Collaborating with students to offer video-recorder academic lectures

Main Article Content

Sara Valla


The use of video-recorded lectures in academic environments is currently being debated in the literature and is a key issue at recent conferences. This article describes an experience in which students were actively involved as partners in the process of lecture recording, and also offers some reflections about software functionalities and the connected learning experience. The experience is based on the hypothesis that the collaboration and involvement characterising the Student Voice concept can strengthen motivation, enhance learning, and support the development of transversal skills and competencies. In lieu of generalizable outcomes, the analysis of the experience highlights some reference points that may prove useful guidance for future partnerships. This could help to enrich the learning process and generate benefits for various institutional stakeholders in terms of analysis and testing of technological tools suitable for a specific context.

Article Details

Articles - Special Issue


Arnstein, S. R. (1969). A Ladder of Citizen Participation. Journal of the American Institute of Planners, 35(4), 216–224.

Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, IL: University of Chicago Press.

Auvinen, A. M., & Ehlers, U. (2009). Handbook of Quality Management of Peer Production in e-Learning. Retrieved from ectory/Handbook-of-QMPP-Quality- Management-of-Peer-Production-ofeLearning

Canessa, E., Fonda, C., Tenze, L., & Zennaro, M. (2014). EyApp & AndrEyA-Free Apps for the Automated Recording of Lessons by Students. International Journal of Emerging Technologies in Learning, 9(1), 31-34.

Canessa, E., Fonda, C., & Zennaro, M. (2008). Academic Webcasting using the Automated EyA Recording System. Presented at the INTED-International Technology, Education and Development, Valencia, SP. Retrieved from eya/papers/EyA_Spain.pdf

Canessa, E., Tenze, L., Fonda, C., & Zennaro, M. (2013). Apps for synchronized photoaudio recordings to support students. In Proceedings of LAK 2013. Workshop on Analytics on Video-based Learning (pp. 29-33).

Canessa, E., Zennaro, M., & Fonda, C. (2007a). EyA System: Automated Audio- Video-Slide Recordings. Presented at the ICL-Interactive Computer Aided Learning, Villach, Austria, 20-24 September 2007. Retrieved from aper.pdf

Canessa, E., Zennaro, M., & Fonda, C. (2007b). The Video Revolution Made Simple. PhysicsWorld Magazine, 14.

Canessa, E., Zennaro, M., & Fonda, C. (2008). Dissemination of scientific knowledge. Information for Development (i4d) Magazine, 18-19.

Clark, D. (2011). Recording can improve a bad lecture! 7 surprising facts about recorded lectures. Retrieved from 9/recording-can-improve-bad-lecture- 7.html

Cook-Sather, A. (2013). Espressione, Presenza e Potere: “Student Voice” nella ricerca educativa e in educazione. In V. Grion & A. Cook-Sather (Eds.), Student Voice. Prospettive internazionali e pratiche emergenti in Italia (pp. 122-135). Milano, IT: Guerini.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching & learning: A guide for faculty. San Francisco, CA: Jossey-Bass.

Corbetta, P. (1999). Metodologia e tecniche della ricerca sociale. Bologna, IT: Il Mulino.

Corbin, J., & Strauss, A. (2007). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. San Francisco, CA: Sage.

Defranceschi, A., & Ronchetti, M. (2011). Video-lectures in a traditional mathematics course on iTunes U: Students’ feedback. In Proceedings of 2011 14th International Conference on Interactive Collaborative Learning (ICL) (pp. 219–224).

Delpish, A., Holmes, A. J., Knight-McKenna, M., Mihans, R., Darby, A., King, K., & Felten, P. (2009). Equalizing Voices: Student-Faculty Partnerships in Course Design. In C. Werder & M. M. Otis (Eds.), Engaging student voices in the study of teaching and learning (pp. 96–114). Sterling, VA: Stylus.

Feuerverger, G., & Richards, E. (2007). Finding Their Way: ESL Immigrant and Refugee Students in a Toronto High School. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 555-575). Dordrecht, NL: Springer Science & Business Media.

Fielding, M. (2012). Beyond Student Voice: Patterns of Partnership and the Demands of Deep Democracy. Revista de Educación, 359, 45-65.

Fielding, M. (2013). Gli studenti: agenti radicali di cambiamento. In V. Grion & A. Cook-Sather (Eds.), Student Voice. Prospettive internazionali e pratiche emergenti in Italia (pp. 62-83). Milano, IT: Guerini.

Fielding, M., & Moss, P. (2011). Radical Education and the Common School: A Democratic Alternative. London & New York: Routledge.

