The recording can also be stopped or paused by clicking the indicator in the top left corner. When a recording is paused, the following indicator will be displayed in the meeting. To resume the recording, click Resume Recording at the bottom The recording can also be resumed by clicking the indicator in the top left corner.
Communicating with students clearly comes in many forms. Some teachers always prepare lengthy lessons using bland visuals, or none at all. However, the repeated old, plain, boring lecture can get everyone in the class tired and sleepy. Being less attentive in class could also hurt the learning capabilities and interest of the students. Thankfully, putting extra excitement in class is made easy by recording class lectures and it has been accepted by more and more people. With just one computer and recording software, an educator will be able to record an interesting lesson and save the video for further use, which is much more convenient for both teachers and students.
Undoubtedly, having the best recorder for lectures will make this a lot easier to do. Apowersoft Screen Recorder allows users to record any class lectures with high quality and capture images for free. Sketch 534. With it, you are capable of recording classes just in a few of clicks.
- List of lectures:: UCI Open. Bio Sci 93: DNA to Organisms. 1: Introduction (English) Bio Sci 93: DNA to Organisms.
- Part 1/3 - Document controller and EDMS implementation Step Become a Document controller by Understanding basic about Document and Record Management with implementation of EDMS Rating: 3.6 out of 5 3.6 (66 ratings).
- If the elements of a tuple have, successively, types t 1, t 2., t n, then the type of the corresponding tuple is t 1.t 2. t n. If t 1 is not equal to t 2, then tuples of type t 1.t 2 are not of the same type as tuples of type t 2.t 1; order counts. You can select the n th data element from a tuple using the #n operator: #2 (1, 'two.
- May 11, 2011 A practical guide to the issues involved in recording lectures and screencasts. Originally presented as a free live webcast, this video covers legal, technical and accessibility issues.
How to Record Class Lectures with Ease
I. Record class lectures using online application
For most users, Apowersoft Free Online Screen Recorder should be the first choice. It is a web-based application which enable users to capture their screen activity along with audio from system and microphone, both in HD quality. Simply go to its official webpage and activate the application by clicking on the “Start Recording” button. For the first-time visit, it will ask to download a launcher to your desktop. After installation you can utilize it without any limitation. Just preset some related settings and you can start recording soon.
It does not matter if you are using Mac or Windows as the software works perfectly with both platforms. The software is so smart that it automatically determines which OS you are using and will pop up the screen recorder that is compatible with it.
But if you do not want to load the program on webpage every time, you may consider using its desktop version. It’s more convenient to use, you can make screencast at any time you want. Absolutely, it also offers Windows and Mac version. More details about them are as follow.
II.Record Lectures on Windows and Mac with ApowerREC
Documenting lectures come handy especially when teaching multiple classes. Aside from making sure that the recorded class lectures is vivid, you can also save a lot of time in preparing for each class when you already have a recorded video of the lecture at hand. For proctors using Windows or Mac OS devices, the most efficient way to save a copy of your presentation is by using a notable tool called ApowerREC. This application can help you save your lectures via screen recording. In fact it can record screen and audio simultaneously, plus it can capture webcam and microphone feeds as well. Other functions that you can expect from this program include, basic annotations, screenshot capabilities, task scheduler, and direct sharing to well known social media sites.
Here’s how to record lectures via its Windows version.
1
You need to get and install this recorder for you to utilize it.
Download
Download
2
After installing the desktop version, adjust the settings according to your preferences. You can change the source of audio between the PC system and the microphone, or decide on what file format and where you want the video to be saved in. And make sure that webcam recording is enabled.
3
Prepare to take a video of yourself using a webcam while teaching. Make sure to place the webcam at the back section of the room so that it will give a clear shot of you and everything that you demonstrate while you complete your lecture. For grabbing your screen activities simply set the recording mode that you prefer to use.
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Next is to hit the “Record” button, it is marked with a red dot so you can’t miss it. Once you start recording, all activities on your screen and webcam footage will be recorded into a video along with a clear audio.
Record Lectures 3 1 1 2 Free Download
5
If like you can add annotations by hitting the “Pen-like” icon.
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Once you’re done, just click “Stop” and your recorded lectures will be ready in no time.
Meanwhile, here’s the best way to record lectures on Mac which you can adopt, by doing the following.
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Simply install this program from the download link provided.
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Go to “Settings” to make some needed configurations. Be sure to enable audio and microphone recording. You can also adjust the audio input from the main recording toolbar together with the webcam recording.
3
For solo webcam recording, make sure that you have adequate lighting. While for screen recording, just choose the recording mode that you like to use.
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To start the recording, hit the “REC” function and it will roll instantly. At this point, you can opt to add annotations like lines, shapes, texts, if you like.
5
After the capturing process, hit “Stop” and the copied lecture will be included on this lecture recording software’s media list.
Sitesucker 2 10 6 – automatically downloads complete web sites. It is quite interesting to note that a video lecture is more entertaining than the usual lectures. With videos, you can play around with the effects, so you get to incorporate into more features on the lecture. Lastly, it is easier to document your classes when you record class lectures. Teachers can upload to their personal space in school site where the students can access all recorded lectures. This is the perfect way to have the students study their lessons. It will be also be convenient for them to review the lecture after class to enhance their impressions.
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— a guide by Erik Demaine and Martin Demaine
Motivation
To better capture and share our knowledge and professors, we think manyuniversity classes—especially rare/unique/experimentalclasses—should be video recorded and distributed freely online.Today, not many classes are online, but the number is growing.For example, here are some statistics fromMIT's OpenCourseWare (OCW):
EECS | MIT | |
---|---|---|
Classes on OCW | 212 | 2,678 |
… with some video or audio | 18 | 124 |
… with complete video lectures | 11 | 53 |
[as of December 2011, according to this Python script] |
This webpage documents one “do-it-yourself” approach to recordingvideo lectures, which is fairly cheap (under $3,000 for everything but acomputer) and scalable (under an hour of extra work per lecture).The main overhead is the requirement an experienced camera operator.
Hardware
We use the following equipment:
Category | Model | Price (2011) | |
---|---|---|---|
video camera | Canon VIXIA HG21 | ~$1,000 | |
tripod base | Manfrotto 055XPROB Aluminum Tripod Legs. | ~$180 | |
tripod head | Manfrotto 701HDV Pro Fluid Video Mini Head | ~$140 | |
microphone | Countryman IsoMax E6 EarSet Microphone | ~$400 | |
wireless mic system | Sennheiser EW 112-p G3 | ~$600 | |
Total: | ~$2,320 |
Camera. Any decentCanon VIXIAshould do. My model (HG21) is no longer available, and today we would get ahigher-end model (e.g., HF G10) which seems to have a better lens.Do not use a low-end point-and-shoot or ultraportable video camera,as they tend to have noisier sensors.You might as well get an HD camera (ideally 1080p),for higher quality and in case you need to digitally zoom later.
Tripod. Other than getting a base that supports the weight of yourcamera (easy for a small camera like a VIXIA) and won't bounce around inthe lecture room, the main investment here is the tripod head.Fluid video heads are a must for smooth pans. The one we use is OK,but not great—we would like a better one.
Microphone. One of the most important ingredients is the microphone.If the audio sounds good, the viewer will tend to overlook video flaws;and if it sounds bad, they will tend to tune out. Invest in a high-endmicrophone, either head-mounted like the Countryman we use (which takes alittle getting used to, but sounds great) or lapel/lavalier (which are morecommon and still sound good, provided you mount them correctly and don'tscratch them). The Sennheiser wireless system actually comes with a lapel,so you could skip the Countryman. Never use the on-camera microphone.
