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For the past few years, I have been so excited as the world of education and the world of technology have become more like a family than just neighbors.  I’m not talking about the move from desktops to laptops.  I’m not even talking about tablets and smartphones.  I’m excited about the new world of robots, gadgets and apps that have brought the education world to life for our students and made that world accessible for people with special needs. The world of technology is a rich environment that has, in many cases, turned education on its head!  No longer do we have the teacher delivering the information from a new text or even a recent article.  That flat world is becoming less and less relevant.

I say this because the world of technology is the native environment for the students of today.  They are comfortable with newer, faster, smaller modes of communicating.  They know how to find anything they can think of, in seconds!  They don’t wait for the news, they tweet it or post it on a social network.  History is alive and being captured as it is happening and shared worldwide on sites like YouTube. They stream, discover, invent, improve, collaborate and venture into alternative realities/simulations where they can let their avatar communicate for them. They have taken the notion of virtual, embraced it and invited everyone in.

The problem is, things are changing rapidly and some teachers have not kept up.  They are beginning to realize they have a lot to learn and it can be overwhelming for them. While it was customary for teachers to set expectations for their students, we have to realize that today, students come to our classes with their own set of expectations. Break-throughs in assistive and augmentative technology have made it possible for students with severe sensory impairments and/or no communication to join their classmates through the use of smartphones and iPads.   Depending on their preferences, today’s students may not even have to leave their homes to receive their education.

So where does Columbus come in?  Well, to oversimplify, he met with some resistance to his notion that the world wasn’t flat.  Additionally, as the story goes, it wasn’t easy to keep everyone’s spirits up as they got further and further into “the new world”.  One might guess once they realized the gravity of their situation, it was a bit overwhelming.  Things got so intense, there was almost a mutiny, at the very least, a strong disagreement as to the course of action to take.

That voyage and the upheaval in the way things were consequently done is a metaphor for the situation we find ourselves in today.  Many professors haven’t had to include very much technology in their classes and that has been fine with them.  They may have been under the impression that blogs, texts, tweets, tablets and embedded videos were not part of the classroom.

Photo Credit: Fergal of Claddagh

The instructional design and technology team at QU Online sought out to find the best books in our field from 2012. If you have a favorite, please share your recommendations in our comments area. Best wishes in the New Year!

1. Design for How People Learn by Julie Dirksen

Discover how to use current learning design theory to create materials that attract and maintain your audience’s attention and make learning sticky.

2. Introduction to Rubrics by Dannelle D. Stevens and Antonia J. Levi

This excellent resource, aimed at novices and experts, is packed with ideas on how to construct and use rubrics.

3. Learning on Demand by Reuben Tozman

Drawing upon trends in educational technology and Web-based analytics, this book provides new ideas for increasing learner engagement.

4. Rapid Video Development for the Web: How to Create Learning Videos Fast and Affordably by Jonathan Hall

This book provides hands-on advice about video production for the Web including how to plan, shoot and produce professional looking videos in-house.

5. Using Games to Enhance Learning and Teaching: A Beginners Guide edited by Nicola Whitton and Alex Moseley

Blending professional game design with learning theory, this book provides practical ways to use gaming techniques to support student engagement in online and traditional learning environments.

Photo from:
http://www.flickr.com/photos/paloetic/3314698577/

Our world and classrooms have become sleek, simple and high tech or complex, confusing and bloated with high tech.  Your view may depend on your age, background, exposure to and comfort level with the dazzling array of web tools we have at our disposal.  While we now have an entire generation that has grown up with computers and cell phones, some of their teachers are just beginning to face the fact that these devices not only hold infinite potential for changing the way we educate and communicate, they have already changed the way our students learn and therefore, the way we must teach. To ban smartphones, laptops or tablets from today’s classrooms is to miss the opportunity to truly open the world to students; a world they already are used to accessing.

Given that scenario, many educators are asking for support and training in tools that may be new to them.  They attend workshops, listen to webinars or watch video presentations on how to use wikis, blogs, discussion boards, PowerPoints, e-journals, screen capture programs, virtual black boards, smart white boards and e-portfolios to name a few.  They may secretly wonder if paper is dead and books are next.  They realize they actually were allergic to chalk dust all those years and perhaps long for the days of long lectures and weekly stacks of papers to correct.

