Lecture Capture Anyone?

February 1, 2016

After several years of using portable audio recorders to record classes for students and Adobe Presenter to add narration to PowerPoint Presentations, Albany Law School has moved to the Panopto lecture capture system for these tasks and more. (Examples are explained below.)

Panopto allows for easy recording and reviewing of courses, lectures, and presentations. As a secure cloud-enabled service, Panopto is designed to simplify the lecture capture process. Recordings made by Panopto can be viewed on most browsers and mobile devices. They also can only be accessed with school log in credentials or TWEN log in credentials.

Flipping the Classroom

The flipped classroom is one of the hottest trends in education. Professors can use the Panopto software to record lectures or narrate a PowerPoint presentation for students to view outside of class. Then class time can be used to apply the recorded content through discussion and problem-solving activities. The result being increased student engagement and more in-depth discussion during the class time.

fam law

Student Recordings

Students can record themselves in simulated client counseling and negotiation sessions.  These recordings can then be shared with peers or the professor for critique and feedback.


Faculty/Staff/Student Trainings

Various departments in the school (IT, Careers, Library, etc.) can record demonstrations for students and staff and then post them instead holding on-site trainings.


Classroom Recordings

If students have learning accommodations or they miss important classes, Panopto’s remote capability can seamlessly record classes so that students can access them through their course’s TWEN site.

twen panopto

When students view the recording, instead of just audio, they will be able to follow along with whatever the professor has on the screen such as, PowerPoint presentations, notes on the white board, content from the document camera, videos, web content, etc., thus making the recording much more valuable.


Here the professor is sharing a document from her computer.

The student can also take notes at different points in the recording.


The recording is searchable, as well – the audio and the text (if there is text recorded.)


Each time the professor mentioned “government” is noted by the time of the recording. (No text was shared.)

Below are some articles on using lecture capture in higher education:

Any other schools use lecture capture?  If so, in which ways?  




Four Tips for How to Flip a Classroom, Prof Emmy Reeves

March 23, 2015

Four Tips for How to Flip a Classroom, Prof Emmy Reeves.

Flipping Civ Pro

October 13, 2014

Flipping the Classroom is a popular topic. In fact, in the most recent Horizon Report, the flipped classroom was named one of the most important emerging trends in educational technology for higher education …”because of how it rearranges face-to-face instruction for professors and students, creating a more efficient and enriching use of class time.”

The flipped class in law school has been the subject of several posts on this blog:

This semester, one of the professors at Albany Law School has decided to “flip” his Federal Civil Procedure class.

Each week he uses the software VideoScribe to create a video.

The video file is uploaded to TWEN for the students to watch outside of the classroom.

twen videos

Students have to certify that they have watched the video in its entirety.


The professor also has the ability to check to see who has and who has not watched each video.

clicking + gives the names of the students who have watched

A detailed view can be seen monthly for each student showing how they watched the video (time, pausing, etc.):



During class time, the professor can spend time elaborating on what was covered in the video, answering questions about the content and engaging the students rather than using the traditional “Socratic method.”

I asked the professor about how things were going so far:

I think it’s much more productive (giving the students the material ahead of time) and I can use the time to do more examples, rather than lecture.

Then the important question…”Are the videos enhancing student learning?”

 I’m going to do an analysis.  I think they are helpful, but my analysis is going to try to determine whether there is any connection between watching the videos and how students fared on the mid-term.  Stay tuned.

As the professor says…STAY TUNED.

Are there any law school professors experimenting with “flipping the classroom?” If so, how is it working out? Are students learning better?

Here are some recommended articles for those considering “flipping” the Law School classroom:

Using Technology to Confuse Students

August 14, 2014

recent article in The Chronicle of Higher Education highlights the results of an experiment done about 10 years ago by Derek Muller, then a doctoral candidate at the University of Sydney,

Muller created two types of videos to teach science to his students.

In some videos, he had an actor explain the concepts straightforwardly or “concisely.” In other videos, he included more ambiguity which some of the students called “confusing.”

But when Mr. Muller analyzed the results of tests he administered to the students before and after showing them the videos, he found that “the students who had watched the more confusing videos learned more” but the other students seems more confident in their understanding.

