Lecture Capture

The recording is sometimes referred to as a podcast or a screencast, and may be audio-only or include video of the lecture. Some software synchronizes lecture slides for viewing alongside the reluctant sections of audio and/or video recordings of the instructor. Depending on the software used for recording, students may be able to speed up or slow down lectures, pause the playback, and move forward or backward in the presentation.

Possible Instructional Uses: 

  • Allowing students to review content that they found difficult to understand during lecture.
  • Creating recordings to be used for future students to prepare for class.
  • Archiving lectures and classroom activities for course planning.
  • Alternative for students who miss class.
  • Interdisciplinary courses can include lectures from other departments.

Centrally Supported Tools: 

Additional Tools:

Tips for Using Lecture Capture Tools

Before Recording

  • Develop clear goals for capturing lectures and take the time to prepare them consistently throughout the entire.
  • If you don’t teach in a room with an automated lecture capture system, make sure that you have adequate and continuing technology support as well as a dedicated place to host the completed videos.
  • Be aware of and follow all relevant copyright policies regarding podcasts (e.g. acquiring copyright clearance for materials and release forms from students if their questions and answers will be recorded and the podcasts will be shared beyond the current semester’s classroom).
  • Take time to practice and experiment with recording quality. Poor sound quality may prevent students from using the resource.
  • Make lecture capture videos available as soon as possible after a lecture, because most students download podcasts within a few days of a given lecture (or immediately prior to an exam).

Prior to Making Videos Available

  • Make sure that all of your students have access to and are comfortable using devices to download and play podcasts.
  • Make accessing and using podcasts easy and fast by providing detailed instructions for downloading and ensuring that the file format is compatible with common media-playing devices (e.g. MP3 players and iPods).

During Class

  • If you require students to listen to podcasts or view videos before lecture, provide them technical requirements, instructional goals and consider using content-related questions or other learning activities to enhance student learning.
  • Consider using class time for interactive discussion, student-centered learning activities, or demonstrations to complement and build on podcast content.
  • When appropriate, make reference to the video during lectures or when responding to students’ questions so that students will be more likely to use them.

Assessing the Use of the Lecture Capture Videos

  • Draft an evaluation plan for your lecture capture project to investigate what did and did not work for you and your students.


  • Closed captioning significantly increases the accessibility of lecture capture (and any video) for English as a second language (ESL) and/or students with disabilities.

Additional Resources

Information adapted from:

Lecture Capture. Center for Research on Learning and Teaching, University of Michigan.