Despite having a reputation for being reluctant to change, they return to their classes armed with a dizzying menu of new tools determined to incorporate them into their classes.  In a well-intentioned effort to make their classes more engaging, many revamp their assignments to include as many of the new Web 2.0 tools as they can.  The tools have been presented to them like an enormous buffet and they pile their plates high with ideas for trying all that has been laid out before them.  They redesign their syllabi to reflect their new and exciting high tech course framework and eagerly await the positive feedback that will surely come.

Just as with any over-indulgence, using too many Web tools can lead to discontent.  The decision that must be made is, what to use?  That answer may come from trial and error, from further research into the best assignment match for each type of tool or further training and coaching on how best to utilize them.  Perhaps you have not experienced this problem or you are really unaware of how your students feel when they are asked to blog, contribute to the class wiki, answer questions on the discussion board, journal about their reflections and make a presentation for their classmates all in a seven or fourteen week course.

I hadn’t really given it much thought until I listened to a colleague at a panel discussion a few weeks ago.  Her contribution to the discussion was largely about how she chooses one or two tools based the outcomes she has identified for her class.  This resonated with me such that I reflected on my practice and realized I have been guilty of choosing too much from the dazzling buffet of tools that continues to evolve everyday.  I realized that by overloading my plate, I had overloaded my students and probably diminished some of the joy I was hoping to add into my courses.  That led me to wonder about you, my colleagues.  Have you been binging on the feast of high tech tools and gadgets that has been laid before us all?

Image Credit: Langwitches, http://www.flickr.com/photos/langwitches/3458534773/sizes/z/

This week I have the pleasure of presenting guest blogger, Professor Margaret Goralski, from the School of Business at Quinnipiac University.  Recently, I attended a workshop where Professor Goralski presented on her experience using the discussion forum in her online courses.  Her talk was inspiring and she reminded me why I ended up in the field of online education.  I will let her tell you the rest… 

For those of you who know me, you know I love the discussions of students in the on ground classroom – their interactions with each other in groups, in discussion & debate with the author of the text (substantiating or disputing the writing) ,with the larger group in general, and with me, their instructor.

When I first started teaching online at Quinnipiac University, I met with my instructional designer, Chris Neidig, and I asked if we could create the same rich, passionate conversations of on ground classes in the online environment.  Chris seemed very confident we could.

Chris was right. What I discovered is that oftentimes the online discussion forum can be richer and more passionate than on campus discussion because everyone must post – all voices must be heard.  Online learning gives students time to read, to think and ponder, and formulate a cohesive argument.  Instead of perhaps hearing 13 out of 30 voices in a classroom setting, a professor is allowed to hear the thoughts of all her students, and this can be very powerful. Students learn from each other, the author of the text, videos, and the professor. It is a stimulating learning experience.

In an online discussion, we can also read what someone else thinks – and for me as a professor – I can see my students’ thought process. I can see students question their own way of thinking and I see them write responses like, “WOW, I never thought of it in that way.”  There is also beauty in acknowledging that others do not think in the same way as “we” do.  Online discussions can be a real eye-opener.

Tip for Creating Discussion Groups

For me, whether in the classroom or online, one of the most important elements is the make-up of the discussion group.  I am very careful in the online courses I teach to place second year students in groups first, and then first year students follow. I also try to have an equal balance of males and females, if possible.   Even one male on a female team or one female on a male team makes a huge difference and can change the dynamic.  If there are foreign students in the course, I also like to distribute them among the teams – one to a team at least because they bring a different perspective to the conversation, the opinion and arguments of an “other” culture.

Do some students ask if they can formulate their own teams?  Yes, and I always tell them that they cannot because they need to understand that whether we are in school or in the workplace, we will not always be able to form our own teams. Secondly, first year students would be at an extreme disadvantage.  By mixing second and first year students together, first year students are able to gain insight from peers who have more experience and second year students can share their knowledge.

Creating Instructor Presence

Over time I have discovered some strategies for creating instructor presence and being a facilitator in the online discussion forum.  These approaches have helped me improve communication and build rapport with students.  I have also seen the voices of the students evolve and become more powerful throughout the course.

