Technological Tools

Panopto

Website: https://www.panopto.com/
For HKU teachers and staff: https://lecturecapture.hku.hk

  • Panopto is the leading online video platform.
  • It supports recording from mobile devices, or audio and video input from laptop synchronized with Microsoft PowerPoint presentation and desktop screen
  • The recorded file can be edited through a browser, shared to other users for viewing or providing comments, and can output into different formats e.g. MP4 or Podcast.
  • Live lectures can be used to interact and engage with content, without the pressure of taking notes.
  • Students can record their presentations, share their presentation recordings with others and invite their teachers to review and provide comments on the presentations.
  • The data collected from the Panopto recording platform provide information on the time and date each registered student accesses the online recordings. This includes how often a student watches the recording and how long each student spends watching each recording.

Source: http://moodle-support.hku.hk/teacher/panopto

User Interface

Panopto interface for a viewer
Panopto recorder interface
Panopto automatically synchronize the slides with the narrated presentation

Literature and other sources

  • Dy-Boarman, E., Diehl, B., Mobley-Bukstein, W., Bottenberg, M., Bryant, G., & Sauer, H. (2018). Comparison of faculty and student self-assessment scores of aseptic technique skills and the impact of video review on self-awareness for second-year pharmacy students. Currents in Pharmacy Teaching and Learning, 10(2), 201-205.
  • Heijstra, T., & Sigurðardóttir, M. (2018). The flipped classroom: Does viewing the recordings matter? Active Learning in Higher Education, 19(3), 211-223.
  • Nicholls, G., & Restauri, S. (2015). Instituting and Assessing the Effectiveness of Focused e-learning Modules in Engineering Education. International Journal Of Engineering Education, 31(2), 461-475.
  • Pagarkar, A., & Oussena, S. (2019). Making the most of lecture recordings; a student’s perspective. Medical teacher, 41(5), 609-609.
  • Patterson, J. (2009). Using lecture capture technologies for distance learning: A case study using Panopto. In Same places, different spaces. Proceedings ascilite Auckland 2009. Retrieved from http://www.ascilite.org.au/conferences/auckland09/procs/patterson-poster.pdf
  • Stoneham, R. (2016). Panopto with Moodle: Enabling videos and screencasts to be effective assessment tools for all. Compass: Journal of Learning and Teaching, 9(13), Compass: Journal of Learning and Teaching, Vol.9(13).
  • Toppin, I. (2011). Video lecture capture (VLC) system: A comparison of student versus faculty perceptions. Education and Information Technologies, 16(4), 383-393.sdf

Panopto User Guides for Teachers

http://moodle-support.hku.hk/teacher/lcs-panopto-user-guides

Panopto Video Tutorials for Teachers

http://moodle-support.hku.hk/video/panopto_teacher

Creating Quizzes in Panopto Videos

https://www.youtube.com/watch?v=-rX3s5dbCb8

Activating the Classroom with Panopto

https://www.youtube.com/watch?v=Q5sRL8QPqKA

Panopto Basics for Students

https://www.youtube.com/watch?v=f6-NLt0qaO8

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