University of Glasgow
In this talk I will discuss the evidence concerning how students learn with lecture capture and argue that we need to move away from the idea of lecture capture as a novel technology that sits separate from other study activities. Instead, I suggest that we should consider how lecture capture relates to general study skills and I will present new data that helps explain how and why our students use recordings (and how we can help those who need it).
Emily Nordmann is a lecturer in the School of Psychology, University of Glasgow. Emily completed her undergraduate degree in psychology at the University of Edinburgh in 2008 before moving to the University of Aberdeen for postgraduate study. Her PhD investigated models of lexical representation in language production and Emily continues to conduct language-focused research on idiomatic expressions and swearing, however, her main focus is now teaching and pedagogy. Emily's research centres on lecture capture, in particular, how it impacts learning and how students' use of lecture capture relate to general study skills.