• Facilitate the discussion. I do not interject into their online conversations because it tends to dictate the conversation-but I always give feedback and sometimes I give email responses to the feedback.
• Take students deeper into themselves.  I encourage student to think and formulate their ideas and arguments and put those ideas and arguments in writing for discussion.
• Be human.  I understand when someone writes – “I just found out that I have breast cancer and I’m in the hospital – my boyfriend snuck my computer in and the nurse looked the other way.  I am doing the best I can.”

It has been a great pleasure to re-design courses and teach online for Quinnipiac University – to be a recipient in some ways of these very special conversations of students.  How many times have we wondered what someone else was thinking?  Teaching online can give us new insight…

Margaret A. Goralski, Ph.D.
Quinnipiac University- School of Business

Photo Credit: Gerd Altmann, http://pixabay.com/en/faces-man-woman-dialogue-talk-63516/

How did you end up in the field of game design and development?  Was there an “aha” moment or some transformational learning experience with gaming that inspired you to pursue this area of study?

I’ve always enjoyed playing games, which led me to designing games too. When I was in college, there weren’t any degrees in game design. I studied computer science, which helped me get my foot in the door of the games industry.

What is your definition of gamification?

Sebastian Deterding et al. defined gamification as, “the use of game design elements in non-game contexts,” and I think that’s a pretty good definition. You can read the article here: http://dl.dropbox.com/u/220532/p9-deterding.pdf

How can you see gaming being used to enhance online education?

I think games have the potential to positively impact education, both online and in physical classroom. One thing to remember is that it’s quite hard to craft compelling educational experiences for students, and it’s also quite hard to design fun games. To accomplish both goals at once is even harder!

Generally, it is thought that using games in learning requires sophisticated graphics and advanced programming skills. What are some low-tech game-based techniques/elements that instructors can integrate into their courses to engage learners?

I disagree with your assumption that, “using games in learning requires sophisticated graphics and advanced programming skills.” Teachers can use all sorts of non-digital games to enhance their courses, depending on their learning objectives. There isn’t a single lesson plan that works for all classes, and there isn’t a single game that I would recommend either. Good teachers carefully consider their subject matter and include compelling experiences for their students. I’m happy to discuss game ideas for specific learning objectives with any professor at QU or beyond – just e-mail me!

Can you tell me a little about the courses that you teach? (Introduction to Game Design & Game Design I)

Introduction to Game Design (GDD101) gives students the chance to practice and develop their game design skills through a project-based approach. There are five major assignments: redesign Hopscotch, design a dice game (including probability analysis), design a storytelling game, design a game for positive social change, and pitch a new game idea as a group. Game Design I (GDD201) will take the principles students learned and practiced in GDD101 to the next level. I haven’t created all the assignments yet (this Fall is the first time the course will be taught at QU), and I guarantee that the students will further develop their game design skills!

What are some games that you’ve developed?

Please feel free to look at my website, http://irafay.com.

Professor Gregory Garvey

The instructional design team at QU Online is very excited about the recent inception in 2011 of the Game Design and Development Program at Quinnipiac University.  Here at QU Online, our instructional design team has been exploring and implementing game-based learning for our own staff development activities and we have written a few posts here at Digital Pedagog to start a dialogue about an emerging trend, that according to the 2012 Horizon Report, will have a significant impact on higher education and creative expression in the coming years.

The Game Design and Development Program was originally conceptualized and developed by Quinnipiac University Professor Greg Garvey.  Recently I spoke to Greg to learn more about the steps he took to launch the program as well as his own background in game design.

How long did it take for this new academic program to be launched?

When Computer Science and Interactive Digital Design was still together as one department we had discussions going back a number of years but it was with the departmental reorganization (splitting into The Department of Visual Performing Arts and Mathematics and Computer Science) in the spring of 2010 that paved the way to green light the development of a game design program and curriculum. In the fall of 2010 I drafted the proposal for the Game Design and Development Program and after going through approvals at the college level, Academic Policies Committee and Senate it was approved by the State of Connecticut Department of Higher Education in late spring 2011. During the spring we conducted the search for a new faculty member in Game Design and Ira Fay was hired to join the new program in August 2011.

How did you end up in the field of game design and development? 

