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This paper aims to describe the principles underlying the successful implementation of a lecture recording service in higher education.

The paper qualitatively reviews the practices and experiences of several years of automated lecture recording at a medium-sized university in Germany.

The paper concludes that there are several principles that should be followed to successfully implement lecture recordings in higher education.

The principles described in this paper can serve as recommendations for other universities that would like to establish or optimize their own lecture recording service.

The value of the paper lies mainly in the great amount of experience in successfully running a lecture recording service on which the principles and recommendations are based.

The essay studies the introduction and use of audio-visual media in contemporary Swedish courtroom praxis and how this affects social interaction and the constitution of judicial space. The background to the study is the increasing use of video technology in law courts during the last decennium, and in particular the reformed trial code regulating court proceedings introduced in Sweden in 2008. The reform is called A Modern Trial (En modernare rättegång, Proposition 2004/05:131). An important innovation is that testimonies in lower level court proceedings now are video recorded and, in case of an appeal trial, then are screened in the appellate court. The study of social interaction and the constitution of judicial space in the essay is based in part on an ethnographic study of the Stockholm appellate court (Svea hovrätt) conducted in the fall 2010; in part on a study of the preparatory works to the legal reform; and in part on research on how media technology affects social interaction and the constitution of space and place.

Over the past few years management training centres have acquired CCTV and video tape recording systems, and as a result many management training specialists have had to develop skills in using these aids properly. The ability to use these devices in a technically proficient manner is easy to develop, but what is more important is the skill to use them in the most educationally appropriate way. The purpose of this article is to examine the educational issues involved in the effective use of video recording in management training.

Research consultations are a long-established means of providing support to students undertaking research activities (Stapleton et al., 2020). The literature on research consultations consistently reports high levels of satisfaction and that students value the individual, bespoke advice received via one-on-one librarian tuition. However, research consultations are resource-intensive and maximising the learning potential of consultations is a priority to justify the expenditure of time and ensure the sustainability of services. This study reports on the outcomes of a service development where students attending research consultations were offered a screencast recording of their appointment to support retention and application of information literacy skills and research processes covered in the research consultation. The study explored student use and perceptions of the service and how the recording of the appointment was integrated into research practices.

The study used a mixed-method approach including a questionnaire and interviews. Quantitative elements explored if and how students engaged with recordings made during research consultations while qualitative elements investigated students' perceptions of the service and how content from the recordings was used to complete research activities.

Findings indicated a high degree of positive feedback on the service and reveal complex user behaviours when using appointment recordings. The study demonstrates that the addition of multimedia recording during individual research consultations (IRCs) may offer significant benefits to students by improving knowledge retention and application and for librarians by reducing follow-up enquiries and increased engagement with the service.

The findings of this study give an evidential basis for library and reference services interesting in incorporating synchronous recording into a research consultation service.

This study is believed to be the first to investigate the perceptions and use of synchronous recording of research consultations between librarians and students.

Improving the use of annotations in lecture recordings.

Requirements analysis with scenario based design (SBD) on focus groups.

These seven points have been extracted from the feedback of the focus groups: (1) Control of the annotation feature (turn on/turn off). (2) An option to decide who is able to see their comments (groups, lecturer, friends). (3) An easy and paper-like experience in creating a comment. (4) An option to discuss comments. (5) An option to import already existing comments. (6) Color-coding of the different types of comments. (7) An option to print their annotations within the context of the recording.

The study was performed to improve the open-source lecture recording system Opencast Matterhorn.

Annotations can help to enable the students that use lecture recordings to move from a passive watching to an active viewing and reflecting.

The purpose of this paper is to examine power relations embedded in verbal and non-verbal medication communication processes that involve nurses, doctors, pharmacists and patients in two general medical wards of an acute care hospital.

This paper reports on the findings of an ethnographic study investigating medication communication processes in hospital spatial environments. It was theoretically informed by the work of Norman Fairclough. Data collection methods comprising video-recordings and video reflexive focus groups were employed. Fairclough's critical discourse analytic framework guided data analysis.

