things how to navigate around to get from various places very useful and the students found that really helpful. We also started to see the capture of student presentations for marking and also for the students to reflect on their own performance in presentations and again another few more sessions captured so we're up to 629. Move on another year, we renewed our license for the system with seven hours to spare before the end of the year that was a very hair-raising day that one but we eventually managed to convince enough people that this was worth doing and at this stage we've now got around 2,000 captures around 4,000 hours of content available and a quote here which comes from one of our distance learning courses and Cheryl's in the room here this is one of quotes from her students video tutorials are excellent but the distance learning students to be in the classroom from afar and we found this with all of our things that on-campus students don't really worry about having video of the presenter but the distance learning students really love seeing the person that's teaching because they're never going to get to meet them but they feel a bit more connected by actually seeing them up on the screen and we find here that students are now using lecture capture as a criterion when they're choosing their modules so like most places we have optional modules that you can choose in later years and we're actually using this as an option back in 2012-13 and here's another example of things being captured by the visualiser so this is some engineering mathematics one of our professors Carol was using this in her lecture and again this is really popular this is one way of capturing things that you don't easily get on computers we'd captured almost 1,000 sessions this year and had our first lecture capture conference at Loughborough 102 of you may have been at that one and we move on again and usage of the system is doubling the take-up has been very much driven by the student voice so we've got the students experiencing this system on some modules and really wanting to have it on more and more modules so they're the ones that are driving the demand we had to have additional processing power to ensure the sessions were turning round in a decent amount of time and we coded our first lecture capture working group to develop our institutional strategy and we start to see it used for elite athletes one thing you may know about Loughborough is that we're known quite a lot for sport we've been winning the Bucks Championships since almost the day I was born so it's something that somebody always knows but obviously we have a lot of elite athletes go off the way on training camps away from the university for extended periods of time and lecture capture is obviously a great way for them to catch up with things that they're missing either live streaming while they're away or later on that day or that week or when they get back so they don't have to fall too far behind with their studies we commissioned a lecture capture study and this was actually cited in a presentation I was at the other day and had a second lecture capture conference at Loughborough looking all around the evidence for lecture capture that hashtag there if you search for that on Twitter you'll find some of the things captured on that day I'm going to go on up to 3,000 sessions and launched our very first lecture capture policy which was reasonably nicely worded strongly encourages the use of recording of lectures with review in undergraduate and postgraduate teaching for the benefit of campus-based students and distance learners will not be used by the university to replace student contact time for campus-based students provided to supplement contact time so a clear position set out and strongly encouraged staff to do this and again we were rolling out some new rooms on campus and we get some additional bits and pieces in and a classic lecture theatre view so what does a sleepy midlands market town do? Launch a university in London of course you do Loughborough University in London was launched in 2015 so we're based on the Olympic Park in the old broadcast centre for those of you that have been around the Olympic Park now this was a completely new school so nothing existed so there's no preconceptions no other ideas and they had their idea that all lectures and associated teaching sessions were appropriate would be captured electronically using a review so they were the first school to basically say right we're having an opt out policy we're going to capture everything unless there's a valid reason why you wouldn't want to do that we also opened our own branch of IKEA or the West Park teaching hub as it's properly known so we've now got 40 capture devices in rooms another 75 classroom capture installations so covering probably around 90% of the main teaching rooms across campus at this stage and then we move on to another year we migrated the system we were using we captured nearly 7,000 sessions in that year and this is where the game changes so we launched a new digital strategy for teaching and learning with various themes themes for students to provide outstanding learning opportunities appropriate through the use of technology and personal support to give staff a good understanding of that technology, the thing that underpins and supports the student experience to have this exceptional, accessible and dynamic learning environment to inspire outstanding participation and innovation so lots of nice words there but what does that actually mean on the ground we'll break there and just have a look so here's our first graph so this was how we were dwindling along nicely growing year on year student voice was driving this take up so this was purely on an opt-in basis so this is to the end of summer 2017 and then this digital strategy loaches and one of the first projects was a review of our requirements for teaching event capture so again changing the language around this we've heard a lot of talk about this at the conference around not trying to use the word lecture capture as much and then I'm going to use it in the next sentence