On Tuesday 17th January 2023, the direct login to Lecturecast will change. If you access Lecturecast via Moodle, this will not affect you.

This change is part of wider ISD ongoing improvements to login, authentication and security across all of UCL’s platforms. Please note, minor service interruption is expected starting from 22:00 – midnight (GMT) on 16th January 2023.

Direct Lecturecast Login

Direct login via www.echo360.org.uk or Universal Capture with your UCL userID and password will now change to the following:

Visit www.echo360.org.uk and you will be prompted with this page below and required to enter your UCL email address.

When you enter your UCL email address, you will be taken to the login screen shown below that you will have encountered on other UCL systems. Once again you may be prompted to enter your UCL email and password, this will log you into Lecturecast as normal.

The important difference to take note of here is that you are now required to input your userID@ucl.ac.uk and not just userID.

For any questions, please email lecturecast@ucl.ac.uk.

From 20th September 2022, media transcripts will be automatically applied to the closed captions track if they meet the 90% confidence score threshold.

We have activated automatic transcription and closed captions by default in Lecturecast as an additional supporting tool to provide fully accessible videos for our students as part of UCL’s digital strategy.

Aside from being an aid to viewers with auditory impairment, transcripts and captions can be extremely useful as a study tool.  Students often search large amounts of text using keywords to pinpoint passages of interest; Lecturecast transcripts, which are searchable and synchronised with the recording, allow similar searches of video presentations.

Lecturecast has built-in ASR (automatic speech recognition) to produce recording transcripts. Transcripts are automatically created for any media uploaded to Lecturecast and are available to viewers once a recording’s audio file has been processed.

Closed Captions use the same ASR file as the transcript but are not available if they do not meet the 90% confidence score threshold or until the ASR file has been ‘applied’ to a recording (until then the CC button in the player will be inactive).

Closed captions will NOT be automatically applied to:

• New recordings with a confidence score lower than 90%
• New Zoom videos automatically transferred to Lecturecast
• Older recordings made prior to the 20th September 2022.

Closed captions can still be manually applied using the ‘apply to CC’ button in the transcript editor after review/corrections are made.

See below an example of what a transcribed lecture with closed captions would look like:

 

Further information and detailed instructions are available on the ‘Transcripts and closed captions in Lecturecast (ASR)’ mini guide.

Please contact lecturecast@ucl.ac.uk with any questions.

 

Lecturecast Live is a new feature within Lecturecast, UCL’s video capturing service, and installed across 180 teaching spaces. It now facilitates live streaming of in-classroom sessions, which remote students can access via their Moodle courses in the same manner as Lecturecast recorded teaching events. This is one of the basic hybrid teaching options introduced for the 21/22 academic year.

The live streaming function should be selected when scheduling modular events for which remote students need synchronous video transmission of a teaching event. UCL is a campus-based institution with the primary mode of teaching and learning designed to be face to face, and thus live streaming is not enabled by default.

Scheduling Lecturecast Live 

Course administrators will first access Lecturecast Scheduler and complete the initial steps to search for a CMIS booked and confirmed event. Once the teaching event is located and its tickbox is selected, users can either select ‘Create Event’ if it has not yet been scheduled for capture or ‘Edit Event’ to modify an already scheduled capture event. Lecturecast Live is an option listed within ‘Additional Capture Info’ (see image).

The box next to ‘Enable live stream’ must be ticked and the schedule saved. Please see step 3.3 in the Create & Edit an Individual Schedule Lecturecast Scheduler guidance.  

Bulk scheduling with live streaming has also been enabled. Please note that it can only be used when creating new schedules.

Moodle course administrators and tutors will not need to take any additional steps in Moodle to link and enable live streams than they have for other Lecturecast events. 

 

Accessing Lecturecast Live 

Students will not need to take any additional steps in Moodle to access live streams than they have for other Lecturecast recordings. 

Both students and staff will see which sessions have been scheduled for live streaming, or are currently live streaming, by the addition of a ‘LIVE’ icon to the right of the event name within Echo360 (see image). Upcoming live streams are in grey while current live streams are in green. 

The video interface will open once the event is selected. If the live stream is upcoming then students and staff will see a countdown until the live event begins. If the event is currently live streaming then students and staff will need to click on the bottom left option ‘Show Live Stream’* (see image). We recommend reminding students of this step should they encounter difficulties starting the live stream. 

 

*We are providing feedback to Echo360 on student and staff experience in accessing the live streaming function. Please contact lecturecast@ucl.ac.uk with any comments and suggestions. 

 

Benefits 

• Fully integrated with Moodle so students will access live streaming teaching events in the same way that they currently access Lecturecast recordings. 

• Live streaming is automatic once scheduled. 

