Faculty Perspective: Journey to Lecture Capture

Like most of the faculty out there, I am always looking for ways to improve my efficiency.  As I worked through my training to teach and design courses online, I was introduced to so many tools to assist me that I was a bit overwhelmed.  Did I need a Prezi?  Could I use Screenr?  Could a Voki avatar get my point across?  Would GoAnimate bring my workplace scenarios to life?  There are hundreds of tools at my disposal, but how could I simply deliver a lecture to my students in a way that was simple for me, and effective for them?  The Office of Distance Learning offered a user-friendly answer: Panopto.

I know you might be thinking—What is Panopto?  I don’t have time to learn new software!  In the beginning, I had the same doubts.  Now here I am, encouraging you to take advantage of this wonderful resource.  In the interest of efficiency, here are some key points:

What is Panopto and how do I get it?  Panopto is a lecture capture software available to all faculty teaching hybrid and online courses at UL Lafayette.  If you are interested in trying the software, contact the Office of Distance Learning via email at distancelearning@louisiana.edu.  You will need a webcam if you plan to record video of yourself and a microphone if you want to record audio. These may already be built into your computer or you can add an inexpensive one that will be of good enough quality for lecture capture. An E-Learning Media Specialist in the Office of Distance Learning will provide instructions on how to download the software.

Will I have to go through training to use it?  Panopto does offer training videos, but you don’t even have to watch them to get started.  As the Panopto website claims, “Push the big red button, and go.”  Take a look at this screenshot:

As you can see on the left, you choose whether or not to record video, and then specify whether you’d like to capture a PowerPoint presentation, or your primary screen.  Now you are ready to click the big red button, and start your lecture.  It is so easy!


Once I have finished recording, how to I share it with my students?  Will they need special software?

No, studentswon’t need any special software.  The output options are one of my favorite features of the Panopto software.  You can share a public link to your lecture with your students (which can be viewed in any web browser), download it as a video podcast, or download it as an audio podcast.  All of these options can be accomplished in about three mouse clicks.

How will my students benefit?

Students can play lectures back at their convenience, as many times as needed.  They can locate specific content in the lecture, and skip around to the sections that are most helpful.  My students have been very pleased with my Panopto lectures, and enjoy the ability to focus in on what they need the most.  They can also adjust the playback speed so that they can listen to the lecture in less time without noticeably changing the audio.

How do I know if my students are watching my videos?

Panopto provides statistics for each lecture.  You can see how many times your lecture was reviewed by date, and also by video time.  I found it very helpful to know that not only were my students watching the videos, but they were also watching them all the way through.

Am I going to need a lot of technical support?

Absolutely not!  I have been using this product for about a year, and have found it easy to record and share lectures.  My students have never had a problem viewing my lectures.

Can I only record lectures while I am on campus?

No.  Lectures can be recorded and viewed anywhere.  I have recorded lectures at home, on my tablet, in hotel rooms—just about anywhere – as long as you have the software installed and a camera/sound input device on the computer or tablet you plan to use to record.

What are other advantages of using Panopto for faculty?

I have used it mostly in my online classes to record my weekly PowerPoint lectures.  I also use it in one of my face-to-face technology courses.  On the day I introduce new software, I use the screen capture feature.  If a student gets a little lost during the lecture they can later view the recorded lecture and focus in on the point where they got confused.  They love it!  I also use it to record lectures when I am not able to attend a face-to-face class.  I have found the flexibility and convenience very helpful.

We have a great network of Panopto users here on campus.  If you do have questions, odds are someone else has already figured it out and is willing to share.  The Office of Distance Learning staff is very helpful and supportive as well.  If you need to record lectures in your course—I encourage you to give Panopto a try.

Learn more about Panopto by logging onto this link (click here).

About the Author: Mrs. Lisa Delhomme, MHA, RHIA, is a Senior Instructor of Health Information Management in the College of Nursing and Allied Health. She is a ULearn Certified Online Teacher and Course Designer. Senior Instructor Delhomme teaches online courses in Health Information and Health Services Administration.