so we selected a new lecture capture platform after this review of the requirements and the idea of this project which we did across three months last summer which is why I looked absolutely knackered this time last year at old we equipped all of our rooms across campus with identical lecture capture devices we launched our new teaching event capture policy and if you google that phrase you'll find that freely available on the web so you can have a look at it and see the wording and things that we've used that allows for the automated recording of audio and material presented on screens so is that powerpoint presentation or output from the visualizer or whatever else you like with the option to opt out so we're not recording video by default but you can opt in to have that recorded in a room where that's available so we didn't roll out additional video cameras across the rooms around campus as that was felt to be a barrier for people to take it up so that's an opt-in system if you want video of you recorded and it's all automated through our timetabling system so if you go to the timetabling system you can opt out of publishing some of the lectures or you can opt out of recording some of the lectures and recording can be paused in the room and we've got these visual lights on all of the lecterns so you can see that recording is happening and if you give that a tap you can then pause and then tap it again and you can start up again and that's one of the things that really got staff encouraged by this because you had this visual thing that's actually happening it's actually going on you can see something's definitely happening and they were really happy about this so all of this is automated so again you walk in, do your job walk out again and it all happens automatically it gets published onto the VLE 24 hours after the end of the teaching event so if you finish teaching at 4 o'clock today at 4 o'clock tomorrow it will be automatically published and again you can change that because it's published at the end of the teaching session so at the end of the first semester in December for example or you can change the delay slightly if it's on a Friday then you get 72 hours so you get the corresponding time on a Monday if you want to go in and make any changes and edits and the vast majority of staff don't do that but they have that option if they want to so we launched our new system on the first day of term of the last academic year the last installation of these systems was completed the previous night we had all these devices online and then we made more recordings in the first month than in all of the previous year after our first term we had recorded the most sessions most session hours of all the customers of the platform that we're using and we've delivered over 220,000 hours of recorded material to students and the student feedback has been overwhelmingly positive students love it and all the evidence that you've seen and the presentations you've seen this week say the same kind of thing we love it, I love it for a vision it allows me to go through the lectures at my own pace I can repeat things as often as I like it's brilliant staff feedback has also been good students who are absent for legitimate reasons can have a way of catching up and I know which parts of the lecture the students found hard to understand and were in need to improve things next time that's quite a nice piece of feedback and it's even better when it comes to your vice chancellor who happens to teach on some modules and sends that round to all staff as a way of promoting the system so there's our graph again and now we add in the next year where we move to our new system and it absolutely smashes everything else to pieces so yeah, we've recorded huge numbers of sessions this year and the vast majority of pings have been kept on the system so there's only a very small percentage of things that have opted out for various reasons and there's our usage graph which I mentioned earlier on can anybody spot with the exam scenes on these? pretty obvious so just before just after Christmas and over the new year period and then just in the last few weeks of May and June again that gives a pretty obvious direction of the way that students are using the system and how much they benefit so even doesn't look like much is happening for a little while but then as soon as it comes to the period where they really need it then they really, really are using it so there we go, a marathon and a sprint all at the same time thanks for your insights opt out, how is that can you explain how it's managed in the time to scale up opt out to your institution how to? sorry what's the opt out rate of your institution and how it's here and do you expect that to change at all the opt out rate is around 5% I think of all sessions so yeah, very few number of people have opted out there's a few kind of things where you've got a guest lecturer coming in and they haven't got permission to share whatever it is they're sharing with the class so they're opting out for that and there's one or two people who are still not convinced of the benefits of the system so they've also opted out when you're asked to opt out you're asked to give a reason and that reason is recorded and we haven't had a chance to analyse all of that yet to see all the various reasons that people have opted out but yeah, that's one of the main main things has been around guest lecturers and other things just something to ask, did you have a lot of resistance putting in how did you get it through? yes and no we got it done really by negotiating and getting everybody involved and as I think Melissa was mentioning on Tuesday afternoon getting everyone around the table including the unions getting people to buy into that and to find out what it's all about why we're doing it what the usage is going to be like and those kind of things so yeah, it was about getting conversation getting everybody around the table and getting consensus on what we were doing why we were doing it and the reasons we were doing it and again, the students really wanting that system in place thank you