Add a quiz into a DMU Replay recording


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Text-based guide

If a recording is copied for re-use, any quizzes that have been added will not be included in the copy.

1. Navigate to

2. Click the Sign In button.

The Sign In Button

3. Sign in with your usual DMU credentials.


4. Click Browse and locate the Folder in which the recording is located.

Clicking Browse and locating the Folder

5. Click the Edit icon for the recording.

The DMU Replay Edit icon

6. On the timeline, click on where you would like to add the quiz. This may be at a certain time (e.g. 30 minutes), or after a specific slide.


7. On the left hand menu click the ‘Quizzing’ option and then ‘Add a Quiz’.


8. The Quiz editor will appear in the main window. Select which question type you wish to use and enter your question text, responses and correct answers (if applicable). The correct answer(s) have the radio dial checked next to the response. When you are finished, you can click ‘Add a Question’ to add more than one question to the Quiz, or ‘Done’.


9. After clicking ‘Done’, you have the option to change some of the settings for the Quiz. When you have updated these (if required), click ‘Finish’.


10. The Quiz will be added into your DMU Replay recording at the location you selected.

11. Click the Publish button to save the changes.

The Publish button

Use the Focus tool with my DMU Replay recording



Download a transcript of this video

MS Word version

Text-based guide

important This procedure does not work when slides are recorded. To learn how to achieve the same effect in the Advanced Editor using slide content click here.

1. Navigate to

2. Click the Sign In button

The Sign In Button

3. Sign in with your usual DMU credentials


4. Click Browse and locate the Folder in which the recording is located

Clicking Browse and locating the Folder

5. Click the Edit icon for the recording

The DMU Replay Edit icon

6. Once the Editor has loaded into the browser, click the Focus button

The Focus button

7. On the timeline, click and drag the stream that you need to be visible to mask the opposing stream(s)

Timeline with Focus edits

8. Click the Publish button to save the changes

The Publish button

Use the BASIC DMU Replay Editor


Download a transcript of this video

MS Word version

Text-based guide

1. Navigate to

2. Click the Sign In button

The Sign In Button

3. Sign in with your usual DMU credentials


4. Click Browse and locate the Folder in which the recording is located

Clicking Browse and locating the Folder

5. Click the Edit icon for the recording

The DMU Replay Edit icon

6. The Basic Editor will open as below

The DMU Replay Basic Editor

7. Click the Scissors icon to enable cuts to be made on the timeline

The Scissors icon

8. Click Captions and then Import automatic captions to add captions to the recording

Importing the automatic Captions

9. Click Quizzing followed by Add a quiz to add a quiz to the recording

Selecting Quizzing then Add a quiz

10. Once complete, click Publish to save your changes

The Publish button

For further help with the captioning tool click here.

Coming soon – For further help with the quizzing tool click here.

Add the automatic captions to my DMU Replay recording


Download a transcript of this video

MS Word version

Text-based guide

1. Navigate to

2. Click the Sign In button

The Sign In Button

3. Sign in with your usual DMU credentials


4. Click Browse and locate the Folder in which the recording is located

Clicking Browse and locating the Folder

5. Click the Edit icon for the recording

The DMU Replay Edit icon

6. Once the Editor has loaded into the browser, click the Captions link

The Captions Link

7. Click on Import Captions and select Import automatic captions

Selecting Import automatic captions

8. Overtype any amendments that may be required

Overtyping captions

9. Click Publish

The Publish button

importantIf required, the captions file can now be saved and uploaded to Blackboard as a transcript

Aug 182016

Pamela Hardaker is a part-time lecturer teaching Mobile Robotics in the Faculty of Technology. Pamela began teaching at the beginning of the 2015/16 academic year; her background is that of a Distance Learning Masters student and one of her previous roles was with a national charity that works to change the lives of disabled people by helping them to use digital technology at work, at home or in education.

Given Pamela’s passion for widening participation through the use of technology and her first-hand experience of a fully online Masters course, she decided from the start that she would endeavour to make her third-year Undergraduate module as engaging and accessible as possible.

The Mobile Robotics module has been running for a number of years and Pamela noticed that there was a high instance of students with a Specific Learning Difference in the 2015/16 cohort. This spurred her on further to provide content and materials in as many different formats as possible; an approach that aligns with DMU’s Universal Design for Learning principles.