Four different forms of power relations between clinician-patient, nurse-doctor, clinician-organisation and multidisciplinary interactions were uncovered. Nurses asserted their professional autonomy when communicating with doctors about medications by offering specific advice on medical prescribing and challenging medication decisions. Video reflexivity enabled nurses to critically examine their contribution to medication decision-making processes. Clinicians of different disciplines openly contested the organisational structure of patient allocation during medical discussions about management options. Clinicians of different disciplines also engaged in medication communication interchangeably to accomplish patient discharge.

An investigation of existing power relations embedded in medication communication processes within specific clinical contexts can lead to a better understanding of medication safety practices. Video reflexive focus groups are helpful in encouraging clinicians to reflect on their practice and consider ways in which it could be improved in how power relations are played out.

The purpose of this study is to present a depth information-based solution for automatic camera control, depending on the presenter’s moving positions. Talks, presentations and lectures are often captured on video to give a broad audience the possibility to (re-)access the content. As presenters are often moving around during a talk, it is necessary to steer recording cameras.

We use depth information from Kinect to implement a prototypical application to automatically steer multiple cameras for recording a talk.

We present our experiences with the system during actual lectures at a university. We found out that Kinect is applicable for tracking a presenter during a talk robustly. Nevertheless, our prototypical solution reveals potential for improvements, which we discuss in our future work section.

Tracking a presenter is based on a skeleton model extracted from depth information instead of using two-dimensional (2D) motion- or brightness-based image processing techniques. The solution uses a scalable networking architecture based on publish/subscribe messaging for controlling multiple video cameras.

Author information is one of the primary metadata elements for information access. While assigning “author(s)” has been relatively straightforward in library systems for textual resources, challenges have emerged in recording creatorship information for collaborative creative works, with surrogates erring on the side of caution and providing little information. This study aims to present improvements to the conceptual understanding of collaborative creatorship and relevant cataloging practice in video games.

The current study is a theoretical investigation of the authorship role of individuals in collaborative creative works, using video games as a case study. The investigation is based on the literature on video game user needs and authorship theory.

Reviews of literature present a disconnect between video game information user needs and currently available author information in library systems. Further analysis of the author/creator concept reveals insufficiencies in adopting auteur theory as the theory is applied to film. Exploration of access practices for other large collaborative creative products and an analysis of user tasks show potentially fruitful directions for future studies. This study recommends identifying primary roles that individuals adopt in video game creations and leveraging crowdsourced-creator information in library databases to enhance the visibility of author information for video games.

By incorporating authorship theories and research from various domains such as film studies, intellectual history and library and information science, this study provides interdisciplinary, theoretical considerations as well as practical suggestions to enhance the current cataloging practice.

The development of the equipment for investigating operative logical movement groups in garment production is presented. The characteristics of the equipment and software packages used are described, as well as the processing of the video recordings, from recording at the workplace, marker separation to marker system chain‐linking, which, as a final result, are used in the course of logical movement group defining.

The purpose of this paper is to demonstrate how a credit‐bearing information literacy course was enhanced through the use of video lectures to deliver course content. Students have a choice of how to access course materials: video lectures or reading material.

A literature review shows that, previously, videos have been used largely to supplement face‐to‐face classes or one‐shot library instruction sessions. A description details the production of video lectures for one of the courses that satisfies the information literacy graduation requirement at Weber State University. For this course, a student survey was then used to measure the actual use and effectiveness of the video lectures.

Survey results indicate that a majority of students use the video lectures, at least partly, and find them helpful.

Results also show that many students are comfortable reading course materials rather than viewing the lectures. As more courses incorporate video lectures, holdouts should become more comfortable with the format.

Video lectures are relatively easy to create, and can be used to enhance online information literacy classes. Students can view the video lectures at their convenience.

Video production tools such as Camtasia Studio are used for library instruction and other face‐to‐face classes, but are not widely used in online courses. Adding video lectures to an online course gives students options on how to access the course content.