Training Instructors at Augusta University on the use of Echo 360

Lecture Capture Devices

Augusta University (AU) supplies its instructors with a vast array of
instructional technology. Most of the available instructor-based technology is
frequently used, but one component, Echo360 Active Learning Platform (Lecture
Capture), is underutilized by the instructors. Training is needed in order for
instructors to fully utilize Lecture Capture.
Lecture Capture was a major investment for the university. AU invested a
great amount of money in the platform, installing it in every classroom and most
auditoriums. Approximately two percent of instructors currently utilize Lecture
Capture. Another concern is that Lecture Capture can be used to keep students
engaged before, during and after class. Instructors can also use the program to
track student progress. With training on the use of Lecture Capture readily available
for instructors, the use of the platform will increase to benefit students and
instructors.
The target audience consists of 200 instructors on the AU Summerville
campus who all have achieved post-graduate degrees.
The goal of this instruction is to increase the use of the Lecture Capture by
25%.

Task Analysis
Part III
I conducted the task analysis on how to use the Echo 360 Lecture Capture
device/software using a topic analysis and a procedural analysis. I started by explaining the steps
in outline form for using the lecture capture device. The lecture capture device is an actual piece
of equipment connected to a computer in the classroom. Most of the steps on how to operate the
lecture capture software or the device are covered in the procedural analysis or the stepby-step
instructions. There is some topic analysis or background information that is essential in order to
use lecture capture. These will be covered in the outline. The topic analysis steps are at the
beginning of the outline followed by the procedural steps.

Task Analysis Outline

1

Contact the office of Classroom Services at Augusta University (AU) to reserve a

classroom.

5
6

The Scheduling Coordinator in Classroom Services asks the instructor if they will
be using lecture capture.
2 Instructor tells the coordinator to record lectures.
3 Lectures can be recorded for any length of time. Typically lectures start recording
5 minutes before class begins and stop recording 5 minutes after class ends.
4 Recordings begin automatically if they have been scheduled by Classroom
Services.
Instructor is contacted by an Instructional Systems Analyst (ISA) to schedule training
on the in-room touch panel.
1 The role of the ISA is to train the instructor on how to use the in-room touch
panel.
2 The touch panel controls all functionality of the in-room equipment, as well as,
communicates with the lecture capture device.
3 Instructor is shown where the lecture capture icon is located on the touch panel.
4 Icon has 5 popup windows that appear when pressed.
5 They are Stop, Pause, Send File, Extend Recording 10 Minutes, and Extend
Recording 15 Minutes.
6 Instructor is reminded by ISA that the lecture capture recordings begin
automatically.
7 ISA tells instructor any of the 5 buttons can be pressed at any time during the
lecture.
Buttons
1 Stop button. Stops the recording. Recording cannot be started again from the
touch panel.
2 Pause button. Pauses the recording. Recording can be restarted by pressing the
button a second time.
3 Send File button. Sends the recorded lecture to the Desire to Learn server (D2L).
Recording is automatically named by class title as a MP4 file type.
4 Extend Recording 10 minutes button. Does accordingly.
5 Extend Recording 15 minutes button. Does accordingly.
ISA shows instructor how to turn on and wear lapel microphone for recording the
audio portion of the lecture.
1 No training needed to record the video portion of the lecture. This is done
automatically from the mounted cameras in the classroom.
Instructor is reminded by ISA that the lecture capture recordings begin automatically.
Instructor is reminded to contact the Instructional Services campus-wide help desk for
further assistance.
1 The help desk phone numbers and email is located on the touch panel.

Subject Matter Expert (SME)

The subject matter expert for this instructional plan is the Systems Engineer for GRU. He
is responsible for the design, implementation, and functionality of all technologies in the
classroom. He is a certified Echo 360 Lecture Capture installer. He is also a certified Crestron
in room touch panel programmer. He is well versed in many of the technologies on the GRU
campus.

Flow Chart
Instructor
Reserves
Classroom

Lecture
Capture ?

YES

Lecture Begins
Automatically at
Scheduled Time
Touch Panel
controls
lecture capture
device

Instructor
trained by ISA
on in-room
touch panel
5 pop up
windows
appear

Select
lecture
capture Icon
on touch

Pause

Stop

Send file

Extend 10
min

ISA instructs
on use of
Lapel Mic

Problems
with lecture
capture?