Faculty Q & A on Moodle 2

Below is an exchange with a faculty member and the Office of Moodle Support. Since some of our faculty users may have the same questions, we thought it would be appropriate to share the questions and responses. Some have been edited to increase clarity for our readers.

Faculty Question 1: In the new Moodle, I cannot find a function for managing participants. For instance, if I want to add a person as non-editing teacher, or students, what I have to do?

Moodle Support Response:  You can view two handouts in the “Learn How to Use Moodle 2″ link from the Moodle 2 front page. First, learn how to add the People block by viewing this resource (click here).  Second, learn how to manually add users to your course by viewing this resource (click here). You will be prompted to log into Moodle to access these resources and then should be directed to them if you are not already logged in.

Faculty Question 2: I also cannot find a function for “reports” where I investigate students’ activities online. In the old Moodle, I could check it by using “reports,” but in Moodle 2, there is no “reports” function.

Moodle Support Response: Please review this one page guide with screen shots on how to locate the Reports in Moodle 2 (click here). Reports remain a core feature in Moodle 2.; one just accesses them differently.

Faculty Question 3: I want more space in my grade book and to view submitted assignments. How can I increase the width on these pages?

Moodle Support Response: You have two basic options. First you can move all the items from your right column to your left column by turning editing on and moving each block with two clicks of the “crossbar” icon. If you want even more real estate for the middle column, then you should investigate the “Dock-A-Block” feature. You can view a .PDF handout on Docking a Block (click here) or watch a video about this feature (click here).

Faculty Question 4: I am having difficult setting up Q&A forums. I must be missing something… My students are NOT able to see the button to Add a New Question and neither can I when I look at the class as a student. Someone please tell me this is something simple that I am missing??

Faculty Response from the Office of Distance Learning’s LinkedIn Group Discussion on Moodle 2:

Here are the instructions for allowing a student to post a question in a forum:

  • Permission for Students to Post a Question in a Q & A Forum:
  • Turn editing on
  • Click on Q & A Forum
  • Settings
  • Forum Administration
  • Click on Permissions
  • Advanced role Override…Choose: Click on drop down arrow
  • Click on Student
  • Activity forum
  • Add Question
  • Click on Allow
  • Save Changes

Learner Support Block in Moodle 2


Learner Support BlockMoodle 2 has many useful features for faculty and students, but the updated Learner Support block provides a standardized location in all Moodle courses which links to information about institutional, IT, and academic support services.

During the summer 2013 semester, staff in the Office of Distance Learning collaborated with IT Help Desk staff to make strategic upgrades to the block. The Learner Support block, located in the top left hand corner, is the centralized location for information on software and hardware needed (Inspect Your Tech); IT and Moodle Support; Using ULink and Zimbra; Academic Success Services; and Accessibility Policies and Services.

While the block does ensure that information is provided in a standardized way, faculty are still encouraged to promote these links to their students. Consider mentioning them in the syllabus or a welcome video. Take some time explaining to students not just where the links and resources are in the Learner Support block, but when and why students would use them.

Finally, please take time to check each link and send any information that needs to be edited or added to distancelearning@louisiana.edu.

I Migrated My Courses to Moodle 2 – Now What

If you have successfully migrated your courses from Moodle NG (1.9+) to Moodle 2 as described in this blog post entitled Migrating Course to Moodle 2, you are now ready to “import” information from your migrated course(s) into a future section of your course(s) in Moodle 2. To assist you with importing in Moodle 2, which is a current feature of Moodle 1.9+, the Office of Moodle Support has created a video, Migrate from Moodle 1.9 and Import into Moodle 2. This video demonstrates the steps to import your data once it has been migrated from Moodle 1.9+.  You may be asked to log into Moodle 2 to view this video. Please do so and the video should begin immediately.