Wireless mic system. This is the part that connects your mic tothe camera. You need a transmitter that can attach to your microphone;for example, there is a special Countryman microphone that screws into aSennheiser transmitter, to prevent disconnection. You need a receiverthat can plug into your camera, so make sure that your camera can takea mic input (some do not) and your receiver has the same plug(typically 3.5mm stereo jack on low-end equipment).Transmitters and receivers generally come in pairs and only talk to each other.We chose the portable system so that we can mount the receiver to the camera,but keep in mind that this means more batteries (four AAs every few lectures).You also need to choose the wireless band, to minimize conflicts in your area.We'd suggest calling Sweetwater,who are very helpful.
Process
Record Lectures 3 1 1 Enforcement Group Crossword
Planning.For every new lecture room, you'll need to spend an hour or so in the roomto try out different camera positions and angles, ideally without movingaround too much furniture. Generally it is easier to operate a camera fromseveral rows back from the lecturer (in small rooms, the very back of the room).You also generally want the camera to be high, to avoid capturing the headsof sitting students, but not so high that the camera operator can't seewhat s/he is doing. Elevated classrooms (with higher seats in back) are ideal.Shoot from the middle of the room (not left or right) if possible.You should also practice setting up the equipment quickly.The first time you use the wireless transmitter,you also need to set its volume to a reasonable level.
Warning students.For legal purposes, you need to post a sign (at least during the first lectureor two) stating that you are video recording and if students do not wanttheir person to appear in video, they should stay clear of the camera.A somewhat MIT-specific example is available astext orWord; revise as necessary.We also usually send an email announcement to students in the class, beforethe first lecture (for whomever's signed up) and after (for late signups).Then, at lecture, you should identify what areas are safe from the camera(ideally all seats).
Carrying equipment.The equipment above is pretty heavy and bulky, especially the tripod.We have a tripod carrying case, which also fits the microphone,and put the remaining equipment in a small camcorder bag.Obviously you need to assign someone (typically your camera operator)to carry this to every lecture.
Setting up.It takes at least 5 minutes to set up, and closer to 10 if you're out ofpractice, so get to class early.The camera operator needs to unfold and place the tripod; attach the camera tothe tripod; attach the wireless receiver to the camera (we use Velcro);plug the wireless receiver into the camera mic input; turn on the wirelessreceiver; and check the battery level.We also Velcro the camera's remote control to the tripod handle, to make iteasy to zoom while panning.The lecturer needs to wear the microphone; plug the microphone into thetransmitter; turn on the transmitter; and check the battery level.We typically replace the batteries when they hit 2 out of 3 bars(80 minutes is a long time), but you could probably wait till 1 out of 3 bars(the readings go down to 0 bars on the Sennheiser).The camera operator needs to check that the audio is coming through correctly(ideally plugging in headphones and listening).All of this work except the final tripod placement can be done outside thelecture room, which is helpful when there's a class before you; thoughyou'll still want to get into the lecture room as soon as you can.Inside the room, you should maximize indoor lighting (especially board lights),close window shades (to make white balance consistent), and if necessary,re-arrange usable tables/desks/chairs to be out of camera range.
Camera work.This is perhaps the bottleneck of the do-it-yourself approach.The camera operator needs a fair amount of experience, attention, and a goodeye to do a good job at panning, tilting, and zooming. Learn to frame well;keep the lecturer in view most of the time; establish shots of boards;pan deliberately, smoothly, and quickly; watch for the lecturer pointing;etc. All this needs to be done while watching the lecture through thesmall LCD viewfinder. Camera work is harder than we originally thought.Watch your videos to learn how to be better.In addition, some schools (such as MIT) have strongprivacy policiespreventing you from publishing the image of students in class (withoutpermission), so you need to avoid shooting students in an identifiable manner.
Lecturing.Our setup does not capture audience sound, so the lecturer needs to(remember to) repeat student questions before answering. [We have notexperimented, but believe capturing audience sound with high fidelityis difficult; you would need a different sort of microphone and eithera portable audio recorder (for offline editing, which will be tedious), oranother wireless system and a mixer (for live editing, which will require avery attentive audio engineer / camera operator).]
