The University of Southampton
Institute for Learning Innovation and Development - Archived, not updated.


ILIaD is no longer active.

During 2016, a review of ILIaD concluded that the continuing provision of effective and sustainable support for staff development and technology-enhanced education would be best addressed by embedding the functions previously based in ILIaD within iSolutions, the Library, the Faculty of Social, Human and Mathematical Sciences, and Human Resources.   

As an interim measure, if you have a question or require support in any of these areas, please contact either HR; your Business Relationship Manager (iSolutions);  Academic Engagement Librarian (Library) or the newly formed Centre for Higher Education Practice and they will be able to redirect you as appropriate.


Panopto is the institutional ‘lecture capture’ system which can also be used to create all kinds of video resources:

Panopto is installed on all bench PCs in University Common Learning Space (CLS) teaching spaces and can be freely installed on any office PC, laptop or even personal (home) PC. It is available for Microsoft Windows and Mac OS. Recordings can be made without an internet connection and uploaded later, so it can be used during fieldwork for example.

Use of the institutional Panopto lecture capture system is currently completely voluntary, and tutors can choose how, when and if they use it. However, it is likely that lecture capture will become an expected feature of most if not all modules in the near future – below are the answers to some of the commonly asked questions and concerns about lecture capture. 

Why is lecture capture likely to become expected?

The first reason is pressure from students; they value access to recordings of their lectures and question why they are available for some but not all of them. Some of this pressure is shown through the SUSU elections and the policies proposed by the VP Education.

The second reason is the proposal by the government to withdraw the Disabled Students Allowance and place full responsibility for supporting students with disabilities on institutions. This move has been widely criticised, but the University has been planning what it will do to meet its legal obligations – and universal lecture capture forms an important part of that plan.

How does lecture capture support students with disabilities?

Dyslexia is the most common learning difference,affecting around 6% of university students. There is a good deal of professional debate about the term, but it encompasses a wide range of issues such as poor spelling, slow reading, writing difficulties, visual stress and poor organisational skills. Students ‘with dyslexia’ may be affected by some or all of these to varying degrees, and have typically developed coping strategies during their educational journey. The step-change in educational challenge experienced at university can overwhelm those strategies and so additional support is needed.

Many dyslexics find it difficult to take notes quickly enough during lectures, and if they try to do so will often lose the thread of the topic. Techniques such as mind-maps can be used to take skeleton notes, but they find it helpful to review recordings of the lecture to fill in detail later or review parts they missed or did not understand at the time. It also enables them to revise/study by watching and listening, which they often prefer to reading notes. Unpublished results from a recent study at the University of Birmingham shows significant benefits for and usage by dyslexic students.

What data does Panopto store about usage?

Panopto captures a great deal of user data that can tell you how and when your recordings have been viewed. For each video you can see the number of views and users as well as the total and the average minutes viewed. Digging a bit deeper you can see the number of views by date and for each minute of the recording. Finally you can see how many times an individual student viewed that video and for how long. Of course you don’t have to look at this data, but it is there if you need it – for example it can highlight parts of a lecture that students found generally difficult.

Does recording lectures reduce attendance?

All the research evidence says no, there is no significant impact. Students value the social aspects of lectures as well as the ‘live performance’ and opportunity to ask questions. Good lectures are also fairly interactive, and someone just watching the recording will miss all that. To be frank, watching a recording of a standard 40 minute lecture is hard work – OK if you missed a lecture because of illness for example, but definitely second best. This is why most viewing is of just those parts that the student felt they needed to review or revise.

Will recording affect how tutors deliver lectures?

Most recorded lectures comprise the computer screen plus the tutor’s audio. Some rooms may also have cameras showing a medium view of the front of the class – but this is optional. If you draw/write on a whiteboard, blackboard or flip-chart, or show and discuss real objects (such as medical models) these will not be recorded and you may wish to discuss options with ILIaD.

A more difficult question is whether knowing that you are being recorded will change how you lecture. Will you still feel free to make jokes, interact with students, perhaps even make mistakes? Perhaps a key idea here is that this is disposable video – it is not BBC quality and is only a record of what was said in this lecture. It will be kept until next year and then automatically deleted to save space on the server (unless you take action to save it somewhere more permanent).

What about recording student voices?

If your lectures are fairly interactive, you may record student voices – and knowing that they are being recorded may dissuade students from speaking up. In practice it is usually very difficult to hear what they are saying because the pick-up range of the microphones is short, so good practice would normally be that you repeat what the student said (their question or comment, for example) so that everyone – and the microphone – can hear it.

If anyone (including the tutor) says something that should not be recorded, it is possible to embargo that recording and edit out that section before making it available.

What about copyright?

A recent change to copyright law means that it is now OK to make recordings (of PowerPoint presentations for example) that include copyright material and make it available via Blackboard and Panopto to students. You need to make sure that you cite your sources (good academic practice in any case) and only use essential material (good teaching practice).

What about the tutor’s performance rights?

Whenever you use Panopto, you have to tick a checkbox to say that you have ‘read, understood and agree with the guidance contained in the QA Handbook regarding lecture capture’. There is also a link to that guidance, which includes a discussion of your rights. In essence, you need to waive your performance rights so that the University can make the recording and show it to students. It should be noted that the tutor is able to delete a recording at any time using the Panopto interface, so in reality they do retain full control over them.

What if I really don’t want my lectures to be recorded?

At the moment, recording is voluntary – although some academic units may have a policy that it is normally expected. You will need to discuss your case with your programme director – and there may well be valid educational reasons for not wishing to record one or more lectures, perhaps because the topic is sensitive and involves student voicing their opinions.

What about automatic recording of lectures?

In the future, there is the potential for lectures to be automatically recorded. The advantage is that the tutor does not need to do anything – the recording just happens – but the disadvantage is that mistakes may be made. A room change would mean that nothing was recorded – or another lecture instead. Private conversations between the tutor and a student with problems might be inadvertantly recorded at the start or end of a lecture. It is important to note that ILIaD and the University is aware of these issues and will work closely with academic staff and the UCU to ensure that the service that develops meets the concerns of staff as well as the needs of students.

Support and Resources

Please visit the iSolutions website for details of their training courses and extensive online resources.

eLearning Support and Resources website has some very useful guidance materials for using Panopto.

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