• Students have the same view as Lecturecast recordings, which include the in-room video feed of the lectern and a feed of the presentation materials shared using the in-room audio-visual system. Audio continues to be captured using in-room mics. 

• If students have connectivity issues, they can reconnect to the live stream or view the recording via Moodle once the teaching event is completed and the video has been processed and made available. 

• Teaching staff can access viewing analytics as they would with any Lecturecast recording. 

• Can be combined with Moodle activity completion tracking. 

• Available via web browser so no additional software required. 

Considerations 

• Of the basic hybrid options for 2021/22, Lecturecast Live is the least interactive for remote students taking part in synchronous teaching and learning because it is a one-way video stream. 
• There may be a ten second delay or more for those viewing the live stream.

Future roadmap 

• The Lecturecast Scheduler tool will continue to be enhanced to further facilitate the scheduling of live streaming. 

 

Documentation 

Detailed guidance on using Lecturecast, including the scheduling of live streaming, can be found in the Lecturecast Resource Centre wiki.  

Resources for basic hybrid teaching options can be found via the following: 

Basic Hybrid Teaching in UCL’s Spaces for Term 1 of 2021-22  

Support for staff teaching on-campus and online students together  

UCL Education Planning FAQs and Town Halls 2021-22 

 

Case Studies 

Echo360 Webcasting & Livestreaming articles https://echo360.com/category/webcasting-live-streaming/  

Digital Education are keen to understand which live teaching tool you use and perhaps more importantly how you use it. Please contact lecturecast@ucl.ac.uk if you would be willing to share your experiences in a case study. 

Following course resets it’s important to remove old Lecturecast section and class links unless the recording has been embedded in the course, in which case you do not need to relink. After this has been done staff may want to review existing recordings for potential re-use e.g. short recordings used in flipped teaching, module introductions etc.

The way recordings are reused depends on their ownership and the way in which they’ve been published. The table below illustrates different scenarios which may apply to your course. Please use the relevant method to re-share your recordings onto your new course. Please note: Currently there is no method for the bulk duplication of recordings from one year’s Lecturecast section to the next.

 

Way recording was previously shared	Owner	Method for re-sharing
From Echo360 library embedded in a Moodle course using the Echo360 plugin tool in Moodle’s text editor	Member of staff who uploaded	Generally no action needs to be taken to re-use recordings published in this way.  These recordings remain in a course along with other course content even after a course has been reset. These recordings are independent of Lecturecast sections.  Note, that analytics for these recordings will simply accrue as they are not re-set.
Recordings shared from staff Echo360 libraries into a previous year’s Lecturecast section that now need to be published into a new academic year’s section.	Member of staff who uploaded	In these cases recordings which will still be available in staff’s Echo360 libraries need to be re-shared into the new year’s Lecturecast section. The method is the same as that used to originally share the content and identical to the steps from 4.1 in the guide Reuse recordings from previous academic years
Recordings shared from staff Echo360 libraries into a previous year’s Lecturecast section who’s classes are then individually linked to different areas of a Moodle course.	Member of staff who uploaded	This is identical to the scenario above but requires the additional steps of recreating Lecturecast activity links to individual classes. A short video on linking to individual classes is available in the guide Create a Link on a Moodle course to a Lecturecast Recording.
Recordings made in Lecturecast equipped teaching spaces and automatically shared into a section.	Owned by the section and not available in any Staff Echo360 library.	Any staff member who is an instructor in the section in which the content sits will have the capability to create a copy of the recording in question, this copy will be available to them in their Echo360 library from where it may be re-used using any of the methods above. The process is outlined fully in the guide Reuse recordings from previous academic years

Please see our guide for more information and video guidance on: Preparing for the new academic year – Lecturecast rollover

For any questions or concerns regarding Lecturecast please email: digi-ed@ucl.ac.uk

There are two types of analytics available from within Lecturecast (Echo360), these are:

• Course analytics
• Individual media analytics

The course analytics will provide information about student use of the ALP tools, in addition to interactions with the inidividual media resources. The individual media analytics only provides analytics about the specific media item.

Which set of analytics you use, will depend on how you have added Lecturecast materials to your Moodle course.

If you have embedded recordings in your Moodle course using the Atto editor:

 

 

Then to obtain accurate viewing data for the recording you should use the Individual media analytics.

Please note that students will not have access to the addiitonal tools such as confusion flags and note taking if recordings are added in this way.

Whereas, if you have linked to recordings ore presentations via the Lecturecast activity in Moodle, you would use the Course and student analytics.

Links to the UCL Resource Centres for tools mentioned at the Town Hall today.

Live Teaching

Blackboard Collaborate is UCL’s web conferencing or online classroom platform. It is integrated within Moodle as an activity, providing access to a range of different functions in a live, or synchronous, learning environment. UCL Case Study: Using Blackboard Collaborate to teach students across the world.

Zoom is coming to UCL and support information will be available then.

Teams​, now universally used at UCL for meetings and one-to-one sessions, is not yet recommended for group teaching. There is no Moodle or Portico integration and Digital Education do not have the expertise (yet) support in its use for teaching.​

Virtual Cluster Rooms will provide direct access to cluster room PCs for computer-based classes. They Mirror the physical cluster rooms in virtual groups that will be timetabled in the same way and accessed via UCL Desktop Anywhere. More information and guidance about planning for laboratory and practice-based activities is also being developed.

Live/Asynchonous

Mentimeter (polling) is an online polling, questioning and voting tool that you can use in your classes or presentations, whether they are face-to-face or online, synchronous or asynchronous. UCL has a site-wide licence. UCL Case Study: Engaging students asynchronously with Mentimeter.

Visualisers and graphics tablets can assist online teaching. ISD have a limited stock of visualisers for circulation to lecturers. You can read more about options for writing and showing objectson this digital education blog post.

Asynchronous

Moodle has many tools that can help keep your students engaged and learning in the absence of face-to-face sessions. UCL Case Study: Moodle tools to make your teaching more interactive.

• Discussion Forums are often considered the mainstay of online learning. Many staff already use the News forum to announce important information. ‘Learning forums’ can be used for asynchronous discussion (i.e. not ‘real time’) and learning activities. They enable both staff and students to post and reply to posts and are usually are set to allow students and staff to choose whether to become or remain subscribed to a forum. We recommend that Q&A forums are set up for students to ask questions about the course work or assessment processes. Make the purpose of every discussion forum clear, including how students are expected to engage with it and how often staff will reply to posts (if at all). If you want to speak to students in ‘real time’, for example for virtual Office Hours, you might want to try Moodle’s instant messaging style tool, Chat.
• Quiz is the other popular tool for online engagement. A quiz is a useful way to test or evaluate students’ knowledge and to keep them motivated by letting them see areas for improvement. Marking can be automated on some question types (such as multiple choice). Staff can see a detailed breakdown of results, as well as statistics on how easy or discriminating each question is. It can be used for both formative and summative (credit bearing) assessment, such as in class tests or examinations, but the latter is usually done in a ‘live’ classroom, so for online learning summative quizzes are more normal.
• Hot Question used to create a list of popular questions or topics from a group. Participants may ‘rate’ others’ questions. The more votes, the hotter the question and the higher up the list it will appear.
• Book displays collections of web pages in a sequential, easy-to-navigate and printable format. They are especially useful when you have a lot of web content but don’t want it to clutter the front page of your course. Pages can contain links, images, embedded YouTube videos, etc and feature a Table of Contents.
• Lessons can be used to build structured pathways through learning materials and test knowledge as students make progress. Students usually make choices on each page area, sending send them to another specific page in the manner of a decision tree.
• H5P is a simple-to-use tool now integrated into Moodle to create interactive content such as drag and drop, fill in the blanks, flashcards, image hotspots, slideshows, games and formative quizzes (the results are not stored) directly within Moodle. UCL Case Study: Creating interactive video training guides in Moodle.

Lecturecast Universal Capture Personal (screen recording) is a stand-alone application which can be used to create recordings (captures). Recordings can include slides (or whatever you choose to show on your computer screen), video of the presenter and audio. Recordings can include slides (or whatever you choose to show on your computer screen), video of the presenter and audio. Lecturecast offers more than just video playback, though. With the Lecturecast Engagement tools,  tutors can set up interactive activities, to engage and support students.

ReadingLists@UCL is an online service that gives students easy access to materials on their reading lists, allowing academic staff to create and update their own reading lists.

LinkedIn Learning provides a vast range of video tutorials supporting learning in software, creative and business skills – all free to UCL staff and currently enrolled students.

Box of Broadcasts (BoB) is Learning on Screen’s on demand TV and radio service for education. The academically focused system allows staff and students to record programmes from over 75 free-to-air channels, and search BoB’s extensive archive of over 2.2 million recordings.

Student-led and collaboration

• Reflect(WordPress blog) is a form of WordPress, the industry-standard blogging and website-building tool. Blogs may be used to help students reflect on their experiences during study, build a portfolio of their work, collaborate on projects and create public-facing materials. UCL Case Study: Medical Science students use UCL Reflect to create scientific blogs for assessment.
• MyPortfolio is a very flexible tool which can be used as a portfolio, for blogging, CV builder, social networking system, connecting UCL students and staff and creating online communities. MyPortfolio provides you with the tools to set up a personal learning environment and can also be used to support group work.
• Office365​, is of course ubiquitous at UCL, but the educational possibilities are not always appreciated. LinkedIn Learning includes a useful overview ‘Office 365 for Educators’.