Additional information on using Moodle 2 may be found in the Learn How to Use Moodle link in Moodle 2. Click on the link and log into Moodle 2 to access this help page. Also, Moodle 2 help videos are being created and posted to YouTube on the Office of Distance Learning’s channel within the Moodle 2 playlist (click here).

Migrating Courses to Moodle 2

Course Migration to Moodle 2

With the upgrade from Moodle Next Generation (1.9+) to Moodle 2 to take full effect in spring 2013, course migration will be necessary so the information you created in Moodle NG (1.9+) will appear for your use in Moodle 2. To automate part of the process, the Computing Center has created an electronic course migration request form for faculty to identify the courses they wish to have copied into Moodle 2. To access the electronic request form, please click here. Faculty will be required to input their CLID and password to access a list of courses in Moodle NG (1.9+) in which they are listed as an editing teacher. Only courses in which the faculty member is listed as editing teacher will be listed. Once the list appears, faculty can select the courses they wish to have migrated from Moodle 1.9+ to Moodle 2. Faculty should press “submit” to process the electronic request form. Once the electronic form is submitted, the faculty member will receive a confirmation message as follows:

Your courses will be migrated within one working day. You may login to the new Moodle site at https://moodle2.louisiana.edu/. If you encounter any problems please contact moodle@louisiana.edu.

The migration process has a manual component; thus, the need for at least one business day to respond.

Anticipated Need for Formatting

Not all items from Moodle 1.9+ may migrate into Moodle 2.0 in the same format as they appeared in Moodle 1.9+. Please be prepared that you may need to recreate some items (labels or forums), adjust their size, or reformat other items. The migration between the two systems presents a new learning experience for all of us because of some core differences in Moodle 1.9+ and Moodle 2 that did not exist when we upgraded to Moodle 1.9+.

Moodle 2 Arriving Soon

Faculty, staff and students will be greeted by an upgraded version of Moodle, the University’s learning management system, in the spring 2013 semester when they return from the winter break. A host of new features aim to support teaching and learning. This article discusses the new features in Moodle 2, and shares information on upcoming trainings, changes from the previous version, and the history of the development work behind Moodle 2.

New Features

Going Mobile. Moodle 2 software will allow students to get access to their courses with a customized mobile interface for the first time since the University adopted Moodle as its learning management system.  The mobile interface will have a user-friendly navigation system for students to easily access course information, and for faculty to easily update their courses, respond to students’ posts, and grade assignments.

Checking In. Moodle 2 will allow faculty to create checklists for students to complete. Checklists can help students keep track of assignments due and allow faculty to track all students’ progress through each week, topic, unit, or module in their course. The checklist feature was well received during a test of it this summer in online courses.

One Stop Block – Support. Responding to a recurring faculty request, a new support block was created. This block, “Learner Support,” will appear as a part of the base template in every course. This block includes resources to inspect software and hardware compatibility and currency, access to IT and Moodle support, as well as resources for using UL Lafayette’s University portal (ULink) and email system (Zimbra). Additionally, links are provided to Academic Success Services (for services like online tutoring), Library Services, and Accessibility Policies and Services.

Moodle 2 Access, Course Migration, and Upcoming Trainings

Faculty Access. Beginning with pre-registration for the Spring 2013 semester beginning soon, faculty will be able to access Moodle 2 by logging onto http://moodle2.louisiana.edu. As students enroll in courses in ISIS, the sections in Moodle will be automatically created. Your current CLID and username will allow you to log into Moodle 2.

Training and Support. The Office of Distance Learning will sponsor a series of 25 to 30 minute training sessions for faculty to learn about the new features in Moodle 2. The dates and session topics can be viewed at this link. All Moodle professional development will be located in Stephens Hall, Room 109.

Course Migration. A future blog post will explain how courses in Moodle 1.9+, the current version being used in Fall 2012, will be migrated to Moodle 2.

Changes from Previous Version

Below are some examples of changes you can expect in Moodle 2 from the previous version.

