Intelligent Modular Camera Rig for Classroom Lecture Video Recording System with Automatic Lighting Adjustment

In today's scheme where COVID-19 is the biggest problem faced by the entire world in which it almost forced all schools to suspend and obliged the students to stay at home for their safety., a video recorded lecture is one of the best solutions and ways to help students in their studies. The researchers were intended to improve distance learning as well as its effectiveness to deliver a high-quality video by developing an intelligent system that can be beneficial for both users and viewers. The usage of Arduino Uno served as the brain that controls everything, which makes the system a one-person operation. Given the scenarios of having different values of lux in a room caused by multiple kinds of events, achieving the preferred luminance will be difficult. Nevertheless, our prototype will automatically produce and attain the necessary amount of lighting needed using the LDR sensor along with the code in Arduino. The movement of the platform where the camera is placed follows wherever the user goes in front of the rig as much as the face is recognized. It was then tested using different calibrations by testing and simulating different situations where there are different variables included, such as camera movement and light. The data will be examined using ANOVA test. © 2022 IEEE.

We Can't Go Back: Student Perceptions and Remote Learning Protocols

COVID-19 accommodation protocols at The Citadel allowed faculty and students affected by the virus to quickly implement video-based instruction. Extending student access to classroom lecture as recordings on the LMS is just another step toward streaming educational content, as YouTube has made possible for years. Video-based lecture technology also lowers the barriers to education, making connection more physically and financially accessible. After nearly three semesters of implemented video-based teaching protocols in place, students are seeing the value in remote learning contexts when in-person learning is not possible. This paper reports student perceptions of selected effective approaches to hybrid/hyflex learning, comparing student and faculty perceptions regarding its value and effectiveness at a largely residential institution. Faculty who taught remotely during the pandemic underwent continuous professional development at The Citadel in order to ensure successful academic experiences for both faculty and students. Faculty reported feeling significantly burdened with learning about this course delivery mode. Additionally, some faculty struggled with institutional compliance and regionally-approved best practices for instructional design. This paper examines some of the best practices and challenges for building and deploying a set of standards for online instruction, noting that while arduous, high fidelity instructional design creates value for students and faculty, both online and offline, with students appreciating readily accessible course materials and recorded lectures. Best practice recommendations are driven by synthesizing qualitative faculty feedback and Likert-scaled student survey data. Faculty and student survey results show that face-to-face learning is still the 'gold standard' for optimal learning opportunities, however, the pandemic has accelerated the build-out of hyflex course deliveries and created sustainable systems and instructional design standards for online learning. Student perceptions show that they identify and value selected unanticipated benefits to hyflex learning, despite faculty misgivings. This report presents this conflict of perceptions as an opportunity to be seized, and is part of a longer series of studies on student perceptions of learning effectiveness. Validation of results is preliminarily supported by similar protocols adopted at other institutions, and record-setting successes at the Dean, Department Head, and Instructional Design-aid level. Going forward, as the pandemic is brought under control, the authors foresee students' expectations rising: video-recorded lectures and remote connection during live lecture no longer present unsurmountable technological barriers and they aid student learning. © American Society for Engineering Education, 2022.

The Reasons for Limited Success of Hybrid Lectures

In the recent years COVID 19 restrictions all around the World forced the education to adopt the new reality. In the short time, we managed to advance from illiterate remote lecturers to the proficient remote lecturers. Never the less we could still see more and less proficient lecturers. In general, those less ICT proficient and/or ICT inclined lecturers favors the traditional classroom lectures. The quality of the classroom lectures is higher because of better interactions. Equal interactions could also be achieved online though.The online questionnaire overloaded most of us therefore;we decide to use focus group approach and quality analysis. Only colleagues who are highly proficient in the remote teaching were in the focus group that aim to search for the reason why the hybrid lectures were less successful than online or classroom lectures. Findings have shown that the limited success is mostly due to the unsuitable equipped workplaces in the classrooms. Other findings are more severe and are due to the different focus of the students in classroom or at home. To solve these obstacles, we need to change the strategy, it is more costly but it is feasible. © 2022 Croatian Society MIPRO.