One of the approaches that Pamela took was to record her lectures for sharing with the students. Early on, Pamela would bring a laptop with webcam to class and rely on a student in the front row to point the camera at the screen and press record. This approach worked to an extent but there was an element of extra work to encode and upload the finished recording and the audio and visual quality was not particularly good due to the recording of a projected image and the audio recording equipment in use.

However, at a Programme Management Board meeting late in 2015 Pamela and the ELT Project Officer working with the Faculty of Technology were introduced; the shared passion for ELT soon became apparent.

In early 2016 as the Multimedia Enhancement project delivered the site-wide availability of Panopto at DMU; Pamela and the ELT Project officer soon arranged a meeting to look at how this technology might support Pamela’s already inclusive practice.

The first trial run with Panopto (instead of the laptop with webcam) was a success and even the students in the lecture theatre could see how much easier this approach is and were relieved to no longer be responsible for pressing record and stop on the recording technology whilst attending lectures.

Pamela continued to record all of her lectures on the Mobile Robotics module in 2016 and students have appreciated having these resources available.

With regard to attendance, classroom recordings were being provided from the start and therefore the move from a laptop with camera to Panopto enhanced the offering rather than providing anything new as such, it just meant that resources looked better for the students and Pamela no longer had to invest time into encoding recordings.

However, there was a drop-off in attendance witnessed but it is assumed that with the nature of the module this would have happened regardless of the lecture recording activities.

In the future, Pamela will be delivering and facilitating labs – potentially alongside lecturing and also managing studying for a PhD.

Through conversations with the ELT Project Officer, Pamela is keen to further explore the practice that the new DMU Replay service can enable and is keen to experiment with recording lab work for students to reflect upon and for assessment.

Pamela is also considering using the 2015/16 recordings as pre-sessional material to help new colleagues teaching on the module to take a different approach in classes to cater for the diverse learning styles that the module seems to attract.

Thank you to Ms Pamela Hardaker for enabling this blog post to be created and shared.


Ian Pettit

ELT Project Officer

Jun 052015

Dr Neil Brown mainly teaches Energy Analysis Techniques, Energy Efficiency, and Mechanical and Electronic Engineering Labs, in the School of Engineering and Sustainable development at DMU.
Traditionally, all feedback in the Energy and Sustainable Development (ESD) Subject Group has been text based due to the use of a specific database for communicating feedback to students. The database was partly developed for the benefit of the Distance Learners in ESD who make up the majority of the cohort.

Neil’s  biggest single marking load is Energy Analysis Techniques, this is a core module to three MSc courses and the assessment comprises of two written components. To provide as much meaningful feedback to students as is possible and to be able to mark efficiently and away from the university whilst offline; he has identified an innovative and efficient way to provide feedback that his students have also embraced.

The approach adopted bypasses the computer keyboard by using speech to text software to simply dictate to the computer. Using this approach it’s possible to generate feedback much more quickly, with less fatigue, and allowing concentration on the subject in hand.  He also uses this technique to generate course notes for Distance Learners and he has found that dictation can be around 5-6x faster than typing.

For marking, the overall process is not sped up massively, but the extra detail possible in feedback means that there are almost zero queries on marks from students, which in itself offers a massive time saving. One recent comment was that a student was ‘blown away’ by the amount of feedback.

For Energy Analysis Techniques, comments on each report are grouped as; general comments, notable good features, and areas for improvement.  Comments could also be placed in the submitted PDF of each assignment. This is done in conjunction with grid marking, where a spreadsheet is used to generate marks based on weighted criteria.  It’s not vital to mark in this way, but grouping comments this way, plus grid marking makes things easier still.

Neil uses Dragon Naturally Speaking 10, which now costs around £30. The basic microphone which comes boxed with the software works reasonably well, but he has found that suppliers of dictation software to GPs etc. offer microphones with much better results – expect to spend around £30-50.
Usually, the dictation is carried out using a basic Dell laptop from 2010, running Windows 7. The Dragon Naturally Speaking CD installs itself in Windows and the software can be configured to run on Linux with some tweaking, and Mac OS. He has also trialled other speech to text solutions such as Google speech recognition and IBM ViaVoice but the Google product proved less reliable on accuracy.  The IBM product worked well but it did require significantly more training.