Slides.Projected slides (e.g., PowerPoint) tend to look pretty bad (low contrast)on video, as far as we've been able to achieve.Use the blackboard when you can, and provide anotherhigh-quality copy of your slides (e.g., PDF) for viewers to flip through.If you use PowerPoint in your lectures, you may want to install the free pluginMicrosoft Producer,which (if you click the special slide-show button) will record the timeof each slide advance/retreat, save it with the presentation file,and later you can extract it to a text file.Another constraint is copyright: now that your slides will be visible to theworld, you can only use images that you have the rights to use,from either ownership (that you didn't transfer),Creative Commons,fair use(which is unfortunately rather vague),or in the case of MIT, theMIT Faculty Open Access Policy(which lets faculty use most of what they publish, except books).
Transfer.We currently record to the camera's internal storage (HDD), but wouldrecommend recording to flash if possible, so that you can dump it ontoyour computer with a fast card reader instead of USB 2.0(which takes ~20 minutes for an 80-minute lecture).Just make sure you won't run out of room.Your computer (and backup system) is also going to need a lot of disk space:each 80-minute lecture is about 15GB at a 28Mbps bitrate.
Editing.We try to do just two edits for each lecture:(1) set the in and out points for the video (trimming excess beginning/end),and (2) add a title frame (with the class name, lecturer, lecture number,and lecture title) and a cross fade from that to the video.Try to give and record lectures so that they don't need any other editing,or else this will be a major time sink.For software, we useAdobe Premiere CS5,which works with H.264 video natively and supports GPU acceleration.Although a weak computer will do, you'll have a much happier time withlots of RAM (24GB is cheap these days), fast drives (SSD and/or big RAID),a high-end nVIDIA video card (e.g., GTX480 or GTX580), and multiple cores(we use 6).We draw the title frame usingAdobe Illustrator(using the Video and Film / HDV 1080 preset, and exporting to PNG at 72dpi),but there are a ton of options to do this, including Premiere itself.
Encoding.We encode two versions of every lecture:for streaming or fast download, a 360p version (640×360, 30fps, H.264 codec,Baseline profile, VBR 1-pass, target bitrate 0.5Mbps, maximum bitrate 1Mbps,AAC audio, 64kbps); and for higher-quality download, a 720p version(1280×720, 30fps, H.264 codec, Baseline profile, VBR 1-pass,target bitrate 1Mbps, maximum bitrate 2Mbps, AAC audio, 64kbps).These settings seem to work well for us (blackboard lectures),but your mileage may vary. The first time you work with encoding,look for ugly artifacts in the output.Encoding can take a very long time: on a 4-core Xeon with only 3GB RAM(32-bit Windows) and a regular 5400rpm disk, we needed about 6 hours to encode80 minutes. On a 6-core Core i7 with 24GB RAM and an 8-way RAID6, though,we can do it in around 30 minutes.
Posting.Put the encoded videos on the web and link to them.Erik wrote custom software for web video playback in HTML5 or Flash,with synchronized slides and lecture notes. (See the examples below.)We'll be releasing the software soon; if you're interested, let us know.
Student projects.Some schools, such as MIT with itsStudent Information Policy,prevent student project presentations from being made publicwithout the student's permission. We also worry that students would feeladditional pressure if being recorded (especially having to wear a microphone),so have never done so.
Hiring Professionals
The safe way is to hire professionals to provide equipment and operate thecamera. For example, MIT's Academic Media Production Services(AMPS)gave us a Fall 2011 quote of around $400 to record an 80-minute lecturein standard definition, which comes out to about $10,000 for a semester.About half of this cost is for equipment rentaland half is for the camera operator (who is generally very good).This estimate does not include any postprocessing, video encoding, oruploading, so you'd either have to do that yourself or pay someone to do it.Examples
Here are the classes we've recorded so far:Record Lectures 3 1 12
- 6.890, Fall 2014: Algorithmic Lower Bounds: Fun with Hardness Proofs
- 6.849, Fall 2012: Geometric Folding Algorithms [inverted lectures]
- 6.851, Spring 2012: Advanced Data Structures
- 6.889, Fall 2011: Planar Graph Algorithms
- 6.849, Fall 2010: Geometric Folding Algorithms