Mitigating cancelled lectures with Panopto Lecture Recording


Elaine Conway. Senior Lecturer in Accounting and Finance. College of Business, University of Derby.

Elaine used Panopto Lecture Recording to save the day when she was unable to attend lectures on campus due to an accident. Nearing the end of term, and with students preparing for final exams and assessments, she suddenly became unable to attend a face to face session, and instead used Panopto to record her lectures that students might otherwise have missed due to being rescheduled or having run out of teaching time.

Elaine recorded the presentations at home on her computer using Panopto. These were then uploaded and published directly into Course Resources ready for viewing by the students.

The result was that the students were able to get the materials on time and not miss any crucial information for their exams, and Elaine now has recordings she can use again with just a couple of clicks in a future module.

She said “Overall, the students were appreciative of both the lecture and seminar recordings I made and they have been viewed. I also have the recordings as resource for a future class to help in their revision also. Panopto is a good tool, and as with all tools, not perfect, but it certainly allowed me to deliver to my students despite my incapacity.”

Learning Tools Interoperability (LTI)

Learning Tools Interoperability (LTI) is an IMS specification aimed at providing a single way to integrate rich applications – referred to as ‘Tools‘ – with portals such as Learning Management Systems (e.g. Blackboard) – know  as ‘Tool Consumers’ .

Now I realise that this sounds a bit technical, and unfortunately it is.  This one really is for the developers, but the impact of implementing LTI will be beneficial to students and teachers alike.

So lets look at what LTI will allow us to do and what the benefits are…

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The Beginnings of an Online Distance Learning “Manifesto”!

A few weeks ago I was asked to contribute to a discussion which sought to classify how the University of Derby should approach its online distance learning provision in an ‘ideal world’, and whether or not we could align this approach with a wider ethos. Speculating about what an ‘ideal’ distance learning module should comprise of, I began to systematically work through what I deemed to be the best bits of innovative content on our VLE, hoping to be able to formulate the bare bones of what I will pretentiously call a manifesto.

From a learning technologist perspective I’m particularly interested in whether or not this manifesto can potentially define a set of principles to support tutors in uniformly structuring their content, and in-turn influence how that content is delivered to students. A threshold standard designed principally for our online provision, if you like.

Having never lived in anything resembling an ideal or perfect world, the seven points below were as far as I got with said manifesto, but if anybody in the blogosphere has any thoughts about how I can improve or build upon these points then I’d love to hear from you.

So, without further ado.

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What image would you choose to represent a VLE?

The video below was created in April 2010 as part of an MA ICT in Education module I was studying looking at how images could be used to represent ideas/concepts. It was also an exercise in using lo-fi equipment and production techniques to produce video content to support learning, which explains the less than Spielberg-esque production values.The video was shot using a digital stills camera, edited in Windows Movie Maker and hosted within YouTube. Cheap, cheerful and something that can be done by anyone.

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Threshold Standards Staff Development

Threshold Standards Screen GrabThis week the Learning Technology team started to roll out a staff development programme to support tutors through the process of making sure they are meeting the university’s recently introduced threshold standards. From September 2011 these standards aim to ensure a degree of uniformity of student experience across modules, based on existing good practice of student usability.

To make sure that you, as tutors, are fully supported, we have a variety of staff development resources on offer, all of which can be accessed by visiting For the first time ever, the Learning Technology team are also introducing virtual support through Wimba Classroom, ensuring that even if you aren’t available to meet us face-to-face we can take you through the finer points of the threshold standards remotely.

We recognise that many of you will already be meeting and exceeding the threshold standards and because of this we would like to reiterate that we are very much continuing  to encourage and support additional module development and further adoption of Technology Enhanced Learning. To formalise this support we are introducing four new strands of“continuing improvement”. These strands are:

  • Improving student induction
  • Improving active learning
  • Improving learning content
  • Improving assessment and feedback

If you feel that you are comfortable with the threshold standards then we would very much like to engage with you around these four broad strands of continuing improvement. As such, we are in the process of setting up staff development sessions and other additional support resources which will guide you through these strands on your own terms.

As ever, if you have any questions about these standards or strands of improvement (or anything TEL related for that matter!) then pop down to B111 and talk to us directly and we’ll happily provide bespoke staff development sessions for you and/or your team.