To dictate, a microphone is plugged into the laptop and the Dragon software is started along with the application (Word, Excel, Open/Libre office, Notepad). Training the software to recognise a specific voice takes around 30 minutes and involves reading some set passages before dictating for real. This ‘training’ can be one-off, although the software does become more accurate with more use by the same person/voice.

A bespoke database had been used in the past, long before Blackboard was used for providing feedback, but now the subject group uses DMU’s Blackboard Learn VLE installation. Blackboard Learn offers the chance to provide audio feedback too, circumventing text altogether. Neil and the ELT Project Officer discussed this and Neil tested this multimedia based audio feedback approach, although after a trial the students stated a preference for text as text is easier to skim read and pick out the salient points. He also felt that the audio files were rather lengthy, handling them became fiddly for a large cohort, so has now reverted to dictation.

This approach to providing rich text based electronic feedback not only benefits students but colleagues who may have a disability could also adopt this technique to speak their feedback.  The software can also control the computer, offering improved functionality for anyone who is differently able.

Neil’s top tips for those who may wish to replicate this practice would be:

  1. Use a good quality microphone – background noise can reduce the accuracy of the software
  2. Set the software to be as accurate as possible and speak clearly
  3. Skim read the output text before releasing to the student as some specialist words or phrases can be misinterpreted
  4. Understand your students – Energy Analysis Techniques students prefer text based feedback but in other subjects it may be more appropriate to provide audio, text, or feedback in other media.

Ian Pettit, Neil Brown

Jan 032014

sharing practice poster(web)

This sharing practice session was part of an initiative to increase the opportunities for staff to share their experiences of teaching and pedagogies for enhancing learning through technology. CELT also supports sharing of practice including through case studies contributed to the online CELT Hub, a monthly Skillshare session, and occasional symposiums.

The main pedagogic theme of the session was scenario-based learning, with the ‘bring your own device’ agenda and story-telling also important topics of discussion. For this session presenters from the Faculty of Art, Design and Humanities were Kathleen Bell and Simon Perril who talked about student digital literacies and how technology is incorporated into the pedagogy and curriculum of Creative Writing and Mark Bradshaw, who talked about and demonstrated how he uses a response system to engage students in large lectures. From Health and Life Sciences, Annette Crisp talked about how students engage with the innovative scenario-based animations she has created, and Rob Weale provided insights into creating and managing scenario-based learning across Nursing.

Creative Writing: development of digital literacies

Creative Writing at DMU embeds digital literacies throughout the three-year undergraduate programme. It is important for writers to develop a range of technological skills and know-how so that they can better engage with the practice and theories of writing and story-telling that encompass an appreciation of the Web, hyperlinks and gaming. Although it might be expected that most students already have a high level of digital literacies, this is not always the case. Kathleen Bell and Simon Perril talked about a number of Craft Challenges that embed the use of technology.

Level 4 students are introduced to twitter as a writing tool. They are asked to look through the Tweets of various writers who use twitter and to identify those tweets they consider most interesting and most important. The pedagogy behind the exercise allows students to understand the type of writing that stands out amongst the crowd. Understanding twitter as a tool for writers is important to enable students to understand the potential for identity making and to enable them to practice conciseness in their writing.

Additionally level 4 students are required to write blog posts to enhance their writing skill while also learning about the technical and social aspects of the practice. The students write article reviews of relevant events, which are peer reviewed before posting onto their website, allowing authoring to a space that is public facing. This also adds to the profile of Creative Writing.

Level 5 students can focus on various concepts including hypertext and audio/visual layering.  The latter requires students to use and learn photo-story software, which allows layering of visual, text and audio to build on the craft of creative story writing. We saw many created examples which demonstrated how text can be used to create suspense, by its sequence of appearance.

The other method, hypertext, originated from Raymond Queneau and refers to the process of the reader choosing their own story and their own ending by selecting hyperlinks to the next chapter or page.

Final year students are encouraged to build and maintain their own web presence. Creating a space where the public can see their blogs, authoring, and reviews of articles that perspective employers can see.