My first full time position after completing graduate school at MIT was with the Applied Technology Group and then later as Coordinator of Computer Graphics and Sound in the electronic games division at Parker Brothers (the makers of Monopoly) in Massachusetts. At Parker Brothers we did translations of popular arcade games for personal computers and also created prototypes for interactive electronic versions of board games such as Clue. I then moved on to Spinnaker Software also in Massachusetts which produced educational software and later launched a Sci-Fi series of games (e.g. Fahrenheit 451) and the Perry Mason text based games. As an artist I create and build interactive computer based installations. Although I have been trained in traditional methods (drawing, painting, printmaking, sculpture) I decided that to make an art of our era is to use the technology and science of our time. For example for the Renaissance artist, perspective was a newly discovered scientific principle and technique. Therefore the paintings, murals and bas reliefs incorporated that technique. A core part of my artistic aesthetic is the design of interactive experiences, which is at the heart of all electronic games.

What plans does your program have for partnering with other schools and departments at Quinnipiac to create games for learning?

We have had various discussions with a number of individual faculty and colleagues in the School of Business, the School of Education, the School of Communications, and The School of Health Sciences on how we might collaborate. We’ve already submitted grant proposals in collaboration with the School of Education and we are currently researching the development of a summer week long Game Camp for middle and high school students.

The original proposal for the game design major included a requirement for students to have a minor in a related field. Although this requirement was dropped, we encourage students to consider minors in Film Video Interactive, the Entrepreneurship Program in the School of Business and here in the College of Arts and Sciences we encourage students to consider minors or double majors in Computer Science, Interactive Digital Design, Theater and Music. We have had discussions with faculty in the English department about writing for games.

How would you define gamification?

Gamification (the use of game like incentives in non-game activities) while somewhat controversial suggests that classroom teaching can judiciously adapt such strategies to make learning more engaging, more fun while relying on the intrinsic self-motivation of gaming.

What are some games that you’ve designed/developed?  Are you more drawn to the design side or the development side of games?

At Parker Brothers I worked with teams in developing a number of games and I specialized in creating the graphics and sound and sometimes the music for a number of titles. We developed in house a game based on the Lord of the Rings for the Atari consoles but this was not released. As a member of the Applied Technology Group at Parker Brothers we worked on developing a version of popular video disc arcade game “Dragon’s Lair” for a home consumer version and as I mentioned above we developed an interactive version of Clue. At Parker Brothers I worked on various titles including the Byron Price series of Sci-Fi Games, Perry Mason series, something called Combo Composer which allowed the player to “compose” rock, jazz or classical music from component musical phrases. We developed in house the Robin Hood game and I based the graphics on the Book of Kells and the illuminated manuscript known as Les Très Riches Heures du Duc de Berry. In my own artistic work I incorporated game like elements in a computer controlled architectural labyrinth, or a game of twenty questions in the online project Gender Bender and in other projects.

What are your thoughts about this new trend in using badges for learning? (e.g., Mozilla’s Open Badge Project, etc.)

Badges are part of the trend in gamification. Like earning merit badges in scouting the underlying idea is to use extrinsic motivational goals to learn essential skills. Badges tap into our natural desire for recognition of our accomplishments and achievements and as such are one of the tools that can be used to spur learning. However the danger is that over reliance on external motivators short circuits intrinsic motivation-motivation that comes from natural curiosity and wonder, the desire to learn and achieve mastery. The problem with badges is the same problem with grades: the grade becomes an end in itself. None-the-less as the Mozilla Open Badge Project indicates, initiatives incorporating the use of badges and other gamification techniques for education have received serious attention and support most notably from the MacArthur Foundation Digital Learning Initiative.

Anything else you would like to tell us that we forgot to ask you?

In addition to our academic curriculum GDD students have formed the Game Club, which meets Wednesday evenings in the TH130. One game that has proved to be really popular is “Magic” a trading card game and each week you will find students playing Magic!

Finally I would say that fun and learning are not mutually exclusive. The psychologist Mihaly Csikszentmihalyi described flow as the psychology of optimal experiences. I would argue that when true learning occurs that taps into your natural curiosity where you are totally engaged you experience flow. And one measure of good game (and an important measure at that) is flow or total, pleasurable engagement. And true learning is indeed a pleasure!

More Game-based Conversations to Come!

Check back at Digital Pedagog next week as we continue the conversation on gamification with Assistant Professor Ira Fay from the Game Design and Development Program at Quinnipiac University.

