E‐Chalk: a lecture recording system using the chalkboard metaphor

Abstract

This article describes a system that produces web based learning modules as a by-product of regular classroom teaching. The lecturer uses a pen sensitive display in place of the traditional chalkboard. In addition to drawings, the electronic chalkboard handles a range of multimedia elements from the Internet. The system records all actions and provides both a live transmission and a replay of the lecture from the web. Remote students follow the lecture looking at the dynamic board content and listening to the recorded voice of the instructor. Several use cases of the system as well as a systematic evaluation in two universities are presented.

Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines

“…Echo360 is also widely distributed across institutions internationally (Echo360, 2015). Other systems of video-recording, though all different in method and purpose, include Camtasia Relay, Abode Captivate and Blackboard Collaborate.…”

“…As such, studies that specifically compare one method of delivery over another for benefits and drawbacks are needed. Whilst there are institutional and cross-institutional case studies of the use of lecture-recording systems (Friedland, Knipping, Schulte, & Tapia, 2004;Larkin, 2010;Phillips et al, 2007) as well as discipline-and cohort-specific studies (Johnston, Massa, & Burne, 2013;Leadbeater, Shuttleworth, Couperthwaite, & Nightingale, 2013;SpaethHilbert, Seufert, & Wesner, 2013;Yeung, Raju, & Sharma, 2016a), this paper addresses current knowledge gaps by presenting evidence of disciplinary differences amongst lecturers in their views about the use of lecture-recordings, and expanding on comparisons between student-lecturer experiences following the introduction of Echo360 as an opt-out system.…”

Generating OER by Recording Lectures: A Case Study

“…A significant outcome has been the emergence of systems that easily capture and process lecture recordings, such as: i) the E-Chalk project [16], a system that transforms the lecturer's input on a large touch-sensitive screen into an intelligent electronic chalkboard; ii) the virtPresenter lecture recording framework [17], that automates lecture recording production and presents the content through highly-adaptable Web 2.0 user interfaces (which can also be integrated in social environments); and iii) ETH Zurich's REPLAY [18], that automates the lecture recording with dedicated hardware, and incorporates content indexing. Other approaches use a lecture recording search engine specifically for academic content, or use podcasting as an easy distribution channel for lecture recordings [19], [20].…”

Assessing the Contribution of Lecture Video Service in the Hybrid Learning Ecosystem of Harokopio University of Athens

“…al, 2009;Friedland et al, 2004;Lauer et al, 2004;MacKenzie, 2005;Traphagan, 2005). After the wide acceptance of hybrid learning methods in Harokopio University, it was decided to explore the provision of a lecture video service and its impact in the learning process.…”