Annette Crisp building Avatars for criminology

Annette Crisp from HLS talked about innovative scenario based learning resources that she has created and how the students use them. In criminology reading about a horrific crime such as murder or rape incident may not fully engage the learner in all perspectives of the situation. Therefore the pedagogic purpose of the avatar-based stories is to encourage students to engage with the more visual representations, which also include background music and text combined to dramatic effect. Students are then able to think about the crime being committed and whether there is a sequence of events that demonstrated serial crimes.

The main software tools used to create the avatars are iClone for creating the 3D animation and Crazytalk by Realillusion, which is an app for create facial animation and voice. The scenario-based films of the avatars are placed into an articulate presentation. This provides an excellent platform for learning. The articulate software allows the students to read the slides to get acquainted with background information, then view the filmed scenarios. This process allows the student to engage with sections of the film and then to move back and forth in the presentation until all information is understood.

In addition to the criminology avatars Annette has produced some very engaging high- profile figures, such as Albeit Einstein and Margaret Thatcher, who she uses to draw attention to the importance of completing the national student survey.  This is a really innovative and humorous way to capture student attention.


InfuseLearning feedback Mark Bradshaw

Mark Bradshaw from Fashion and Textiles shared his experience of using a programme called InfuseLearning.  The initial goal was to capitalise on the trend of students ‘Bringing their own Device’(BOYD) to encourage student engagement, particularly in large lectures. Infuselearning allows tutors to create a quiz before the lecture which students can then respond to at specific points throughout the class.  They can use a computer or any type of mobile device.  The use of InfuseLearning is free and requires registration only on the Website.

One pedagogic aim of using InfuseLearning is to identify whether students have understood the topic area before leaving the classroom. Mark often found students nodded that they understood, but when the following week came with information that built upon the previous week students were unsure what to do.

During the sharing practice session we tested this software. This was a very useful way of understanding what the program does, what can be achieved, and how to do it. Having created a test for this purpose, Mark signed into the InfuseLearning program online and created a classroom number. The participants in the event signed into the program with iPads, mobiles, and laptops, and completed this test. When all individuals had submitted, the results could be viewed on screen for everyone to see.

The feedback from students has been very positive. If the students use their name to register then it is displayed on the screen. Whereas Mark had expected students to feel negative about this they seem to love this feature. Furthermore, students have got into the habit of bringing their laptops and own devices to the classroom.

Seeing whether you have an area or answer incorrect has not worried the students in any of the formative Quizzes Mark has carried out with the students. However, it does identify whether a specific area or topic covered in a taught session is not understood by the students. This acknowledgement is represented by a complete column of red/ incorrect dots. Being aware of this as a tutor one can develop further material to assist the students’ understanding.

This was an extremely useful piece of technology in that it is fun and has a social aspect also. The students can also complete the questions in pairs as this can be less daunting and also addresses concerns about some students not having the technologies needed for this. Another point is that tutor must be logged in when the quiz is being taken, therefore it is not suitable to ask questions that can be completed afterwards. It could be useful as part of a distance learning session.


The High Street – A virtual learning environment

Rob Weale described key aspects of the collaborative developmental process behind the creation of High Street, and gave examples of how it is being used for teaching and learning across Nursing and Midwifery.

High Street is a virtual, fictional community created to support and enhance teaching and learning for students on the BSc Nursing and Midwifery programme at DMU. Built in a Blackboard community shell it provides a space in which teaching staff can create, develop and explore the use of 'real-world' scenarios as teaching and learning enhancement tools, as such embedding a pedagogic approach that is based around scenario-based learning.

Rob is also currenly exploring the potential for developing a virtual hospital ward, as part of High Street.




Nov 072013

The DMU Academic Commons is built on WordPress technology and is managed by the CELT team in Library and Learning Services, although the service is provided by ITMS. The Commons is hosted at:

The DMU Commons mirrors the idea of the Academic Commons developed at:

The DMU Commons has over 600 registered blogs and 750 registered users.

The idea behind the Commons was to encourage open scholarship by creating a platform to enable Centres, staff, students, external communities etc. to innovate and to exchange ideas. The DMU Commons might include a range of more enclosed spaces for critical data/business confidentiality, but it enables research projects and outputs, teaching and learning plans, Centre plans, archives etc. to be linked and developed.

