Frequently asked questions

1. What does ‘captured content’ mean? Is it another name for lecture capture?
Captured content is not another name for lecture capture, it is a term designed to give academic colleagues greater flexibility in thinking purposefully about the types of digital content they would like to make available. Captured content includes recordings of live teaching events but is not limited to these, it also includes digital content that can be used before or after teaching sessions.

Captured content includes:

  • recording live lectures (lecture capture)
  • creating audio-visual materials e.g. reviewing or demonstrating key concepts, case studies, software tutorials, assignment briefings etc.
  • using existing audio-visual materials e.g. educational videos from Khan Academy, TED talks, Box of Broadcasts, YouTube, Kanopy, etc.

2. How will a new policy impact my workload?
The impact on workloads will vary depending on what type of captured content you choose to provide. A number of developments are underway designed to save time and improve ease of use, including increasing the number of Panopto enabled rooms, improving the Panopto recording process in classrooms, and integrating Panopto with SurreyLearn.

The initial impact is likely to be on module convenors in planning their approach and working with colleagues. This has already been taken into consideration and HoDs will be advised to consider this in planning for future years and include three hours for module conveners per module. This will continue to be reviewed during and beyond the consultation period.

3. Will students be able to use captured content in appeals?
Following meetings with colleagues responsible for student facing regulations / OSCAR and representatives from the SU, the regulations for Academic Appeal will be amended to exclude appeals in relation to academic judgments about captured content. This change will be proposed to ULTC.

4. Why do we need a new policy now?
The existing policy was agreed in May 2016 when the use of Panopto was at a relatively early stage. A number of recent developments mean that it is necessary to review the policy. Most notably this includes the need to clarify and protect the rights of staff and students to conform with the General Data Protection Regulation (2016) (GDPR). For example the proposed policy will protect the right of individuals to remove personal data, such as voice and image.

The Corporate Strategy (2017-22) and Education Strategy (2018) make digital transformation a priority. The proposed policy is designed to support programme teams to build on their distinctive approaches to teaching and learning and extend their use of captured content to embed the use of digital resources as part of inclusive, flexible and student-centred approaches.

5. What is the evidence and pedagogical justification behind the policy?
While some institutions have made the recording of teaching sessions (lecture capture) compulsory, the policy under consultation is designed to encourage greater autonomy and flexibility because of research findings which favour discipline specific approaches. These include work on ‘signature pedagogies’ (Schulman, 2005), research which looks at the impact on particular groups of students (Nordmann et al, in print) and the high value placed upon other forms of audio-visual materials beyond lecture recordings (Witton, 2017).

Lecture capture has been used across the global Higher Education sector for over a decade and a number of studies have reviewed various aspects of lecture recordings. As Witthaus and Robinson (2015) observe in their lecture capture literature review, most of these studies are discipline specific and involve a variety of research methodologies so it is important not to generalise too widely based on these findings. For example, one study of psychology students revealed that the greatest benefit of watching lecture recordings is seen in low GPA students with high attendance, as well as average and high GPA students with low attendance (Nordmann et al, in print).

The policy introduces a new definition, ‘captured content’, which goes beyond lecture capture as there is a developing evidence base which highlights a wider range of potential benefits and uses for video in education, particularly flipped and blended learning (Comber and Van den Bos, 2018). Recent evidence highlights that while students find live teaching recordings helpful, they highly value audio-visual materials as they add ‘value to student learning and increase engagement’ (Witton, 2017:1010).

The University encourages a discipline specific approach as this can provide students with meaningful and structured interactions with captured content. At least as important as the resources themselves, are the ways in which they are integrated with other learning and teaching activities.

For a quick overview of key captured content research, please see this captured excerpt of the presentation at the DLT Forum on 7 March 2018 where Rhona Sharpe, Head of DTEL, explains how research has informed our practice and the progression at Surrey from ‘lecture capture’ to ‘captured content’:

Comber, D. P. M. and Van den Bos M. B. (2018): Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective, Higher Education Research & Development (37): 1-15. Available at (Accessed: 30 April 2018).

Nordmann, E., Calder, C., Bishop, P., Irwin, A., and Comber, D. (2018). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. Available at (Accessed: 30 April 2018).

Shulman, L. (2005). Signature Pedagogies in the Professions. Daedalus 134 (3): 52–59.

Witthaus, G.R. and Robinson, C.L. (2015). Lecture capture literature review: A review of the literature from 2012-2015, Loughborough: Centre for Academic Practice, Loughborough University. Available at (Accessed: 30 April 2018).

Witton, G. (2017) The value of capture: taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement, British Journal of Educational Technology, 48 (4), 1010-1019. Available at (Accessed: 30 April, 2018).