Hi All
I realise the topic of lecture capture/audio recording/using recording devices has been discussed before however……..
I was wondering how other institutions are tackling the actual discussions being had with reluctant lecturing staff.
We have many fantastic lecturers who happily allow their lessons to be recorded by students for their study. We have a disclaimer that students sign when borrowing recording devices from Learning Support etc. and we have a process by which Learning Support inform the lecturers of the support recommendations of their students who have disclosed a learning difficulty, high-lighting those whom we have specifically recommended audio recording.
We are now looking to co-design a recording policy, to give structure and guidance for both staff and students, as we are facing some staff who are refusing to allow their classes to be recorded. Some of the reasons given are:
1. “There is sensitive material discussed in class therefore recording is not appropriate” (blanket statement – with a refusal to work around this with tech)
2. “Students could use the content maliciously”
3. Some believe that the recordings could then be used to assess their teaching or for disciplinary reasons
4. “That can’t be done due to GDPR”
5. A perceived lack of control – fear of what might be done with the recording once it has left the building
6. “If I put notes & PowerPoints up before the class and recordings after class that will stop students attending” students will no longer see the value of being in the class room.
7. “Students knowing they are being recorded will restrict the flow of discussion and freedom of speech within the lessons”
8. Concerns about intellectual property
9. “we don’t technically lecture therefore [lecture capture] isn’t appropriate”
We very much want to enter into discussions with our colleagues furnished with suggestions, solutions and options (preferably that we can say are working in other institutions) rather than with a pre-designed policy to enforce recording. We want to address the valid concerns that staff have and reassure them by offering training and assistive tech solutions etc. whilst at the same time ensure ALL students across the college have equity in the ways in which they access study resources.
Therefore if anyone has any constructive solutions, shining examples or even obscure ways they have won round reluctant staff I would very much like to hear about them.
Thanks in advance for your help
Laura
Laura Hutton
Assistive Technology Co-ordinator
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