Contact GRU help desk Contact

info posted on touch panel

Module 10 Key Assessment Part 6

Extend 15
min

Instructional Sequence
Seque
nce
1
2
3
4
5

Description
Demonstrate the step-by-step process to schedule a classroom
Acquire training from the ISA on the in-room touch panel
Explain the function of the 6 pop-up windows
Demonstrate the proper use of the lapel microphone
Explain what steps to take for further assistance

Objecti
ve
1
2
3
4
5

Instructional Strategies
Lesson 1: Identify the steps necessary to schedule a
classroom on the AU Summerville campus.
Objective 1A: The learner will choose which method to contact Classroom Services
either by phone or by email.
Objective 1B: The learner indicates with the Classroom Scheduling Coordinator a desire
to use Lecture Capture.
Objective 1C: The learner indicates in detail the time and date for the lecture to be
recorded.
Objective 1D: The Classroom Scheduling Coordinator records the information given that
coincides with the desire to use Lecture Capture on the date and time specified. The
recording begins automatically.

Motivational Strategies: Explain to the learner why it is important to follow the procedure for
scheduling a lecture capture. Ask the learner why it is important to know the steps.
Initial Presentation: Present the learner with the procedure for scheduling a classroom.
Generative Strategy: Give the AU webpage for the online event management scheduling.
https://ems.gru.edu
Differentiation: Provide the learner with multiple examples and ask them to identify the
appropriate steps to follow.

Lesson 2: Learner will acquire training from the

Instructional Systems Analyst (ISA) on the in-room
touch
panel.
Objective 2A: Identify the lecture capture icon on the in-room touch panel.
Objective 2B: Define the function of the pop up windows under the lecture capture icon
on the in-room touch panel.
Objective 2C: Demonstrate knowledge of the lecture capture icon and the functions on
the in-room touch panel.
Motivational Strategies: Ask the learner to speculate what would happen if they received no
training on the in-room touch panel from the ISA.
Differentiation: Given an image of the in-room touch panel ask the learner to indicate
which is the lecture capture icon.
Initial Presentation: ISA goes over the appropriate steps for using the in-room touch panel.
Differentiation: Given a list of steps place the steps in order for using the in-room touch
panel.
Generative Strategies: Give the learner several images of the touch panel ask the learner to
identify the appropriate icons associated with the task.
Differentiation: Given the images of the touch panel icons learner must identify which
icons to manipulate in the correct order.
6

Lesson 3: The learner will explain the function of the

pop-up windows.

Objective 3A: Define the function of the Stop Capture button.

Objective 3B: Define the function of the Pause Capture button.
Objective 3C: Define the function of the Resume Capture button.
Objective 3D: Define the function of the Extend 5 Minutes button.
Objective 3E: Define the function of the Extend 10 Minutes button.
Objective 3F: Define the function of the Extend 15 Minutes button.
Motivational Strategies: Ask the learner to speculate what would be the benefit to knowing the
function of the 6 pop-up windows.

Differentiation: Given a list of touch panel buttons select which buttons appear under the
lecture capture icon.
Initial Presentation: Show the learner the 6 buttons on the touch panel.
Differentiation: Given several images of touch panel screens identify which one is the
correct screen.
Generative Strategies: Show the learner an image of the 6 buttons on the touch panel.
Differentiation: Given the functions of the 6 buttons on the touch panel match the correct
function with the correct button.
Lesson 4: Demonstrate proper use of the lapel
microphone.
Objective 4A: Identify the location of the on/off switch.
Objective 4B: Identify how to properly wear the lapel microphone.
Motivational Strategies: Ask the learner to speculate what would be the benefit to knowing how
to use the lapel microphone.
Differentiation: Give the learner several options on the benefits for using the lapel
microphone ask them to select the correct answer
Initial Presentation: Show the learner an image of the actual lapel microphone and associated
belt pack showing identifying marks associated with the microphone.
Differentiation: Give the learner several images of lapel microphones and associated belt
packs ask the learner to identify correctly the one used for lecture capture.
Generative Strategies: Show the learner images of the microphone belt pack indicating the on
and off position and the proper way to wear the microphone.
Differentiation: Given images of the microphone belt pack indicating the on position
and the off position and the proper way to wear the microphone the learner will
correctly identify the correct position of the on/off switch and how to wear the
microphone.
Lesson 5: Explain what to do for further assistance.
Objective 5A: Learner is given help desk contact information.
Objective 5B: Learner contacts help desk for further assistance.
Motivational Strategies: Ask the learner to speculate the importance of the help desk.

Differentiation: Give the learner a synopsis of a failed step to using lecture capture and
several options of what to do next ask them to select the correct response.
Initial Presentation: Give the learner the options available for contacting the help desk either by
phone or email.
Differentiation: Given a list of campus phone numbers and email addresses ask the
learner to select the correct one.
Generative Strategies: When contacting the help desk the learner should give their name, the
room number and specific problem with the lecture capture.
Differentiation: Given a list of information the help desk technician needs select the
appropriate information.