Reference:

The Horizon Report (2012) Retrieved from http://www.educause.edu/library/resources/2012-horizon-report

Professor Greg Garvey’s List of Top Game Design Resources

Conferences

Games, Learning and Society

The Games in Education Symposium

Games for Change Conference

Books

James Paul Gee’s, What Video Games Have to Teach Us about Learning and Education

Keith Devlin, Mathematics Education for a New Era: Video Games as a Medium for Learning

Mark Prensky, Don’t bother me, Mom, I’m learning! How computer and video games are preparing your kids for 21st century success and how you can help

Papers

The University of Wisconsin has been a leader in researching the impact of games on education and researchers there have published numerous papers on the topic. See http://www.education.wisc.edu/ and search “games”. Constance Steinkuehler Squire is a senior policy analyst in the White House Office of Science and Technology Policy. She is currently on temporary leave from the University of Wisconsin–Madison where she is an assistant professor in the Games+Learning+Society (GLS) group in the Curriculum and Instruction Department.

Some Additional Web site Resources

The Games for Learning Institute is an extensive resource for STEAM and STEM initiatives. NYU has established itself as a leader in setting up a research agenda that focuses on assessment, and evidence based results to argue for games as an educational transformational tool.

Microsoft’s Page for the Games for Learning Institute

The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital technologies are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what is already known about the field and seeding innovation for continued growth.

The Serious Games Initiative is focused on uses for games in exploring management and leadership challenges facing the public sector. Part of its overall charter is to help forge productive links between the electronic game industry and projects involving the use of games in education, training, health, and public policy. The Serious Games Initiative was founded at the Woodrow Wilson Center for International Scholars in Washington, D.C.

New Media Institute: Game-Based Learning: What It Is, Why It Works, and Where It’s Going

James Paul Gee’s Learning Principles

Catherine Meriano and Jennifer Rafferty

According to one reviewer, “This course is well-done with very “rich, meaningful” assignments related to Evidence Based Practice.  I was able to follow the logic and layout of the course with ease. Also, the layout of assignments week to week are done in a way that meets the overall module and course objectives.”

Quality Matters is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning. Quality Matters subscribers include community and technical colleges, colleges and universities, K-12 schools and systems, and other academic institutions.

According to the College Board, students pay $1213.00 a year on average for books and supplies. A recent survey of 1095 undergraduates released by the U.S. Public Interest Research Group (PIRG) found that 70% of students had forgone the textbook at least once because the price was too high. How will students do in the course without the required materials? Access to those materials affects everything from retention to achievement. Many instructors and even the U.S. government think that the answer to the high cost of course materials lies in the shift to digital content now that the marketplace for course materials has evolved to a point that is similar to the distribution of music or videos.

Faculty want their students to use a wide range of materials, from trade books and journal articles to specialized academic texts. However, all of this material isn’t available from a single place. Some digital material can be purchased by students from sites like Café Scribe or Kno which have sole agreements with textbook publishers; some can be purchased for Apple’s iBook app, the Amazon Kindle or the Barnes and Noble Nook; and some sites such as Harvard Business Publishing for Educators allow a print-on-demand option in addition to the digital copy. This fragmentation in the marketplace, including varying consumer rights to digital material and different platforms for different types of users and devices presents challenges for faculty and institutions as we try to think of better ways to provide content in a cohesive and seamless way and as we hope to pass savings onto our students.

Given the above factors, Digital Pedagog set out to make sense of the emerging consumer market for course materials. What follows are 4 ideas that could help curb the cost of course materials and herald new pedagogies for the digital age.

1.    Unbundling

For faculty who like to assemble a list of course materials from different sources, a pricing structure that offers students the opportunity to buy single chapters is attractive. Cengage Learning, for example, sells eChapters which can be accessed from a computer or through mobile apps designed for iPads, iPhones and Androids. Inkling offers major publishers’ textbooks such as McGraw-Hill and Pearson to be purchased by students as single chapters for between $5.00 and $10.00 each. Inkling texts are designed to take advantage of the iPad’s touch capability and graphical interface with interactive quizzes and 3-D illustrations however the material can also be used on a computer. Surely faculty will want to be certain that any required materials can be accessed from a computer and that no exclusive device such as an iPad is needed to use the material unless the device is required by the major.