Editing Icons.  The current set of editing icons shown here, , are updated in Moodle 2. At least in one case, the change in functionality means greater usability in the new set of icons show here – . The first icon in the new set replaces the “move up and down” icon and is a “move anywhere” icon giving flexibility to the course designer to move information anywhere on the page with two clicks.

A Different RESOURCE list.  The drop down menu for “Add a resource” has been adjusted as well. Here is a comparison of the differences below. The book and label features remain the same. Add a File is now named File. Display a directory, which is a group of files, is now called “Folder.” Compose a text page and compose a web page have been collapsed to Page. If you want to upload a file, then you select File. If you want to link to a website, then you select URL in the new resource list.

  Moodle 1.9+ Resource List                   Moodle 2.0 Resource List

Development History

A task force of faculty and staff studied options to improve Moodle during the fall 2011 semester. As a result, a series of pilots of Moodle 2 software were conducted throughout the spring, summer, and fall 2012 semesters. Based on the feedback of faculty in these pilot tests, adjustments were made to the theme and functionality.

Sizing Up Course Enrollment

A number of Deans and Department Heads have asked the question, “What is the ideal course size for a hybrid or online course section?”  The typical response given by Office of Distance and Electronic Learning staff is,  “Online and hybrid course sizes should be determined on a course by course, department by department, and/or college by college basis.”

The Office of Distance and Electronic Learning Policies and Procedures provides the following parameters for determining electronic course size:

Course Size
  • Each Department Head with the Dean’s approval will determine the appropriate class size for hybrid and online courses. University established course size minimums apply.
  • Course sizes may vary by discipline, course by course within a discipline, major by major within a department, and department by department within a college.
  • Variations are allowed to consider the vast differences in instructional delivery across and within disciplines while also allowing distance learning to achieve the appropriate economies of scale.
  • Course sizes must be published in the schedule of classes and demonstrate alignment with published best practices for delivering electronic courses.

While these parameters are helpful, at least one question remains. “How can each department practically determine course sizes? ”

This blog post discusses one College’s approach to electronic course size decisions and some principles for Deans and Department Heads to consider when making course size determinations.

First, faculty and academic administrators should consider the type of assessments and engagement activities in a particular course’s design when determining what that course’s maximum enrollment should be.  The term “engagement” used in the context of this blog post references the need and expectations of faculty time spent on grading and reviewing assessments and the amount of time and effort of students to complete the set of assignments designed for the course.  There are minimum engagement expectations for faculty to monitor the course, respond to questions, and complete the regular duties associated with teaching any course, regardless of delivery format.

One Model

In one UL Lafayette College, a significant number of hybrid and online courses sections are offered each semester.  The decision-making process about course sizes follows a method based on answering the following questions:

  1. What are our peers doing?
    • The Associate Dean of the College researches how many students in a particular course or set of courses are being taught in an electronic format by a predetermined set of competitors? This information is then used in the equation.
  2. What is the scope of the course? Is it a core course or common body of knowledge course needed for future success in other courses? Where is the course in the sequence?
    • Foundation courses and technical courses may sometimes have lower faculty to student ratios.
  3. What is the ability level of the faculty members teaching the course? Expertise with content and electronic instructional formats is weighed heavily in this UL Lafayette College when considering course size.
    • For example, a new faculty member may have a lower number of students than the person who has experience teaching online. The goal is to create an ideal environment for the faculty member and students with some expectation that the number of students that can be taught online increases to some maximum point as the faculty member gains experience in the online environment.
  4. Is the course size responding to quality and need for this semester? This College continually reviews course sizes on a semester by semester basis to decide if the size for that semester is responding to the  needs of students and re-assessing how the course size may or may not have affected student achievement of learning outcomes.  For example, course A may enroll 20 students in the fall semester based on the factors above, but may enroll 25 or 30 in the following spring semester based on a shift in one or more of the factors used to calculate the initial size. The reverse of this example is also true.

