Untethered Lecture Capture (ULC), a technology-enhanced teaching strategy, permits faculty to be freely mobile in the classroom while simultaneously teaching and creating reusable audiovisual media assets. Integrating the cognitive theory of multi-media instruction with ULC creates affordances that facilitate active learning.
Untethered Lecture Capture (ULC) is a theory-guided, technology-enhanced innovative education strategy that enhances student-faculty collaboration, tailors teaching activities to learning styles, and provides digital media learning resources extending learning beyond the classroom. Together, academic technology staff and nursing faculty developed and implemented ULC practices, and evaluated student perceptions of this teaching and learning strategy. Rather than focusing on a single way that technology could enhance teaching, ULC blended several distinct approaches into a new, transformative pedagogical approach. Cognitive learning theory and multimedia instructional principles directed teaching activities and ULC processes. Creative integration of technology resources promoted free movement in the classroom, synchronous audiovisual lecture capture, and comprehensive video-based learning resources for self-paced student review. ULC technology components included a mobile device (iPad™) and whiteboard software (Explain Everything™), a screen casting solution in the classroom (AirServer™), and a multimedia hosting/streaming platform (Kaltura™ or YouTube studio™). All learning resources used during live lecture were recorded and saved via the interactive whiteboard application on the mobile device. The ULC project was uploaded to a hosting/streaming platform and subsequently embedded in the University learning management system, where students accessed the digital media resource. Qualitative research findings resulted in four themes. Specifically, students reported ULC resources leveled the learning field, enhanced learning resource accessibility, created learning efficiencies and minimized disadvantages experienced by diverse student populations. ULC enhanced learning affordances via access to personal learning resources, permitting students to go back and go deeper at their own pace. Finally, students perceived untethered teachers as teaching among us, which enhanced student focus, time on task, and classroom collaboration. Extending beyond the classroom, the technology was leveraged to promote learning during on-campus and off-campus mobile office hours. ULC represents a teaching innovation that integrates theory and technology to facilitate active learning and create educational affordances among diverse learners.