In 2011, Muller concluded:

“It seems that, if you just present the correct information, five things happen. One, students think they know it. Two, they don’t pay their utmost attention. Three, they don’t recognize that what was presented differs from what they were already thinking. Four, they don’t learn a thing. And five, perhaps most troublingly, they get more confident in the ideas they were thinking before.”

So maybe law professors should try adding some confusing situations to their cohesive PowerPoint presentations?

Flipped Learning

March 14, 2014


Reposted from:   http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx

To counter common misconceptions and offer educators a practical framework for Flipped Learning, the governing board and key leaders of the Flipped Learning Network (FLN) today announced a formal definition of the term. According to Aaron Sams, FLN board member and coauthor of Flip Your Classroom: Reach Every Student in Every Class Every Day, “One of the biggest misconceptions is that the main component of Flipped Learning is the use of video … although video is a very important component of Flipped Learning, the most valuable benefit is the enhanced use of class time to get students engaged in higher-order thinking.”

The FLN definition of Flipped Learning is the following: “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”

Along with the definition, FLN announced its Four Pillars of F-L-I-P and a checklist of 11 supporting indicators for educators. Jon Bergmann, coauthor of Flip Your Classroom and secretary/treasurer of the FLN, said of the checklist, “Educators can use it as a frame of reference because it demonstrates what effective Flipped Learning looks like. It’s a baseline — or roadmap — containing the principles of Flipped Learning.” FLN’s Four Pillars are the following:

Flexible Environment

Educators can create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture

The Flipped Learning model deliberately shifts instruction to a learner-centered approach where class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. Students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content

Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding and procedural fluency. Educators use intentional content to maximize class time in order to adopt methods of student-centered, active learning strategies.

Professional Educator

Professional educators continually observe their students, providing them with feedback relevant in the moment and assessing their work. Professional educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism and tolerate controlled chaos in their classrooms.

Bergmann concluded, “We created the definition and checklist to help administrators and teachers alike get a better handle on what Flipped Learning really means. According to a survey from Project Tomorrow (2013), administrators are just as interested in Flipped Learning as teachers. So we see administrators as playing a vital role in supporting teachers. Flipping a classroom doesn’t happen overnight. It requires buy-in, collaboration and commitment.”

For complete details about the Four Pillars of F-L-I-P and a checklist of the 11 supporting indicators, visit FLN’s Flipped Learning definition page.

Other posted related to Flipped Learning:

Are any law schools using the Flipped Learning Model?

Who Doesn’t Love Free?

September 18, 2013

At the following post you will found 321 Free Tools for Teachers separated in 18 educational technology categories:


  • 18 Free Tools To Create Infographics For Teachers
  • 19 Free Text To Speech Tools For Teachers
  • 21 Free Digital Storytelling Tools For Teachers
  • 15 Free Podcast Tools For Teachers
  • 27 Free Survey, Polls, and Quizzes Tools For Teachers
  • 17 Free Screen Capturing Tools For Teachers
  • 30 Free Social Bookmarking Tools For Teachers
  • 14 Online Bibliography and Citation Tools For Teachers
  • 13 Free Sticky Notes Tools For Teachers
  • 30 Free Photo and Image Editing Tools For Teachers
  • 17 Free Testing and Quizzing Tool For Teachers
  • 15 Free Web Conferencing Tools For Teachers
  • 15 Free Authoring Tools For Teachers
  • 5 Free Annotation Tools For Teachers
  • 8 Free Video Tools For Teachers
  • 6 Free PDF Tools For Teachers
  • 34 Sites To Download Royalty Free and Creative Commons Music For Teachers
  • 17 Free Stock Photos Sites For Teachers

If only I had the time to try them all.

Feel free to comment on any of those above that you have used and would recommend.

Be careful.  I have found that the technology is always changing.  For example, Animoto (digital storytelling) has discontinued their free educational account.  Also, the free accounts often have limitations (such as with SurveyMonkey and Jing).

Cool Web 2.0 Tools

September 6, 2013

cooltool logoPNG

Check this site out!!!

cool tools index

and more…

All I can say is that this site includes everything you would ever want to try…all are on the web and are free. Some tools you may have heard of but I bet that most of them you have not.

The site has won numerous awards and I can see why.

I recommend taking a look and bookmarking it.  You will want to go back.