Complex Challenges Remain

There are complex challenges to answering the course size questions for these reasons:

  1. There is no formula for determining the proper class size or at least none exists in the research literature. The discussion on pages 98-100 of this journal article may interest this blog entry’s readers – http://www.ncolr.org/jiol/issues/PDF/4.2.3.pdf.
  2. Course size decisions must consider the quality of the experience for the student while at the same time weighing the cost (economy of scale) of the course to the College and University. What is the return on investment for a small class size, a larger class size, or varying class sizes among a set of courses?
  3. Determining the right course size may take some trial and error. In the short run, your Department might agree on a number, conduct your own studies of students’ and faculty members’ experiences, and present results. Then, make adjustments as needed based on data, not anecdotal evidence.
  4. More often, UL Lafayette faculty are showing an increased interest in developing and teaching a hybrid or  online course(s).  We must remember that good designs and more experienced faculty (in terms of content knowledge and practice with the electronic instructional format) can produce environments where more students can be taught to some limit.  My recommendation to faculty is to discuss the course sizes for each course under question or that may be under question in the next academic year with your Department Head, and possibly your Dean.  Be sure to explain the course demands and engagement requirements for faculty and students.
  5. At this time and based on recent study of course size research, it is not advisable to select a hard fast number for all courses in your department. This approach may not be appropriate as each course has different learning outcomes with varying instructional strategies employed to assess the achievement of those learning outcomes. The instructional and assessment strategies may require more or less effort across courses in a department because of the nature of the specific course content.
  6. Having broad ranges among course sizes within a set of sequenced courses is that your Department may unintentionally create bottlenecks where students cannot get X course because it only enrolls 15 students so they discontinue their enrollment in favor of another institution.

Until we have a formula or each department has its own research about the best course sizes by course type, level (freshmen, junior, senior or undergraduate or graduate), and/or courses within the sequence of a major, it is best to consider the elements suggested by the College in the example above. Also, determining course sizes should be an ongoing, not one time, event where careful consideration is made as the course is taught more often hybrid or online or in some other instructional format.

Copyright, Fair Use, and Distance/ Electronic Learning

The issue of copyright fair use and its application to distance and electronic learning courses has been a recent common query of faculty members interested in developing web-enhanced, hybrid, and online courses. Faculty members are searching for more complete information for how to abide by copyright laws as they transition some, a significant portion, or all of their instructional course materials into an electronic format.

In response to these questions and growing interest in this topic, this blog’s author has reviewed and assembled some helpful resources for faculty to better understand fair use in regards to distance and electronic courses.

Resource 1: Urban Copyright Legends by Brandon Butler

Mr. Butler, an attorney, concisely dispels a number of myths in his attempt to reduce the “proliferation of misinformation and misstatements about copyright” and fair use. Download his five-page article by clicking here.

Resource 2: Introduction to the TEACH Act

Penn State offers a great Frequently Asked Questions (FAQ) about the TEACH Act (click here).

Resource 3: Measuring Fair Use

Stanford University’s Libraries provides a clear discussion on the factors federal judges use to decide if fair use is applicable in copyright infringement cases. The factors include:

  1. the purpose and character of your use
  2. the nature of the copyrighted work
  3. the amount and substantiality of the portion taken, and
  4. the effect of the use upon the potential market

The link to Standford’s concise, case-law focused discussion of fair use can be accessed here.

Resource 4: UL Lafayette’s Electronic Copyright Handbook

A final source worth considering is the University’s own copyright handbook, which is available electronically. Readers may get access to this electronic and interactive document by clicking here.

National Survey Results – Faculty Use of Social Media

Dear UL Lafayette Faculty member,

Does this profile fit you?  http://edudemic.com/2010/05/new-study-yes-professors-are-online-and-teaching-with-social-media/

If not, maybe it is time to explore the world of social media. The Office of Distance Learning can help you think of ideas to appropriately  integrate social media into your courses.

View the recently added video about the Social Media Revolution posted on this blog to view the impact on society.