Whether to require students to purchase accompanying access codes to companion sites or labs for a textbook, is another area for faculty consideration. For example, materials such as Powerpoints and test banks are normally provided with the text. Other times there is added value from requiring an access code. For example, Mark Collins, Assistant Professor of Chemistry at Quinnipiac University (QU), has his students purchase an access code for My Diet Analysis, a database that allows students to analyze their own diet by recording food intake and energy expenditure.

2.    Open Educational Resources (OER)

Attention is increasingly turning to the immense savings from open educational resources which have been growing in both availability and quality. Certainly the OER approach appeals to King Lee who has been teaching pharmacology at QU without a textbook since 2010. Biology instructor Michael Vieth, also at QU, creates mash-ups for his BIO161 students using free, interactive labs and animations available online through the Howard Hughes Medical Institute (HHMI). Open textbooks are also gaining traction with faculty because they are freely available and highly adaptable. Flat World Knowledge is an open textbook publisher that offers faculty complete control over its content and provides students with a free online textbook as well as $34.00 print option.

3.    Online Library

Indeed libraries and librarians offer a proactive approach to seeding course materials with scholarly and current information. Universities already pay vast sums of money to license these resources so why not use them?

4.    Author-led Publishing

On January 19, 2012 Apple announced partnerships with most of the major textbook publishers making digital textbooks available on the iPad through the iBookstore. While digital textbooks made the headlines, what really aroused interest was the announcement about iBooks Author. iBooks Author, available for free from the Mac Apps Store, is a powerful tool for faculty and students to use to create interactive materials that can be shared through iTunes or the iBookstore as a free download or for a fee. iBooks are currently limited to the iPad device however they can be exported as a PDF and made available outside of the iBookstore. With a PDF, any interactive content such as flash cards will be lost therefore faculty may need to provide this content elsewhere such as in a Learning Management System (LMS) or a Website. Here is a link that provides further details about iBooks Author publishing and distribution.

In summary, the shift to digital content and availability of easy-to-use publishing software is making it possible for faculty to couple new technologies with course re-designs in order to offer cost-conscious alternatives to their students. Digital Pedagog invites you to explore emerging models for course materials. If you are considering creating mash-ups from open educational resources, have materials that you would like to make into an interactive textbook, or are interested in piloting a publisher’s interactive text in your online course, please contact QU Online.

Reference

College Board (2011) Trends in College Pricing. New York, NY: College Board, LLC. Retrieved from http://trends.collegeboard.org/college_pricing/report_findings/indicator/Tuition_and_Fee_Room_and_Board_Charges

Photo Credit

Dieu, B. (2012) Here Comes the Sun. Retrieved from http://www.flickr.com/photos/bee/6933010553/

Getting students to retain information from your lectures can be a difficult challenge.  Traditional class lectures in a hybrid course don’t always ensure that students will understand key concepts. Integrating multimedia into a course is a proven method for engaging and exciting learners. Utilizing Tech Smiths’ Camtasia Studio and iTunesU, instructors can extend the classroom and deliver video lectures for use on personal computers and mobile devices. This benefit puts the students in control of their learning by providing access to content anytime, anywhere.

In a course that I recently taught, I created weekly video lectures to provide additional resources for students outside of the classroom. By using Camtasia, a screen capturing software, I was able to recreate my lectures from the classroom and deploy them in a video format for my students. Camtasia allows the recording of your screen and audio at the same time. I can recreate my lecture on my screen while speaking into a headset with a microphone. Camtasia records both the video and audio aspects of my lecture. Once I am done recording, I can edit my lecture and remove any unnecessary pauses, mumbles or speaking errors. I even have the option to add additional points I might have left out. Then I publish my file to a QuickTime video format that I can upload to iTunesU. Students who have access to my course shell in Blackboard can then download my video lectures to their personal computers. They can view my video lectures at their convenience and don’t need to be online. Once downloaded, the videos are stored in the iTunesU section of their iTunes library.  Since I am using iTunesU, students can synch my lectures to their iPod, iPhone, or iPad to take my lectures on the go with them.

Whether you teach an on ground, hybrid, or online course, lecture capture is a great way to enhance the learners’ experience by providing them with anytime, anywhere access to course content.