Fletcher, A. (2007). Defining Student Engagement: A literature review. Retrieved from AF.pdf

Ghislandi, P. M. M., & Raffaghelli, J. (2013). La voce degli studenti per la qualità dell’elearning nella formazione universitaria: un approccio partecipativo. In V. Grion & A. Cook-Sather (Eds.), Student Voice. Prospettive internazionali e pratiche emergenti in Italia (pp. 273-286). Milano, IT: Guerini.

Gorissen, P., Van Bruggen, J.M. & Jochems W. (2011). Analysing the use of recorded lectures by students. Short paper presented during the ALT-C conference. Leeds, UK, 6 September 2011. Retrieved from PiAir/altc-2011-presentation

Gosper, M., McNeill, M., Woo, K., Phillips, R., Preston, G., & Green, D. (2007). Webbased lecture recording technologies: Do students learn from them. Conferenza EDUCAUSE, Austrasia Conference, Melbourne, Australia, 29 April-2 May 2007.

Grion, V. (2014). Meanings of “student voice” in Italy: Emerging experiences and practices. Retrieved from mary;dn=298510016162229;res=IELHSS

Grion, V., & Cook-Sather, A. (2013). Student Voice. Prospettive internazionali e pratiche emergenti in Italia. Milano, IT: Guerini.

Hart, R.A. (1992). Children’s participation: From tokenism to citizenship. UNICEF Innocenti Research Centre.

Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass.

Mackie, D. M., Devos, T., & Smith, E.R. (2000). Intergroup emotions: Explaining offensive action tendencies in an intergroup context. Journal of Personality and Social Psychology, 79(4) 602-616.

Mayes, E., & Groundwater-Smith, S. (2013). Ricoprire posizioni alternative: “Student Voice”, riflessione e riforma. In V. Grion & A. Cook-Sather (Eds.), Student Voice. Prospettive internazionali e pratiche emergenti in Italia (pp. 193-211). Milano, IT: Guerini.

Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: a sourcebook of new methods. London, UK: Sage Publications.

Pickard, A. J. (2010). La ricerca in biblioteca. Milano, IT: Editrice Bibliografica.

Roque, W. L., Canessa, E., Zennaro, M., & Fonda, C. (2008). Tecnologia EyA: uma ferramenta para produção e difusão automatizada de aulas digitais na web. Revista Novas Tecnologias Na Educação, 6(2). Retrieved from index.php/renote/issue/view/948

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.

Stake, R. E. (2010). Qualitative Research: Studying How Things Work. New York, NY: Guilford Press.

Tammaro, A. M., Valla, S., Monaco, F., Longhi, E., & Valero, M. (2011). Un Co-Laboratorio presso l’Università degli Studi di Parma per la creazione e l’accesso di contenuti didattici multimediali. In T. Minerva & L. Colazzo (Eds.), Connessi! Scenari di Innovazione nella Formazione e nella Comunicazione (pp. 561-566). Reggio Emilia, IT: Ledizioni LediPublishing.

Trochim, W., & Donnelly, J. P. (2006). The Research Methods Knowledge Base. Mason, OH: Atomic Dog.

Tuckman, A. (2007). Ideology, quality and TQM. In A. Wilkinson, H. Willmott, C. Smith & P. Thompson (Eds.), Making quality critical: new perspectives on organizational change (pp. 54-81). London, UK: Routledge.

Valla, S. (2012). Experiences with openEyALecture Capture System (Pros and Cons). Relazione presentata al Workshop Scientific m-Learning Workshop, Trieste. Retrieved from thuridilla/experiences-withopeneyalecture- capture-system-pros-andcons

Valla, S., & Comelli, I. (2009). YOUnipr: a 2.0 video server. A video distribution experience at Parma University. In A. Méndez Vilas, A. Solano Martin, J. Mesa Gonzales & J.A. Mesa Gonzalez (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (Vol. 3, pp. 1508-1512). Badajoz, SP: FORMATEX.

von Konsky, B. R., Ivins, J., & Gribble, S. J. (2009). Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns. Australasian Journal of Educational Technology, 25(4), 581–595.

Walsh, D. J., Tobin, J. J., & Graue, M. E. (1993). The interpretive voice: Qualitative research in early childhood education. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 464- 476). New York, NY: Macmillan.

Wilcox, K. (1982). Ethnography as a methodology and its application to the study of schooling: A review. In G. Spindler (Ed.), Doing the Ethnography of Schooling (pp. 456-488). New York: Holt, Rinehart & Winston.

Wulf, W. A. (1993). The Collaboratory Opportunity. Science, 261, 854-855.

Zuccoli, F. (2013). La pratica della discussione, una metodologia indispensabile per attivare la voce degli studenti. In V. Grion & A. Cook-Sather (Eds.), Student Voice. Prospettive internazionali e pratiche emergenti in Italia (pp. 212-231). Milano, IT: Guerini.