The Vision for the DMU Commons is here:

The Commons is managed by the CELT team, in partnership with ITMS. It is based on a co-operative organising principle. The CELT team are currently working on a plan for extending the use of the Commons, including the deployment of the BuddyPress social networking plug-in and for revisiting Governance. BuddyPress works like a social network, enabling users to develop extended profiles, blogs, friendship networks and groups, and to use messaging, forums and blogs to produce. BuddyPress will provide a shared space for use by students, staff, and DMU communities that will underpin the University's Learning, Teaching and Assessment Strategy.

Impact: the DMU Commons is focused upon developing the distinctiveness of DMU’s research, and learning and teaching environments. Maintaining and extending the Commons will help DMU to realise its public good agenda, in particular based on a track record of successful research/project bids that focus on social and communal impact. Innovation and co-operation, between staff/students and with external partners and employers, underpins the ethos of the Commons.

If you are a DMU member of staff or student, you can set-up an account and a blog/website easily. See:


The CELT Hub for academic staff professional development:

Staff Development e-Learning Resources (POD):

AHRC-funded, Digital Building Heritage project:

The internationally-successful, Digital Literacy Project: and and

The Aphasia Leicester Group:

The Journal of Critical Southern Studies:

Future Media @ DMU:

Social Housing Research:

Department of Politics and Public Policy:

ESRC-funded, Boosting Housing Supply project:

Student blogs:

PhD student blog:

Owen Williams’ Open Source blog:

Phil Adams’ Library blog:

Apr 092013

The next meeting of the DMU Social Media Group is scheduled for the 18th April 2013, from 1pm to 2pm in the Transdisciplinary common room. The meeting will discuss WordPress as an online CV and Personal Development Auditor.

If you are interested in attending please come along or contact Steve Mackenzie:



Feb 262013

In my work as an educational technologist I am more and more frequently receiving queries and requests from academic teaching staff who want to make a video of their lecture so it can be available to their students on their module page in Blackboard. A request to which I respond with the following (or thereabouts) for them to consider:

Before embarking on the creation of a video of your lecture or presentation to be used as a learning object, it is important that you consider if there is a ‘pedagogic’ necessity to create this type of resource?

Is the knowledge content of the lecture such that a video of you presenting it makes it more likely that students will be able to understand it/apply it or do whatever it is that they are required to do with it in order to achieve the learning outcomes?

Does your visible presentation style (how you comport yourself as you present your lecture) increase the potential for students to achieve the required learning outcomes for this particular session?

In general – is this method of re-presenting your lecture imperative to the learning requirements and outcomes for the session? Are the students going to learn more from engaging with this learning object if they can see you in it?

If your answer is NO to the above, then you may well be better creating an 'audio' recording of your talk and supporting this with slides/images from your presentation.

I have come across many examples of lecture videos wherein it would have been so much better not to be able to see the presenter, where a slideshow with voice-over would have been a more effective approach. The fundamental issue here is not one of visual quality – it’s not such a big deal if the video camera has been setup with a bit of a lean to it, or there are some tatty posters hanging on the walls behind the presenter – sure, these factors can lend an air of ‘quality’ to the presentation – but ‘all that glitters is not [pedagogic] gold’. What is key is the ‘content’ that is being presented, and how it is articulated for the most effective pedagogic ends via this particular medium of presentation.

Sometimes it is better to be heard…and not seen.

This post touches on some broader issues concerning the notions of ‘technology driven education’ vs. ‘education driven technology’.

The increased desire for academic teaching staff in HE to engage with technology for teaching and learning is in principal good news, as enhancing learning through technology (ELT) offers some exciting spaces in which education can undergo innovation and evolution and allow us to explore and establish new educational models. However, the demand for creating technology enhanced learning ‘things’ is not always based on a robust pedagogic imperative but can tend towards that of using technology for technology’s sake. There is a danger that if we do not confront the use of technology in education with a critical pedagogic eye at the point of local inception (that is when we as individual educators decide that we want to use a specific technology or technologies for teaching and enhancing student learning) we may simply establish practices in which our pedagogic energies (the time we invest in the development of educational things) are invested in the production of technology-driven learning objects that have no real educational value, and that do not fully exploit the innovative developmental potentials that ELT can offer.

For more information and guidelines on various methods for capturing and re-presenting lecture content, visit:

To find out how to capture your voice and presentation slides as you present your lecture in real-time, visit:

To find out how to add a voice-over to PowerPoint presentations, visit: