Case Study Multimedia in Fashion


Using DMU Replay for studio and workshops in Fashion

A  sample video clip showing demonstration and recording in the studio

This year a new set up of the equipment in some of the studios has really made the learning experience more inclusive for students.

DMU Replay has been used quite extensively already and in novel ways in Fashion.  Last year the recording and other equipment worked well but this new set-up provides more options, particularly with detail.

The studio equipment previously included the use of visualiser installed on the ceiling above the sewing machines.    This worked well in projecting onto the screen, but there were little niggles and it was sometimes difficult to record exactly what was needed. This year the cameras, microphones and set up of equipment has been rearranged, making  classes and follow-up more effective for both students and tutors.


Project Lead
Heini Taskula
School of Fashion
Faculty of Arts, Design & Humanities
BA Fashion
Email: DMU Fashion
Objectives and Approach
Pedagogical Context

The studio is set up with Heini’s machine at the front near the whiteboard. Typically students would be working, one at each machine, in rows facing the front. Students need to be able to see clearly what are sometimes very detailed techniques and to be able to listen to Heini’s spoken descriptions of what she is doing. As the workshop is flat rather than tiered, some students may be seated several rows away.

  Heini in the studio with sewing machines

What is made possible with the equipment?

With the newly fitted equipment, the Whiteboard displays very clearly what Heini is doing and the microphone helps students to walk through the task with the tutor. At the same time Heini uses DMU Replay to record the whole session, so that it can be made available for students to watch back at any time.

Equipment and setup

The Equipment includes a headset with microphone, enabling the tutor to focus less on pinning on a portable microphone.  This also picks up the voice clearly, rather than any machine noise.

The camera is pointed at the sewing machine; it is suspended in position using a wire support (installed especially).  The camera image is displayed on the large whiteboard.

Replay is set to record the microphone. The secondary source is set as the camera. This just makes it a little more flexible for editing the recordings – although the videos are not normally edited at all but show the live capture of the demonstration.

The recordings are then made available for students in Blackboard.

Tips for Practice: Heini advises that because the camera is so finely focused you need to make sure as you are working that you don’t accidentally let your hand hide what you are doing – on occasions it’s necessary to pause and manoeuvre the camera a little.  The camera can also get quite hot at times.


Positive reactions

With the newly installed set up students are able to replay the instructions and watch the application of techniques whenever it suits them, while keeping apace with their peers.  Reactions have been extremely positive, particularly from students in their second and third years as they are able to compare with previous arrangements.

“It’s all really effective and clear. It’s not just if you miss a session, but if you miss part, the whole thing is very clear and you can look back at it whenever you want. Now you can sit at the back and it makes no difference – you can hear clearly and watch detail on the screen, so that you really feel you know exactly what you’re doing”.    Ashleigh Coldwell, BA Fashion Design 2nd year student.




Future Developments
Last year we used a standard visualiser which worked okay but this new set up really provides more options, particularly with detail. Pattern cutting, design and contour fashion are all continually exploring the best ways to arrange and make use of the studio equipment. The positive student reaction to this new arrangement of cameras, microphone and recorders and whiteboard, which enables learning to extend beyond formal studio time, will be useful as tutors look for ways to best suit needs in other studios.

It can be useful to get advice from different sources of support such as ITMS, particularly for the set-up of equipment, or the Centre for Enhancing Learning through Technology for the use of DMU Replay.


Links and additional information
For more ad-hoc arrangements staff may borrow from a range of cameras, microphone and tripods from the AVLoans service.For support on DMU Replay see the CELT online hub
CELT Case Studies
If you would like to have your ELT for teaching and learning captured and disseminated in a similar case study, please contact your Faculty ELT Project Officer

This case study was prepared by:


Add a quiz into a DMU Replay recording


Download a transcript of this video

MS Word version

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

Mar 152017

Dr Indrani Lahiri teaches a second year undergraduate Public Relations module and two third year International Public Relations and Global Advertising Practices modules within the Leicester Media School at DMU.

All three of the modules are assessed using multiple methods, one of which is a group presentation that the students are required to deliver in small groups. Due to the nature of the modules, and from experience of teaching similar modules at a different university, in 2015/16 Indrani sought to find a way to easily record the student presentations on the second year Public Relations module. ‘Public Relations’ will involve the graduates being expected to present in front of a panel or larger audience in industry and recording the presentations provides a resource for students to use for reflection and development. The recordings can also be downloaded and with the appropriate consent from peers, students can use their recording as evidence of successful group work after graduation.

Following a conversation with the ELT Project Officer Indrani engaged with the DMU Replay system as it was important to record both a traditional video feed alongside screen content and audio.

In the lab space available, a high definition webcam with microphone was used to record the student’s audio and the video feed alongside the screen of the PC used to present with.

Building this recording element into the 2015/16 presentation assessment component helped the students to practice their presentation skills in this scenario whilst providing a resource to aid Indrani, the moderator and the External Examiner in assessing the students as well as providing an artefact that the students can keep after graduation.

As the presentations are delivered in groups conversations were held around Intellectual Property Rights and individual consent to use the videos for reflective purposes and/or as part of an online CV. The JISC model consent form was adapted and students were asked to sign a copy of the form to give permission for their colleagues to take and use a copy of their respective video.

Only one student took a copy of their group’s recording in 2015/16 and this was found to be because the adapted consent form posed a barrier. Students wanted to have a copy of their recording but it is suggested that signing the form made this ‘official’ and this put them off engaging with this aspect of the initiative.

Indrani, and the External Examiner, have found having the presentation recordings available to be very valuable and Indrani has received positive feedback from the External Examiner on this use of technology in the assessment activities.

Feedback from the students suggests that although the introduction of the recording technology was positively received, they would have appreciated this earlier in the module. Indrani has recognised the need to engage with DMU Replay earlier on and in 2016/17 rolled-out the use of DMU Replay on the two third year International Public Relations and Global Advertising Practices modules.

Since students found this approach to be valuable, in 2016/17 they recorded their individual presentations from their own space for International Public Relations as an evidence of practical work to showcase their competency as a video blogger. Again this became a part of their portfolio submission that they can take with them as evidence of practical work to job interviews.

Indrani also recorded the assessed presentations for Global Advertising Practices in 2016/17.

The plan for 2017/18 is to further expand the use of DMU Replay and make this available for the Global Advertising Practices module. Recording practice presentation runs, blog posts and the assessed presentation will add value for these students who will be briefed to produce an advertising campaign focused on artificial intelligence and robotics that is based on a real brief from industry. Again, having their recording available after graduation will be valuable when seeking employment.

Alongside Indrani’s use of DMU Replay to enable students to reflect and produce video artefacts to support their employability; Indrani is also using DMU Replay to provide video feedback on other written assessment components – the External Examiner is supportive of this approach.
Assessing students using different modes and providing opportunities for students to reflect on their performance by providing feedback using different tools enables a Universal Design for Learning approach. Students are demonstrating their knowledge in different and more creative ways that align to the learning outcomes and they can also watch their presentation and video blog posts back as part of their self-directed reflective activities.

In 2017/18 Indrani is considering opening the student presentations to a wider audience as part of a Public Relations event. This would provide further opportunities for Indrani to provide feedback or even encourage the student cohort to feedback to each other as their presentations build toward the Public Relations event.

Thank you to Dr Indrani Lahiri for enabling this blog post to be created.

Ian Pettit.
ELT Project Officer.

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

Aug 122016

Dr Paul Cropper is the Programme Leader for MSc Energy and Sustainable Building Design in the School of Engineering and Sustainable Development, Faculty of Technology. Paul was an early adopter with regard to using the Multimedia Enhancement solution (Panopto) at DMU and he is an e-champion in the Faculty.

This blog post describes Paul’s early experiences of recording, some of the barriers that he had to overcome and Paul’s plans for the future.

Paul teaches two semester 2 Modules; Ventilation and Daylight Modelling, and Energy and Thermal Performance. Both Modules enrol attending and Distance Learning students with relatively small cohorts (approximately 6) attending and 15 plus Distance Learning students per Module.

In 2014/15 Paul experimented with the Multimedia Enhancement solution when delivering classes that focus on the demonstration of a proprietary piece of software. The software is complex in nature and Paul wanted to record the sessions in which the software is demonstrated to provide the Distance Learning students with an insight into these classroom sessions. With the ELT Project Officer, Paul explored the use of the recording software on the classroom computer to record the screen and he also introduced PowerPoint slides as a mechanism to automatically index the screen recording using the Events function. However, this was not successful as due to the classroom hardware set up it was not possible for Paul to project the computer screen with the complex software demonstration whilst viewing PowerPoint slides on the lectern monitor simultaneously.

Paul would have recorded further sessions in semester 2 2014/15 but he was unfortunately not always timetabled to teach in a space where the recording software was installed but following the project roll-out on January 4th 2016 Paul was able to use the Multimedia Enhancement software in any classroom and he seized this opportunity.

Subsequently, Paul has recorded every class on both Modules during the 2015/16 academic year. As described, Paul’s initial aspiration was to provide the Distance Learning students with a more engaging resource that represents the live classroom environment when demonstrating complex software and the Distance Learning students have provided nothing but positive feedback in this respect. However Paul’s small cohort of attending students have also fed back that they value having the recordings available and Paul has even gone so far as sharing recordings between the two Module cohorts in the Virtual Learning Environment (VLE) to make the same material available to different cohorts. This approach to recording for everyone and sharing content speaks to DMU’s Universal Design for Learning (UDL) Principles and ideas in that the resources that were initially created with Distance Learning students in mind benefit all students on the Modules; an aspiration of the DMU Replay service that is currently being implemented at DMU ahead of 2016/17.

Paul talked about UDL and DMU Replay specifically when talking about his use of multimedia in the curriculum as this is a high profile change for DMU and Paul wants to support UDL as well as the Distance Learning students and he sees the use of multimedia as one approach to help satisfy these strategic and pedagogic needs.

Although not linked to the use of recording technology, there were two sessions this year that no students attended. Paul did not make any recordings on these occasions but none of the students raised this as an issue which suggests that the students’ non-attendance on these occasions was due to other factors rather than reliance on a piece of recorded material. Furthermore, as the subject material for all lectures is also provided as formal written lessons (in PDF form) students were not significantly disadvantaged by two sessions not being recorded. This demonstrates another advantage of providing material in more than one form, a principal of UDL.

However, although Paul has not experienced a fall in attendance there is some concern that students may see the recording of classroom activity as an alternative to attending as the DMU Replay policy kicks in and Paul does, and will continue to, re-iterate the need to attend as well as make use of recordings in induction week. Paul is also planning to gather specific student feedback with regard to the use of recorded material and its impact during semester 2 2016/17.

Going back to Paul’s aspirations to record complex software and have Panopto automatically create Events within the resource; Paul tried to create some resources at the desk. However, as has been documented before, recording at the desk can feel very different to recording classes and Paul felt that the content he created in this way was not of a standard he would wish to publish and that is easily achievable when recording in a live teaching environment.

The feeling is that when recording at the desk the student expectation may be heightened by way of production value as they may assume that more time and effort has been put in to an at the desk recording than one that is recorded on the fly as classes are delivered. Paul feels that having more detailed notes or a script when recording at the desk may help and he will try this in 2016/17.

Also, thinking about 2016/17, Paul will continue to record his classes but he is planning make use of the Panopto Editor to manually add Events to provide a resource that is navigable in the student view rather than trying to use PowerPoint where he would not usually to create Events automatically.

Outside of recording classroom sessions Paul has also used the Multimedia Enhancement solution in a variety of different ways to enhance his Modules:

  1. Paul recorded a visiting lecturer from Loughborough University to ensure that the Distance Learning students could engage with the lecture;
  2. At the desk, Paul has recorded a presentation based on a Research Project that he is involved in and this has been shared with colleagues in the UK (Loughborough University), the USA (University of California, Berkeley) and India (CEPT University); and
  3. At the request of the students, Paul has recorded materials to support his cohort to understand the requirements of assignments and with report writing, as the technical report that forms part of the assignment can be challenging and having a video resource available that outlines expectations without providing a full example (that could be plagiarised) supports the students in creating their assignments.

In summary, Paul’s early thoughts around recording specific taught sessions for Distance Learning students have grown into Paul being comfortable enough with the software to record all classes in 2015/16 along with supplementary materials and visiting lecturers (at the desk and in classrooms) that benefit all students within the cohorts with some resources being shared.

This is a great example of how a fundamental use of such technology to record classes, similar to that required by the DMU Replay policy, can organically grow into extended use of multimedia in the curriculum and for other purposes such as Paul’s involvement with and recording for the Research Group.

Paul’s top tips:

  • When recording at the desk, produce detailed notes or a script before recording as ‘teaching’ at the desk is harder than it may seem but not impossible with a bit of preparation.
  • Keep re-iterating the message that students need to attend and take advantage of the recordings being made available to help make the most of their learning opportunity at DMU.

Thank you to Dr Paul Cropper for enabling this blog post to be produced.

Ian Pettit
ELT Project Officer.

Jul 282014

Chris Knifton, Richard Postance and Helen Rooney from the School of Nursing and Midwifery at DMU have been capturing student role-play sessions on video for use as formative reflective learning materials.

A case study detailing this approach is available on the CELT Hub at:


Apr 292014

A joint venture with POD and UNISON- 19.05.14 to 23.05.14 

CELT activities –  Monday 19th May and Friday 23rd May  between 12.30pm to 2.30pm in Eric Wood 1.13 

This two-hour slot will contain three bite-sized exhibition style activities that will repeat throughout the two hours: 

  1. How to create audio and visual feedback using screencast software.
  2. Using word 2010 to assist navigation of a PDF.
  3. How to set-up your own website/blog in the DMU Commons.
  • (Each activity is likely to last around 15 -20 minutes) 

How to create audio and visual feedback using screencast software – overview

  • In the hands on session you will create feedback videos using screen capture software. This technique creates feedback where students hear the tutor’s voice and inflection, which adds meaning, significance and enhances students learning of the feedback. 
  • You will learn how to: mark an electronically submitted assignment; save it as video file; and upload it to Blackboard. Where your students can download it as a podcast.

Using word 2010 to assist navigation of a PDF – overview

  • Lengthy PDF documents within Blackboard are often left unread by students. By applying Word2010 tools to that document you can enhance the PDF making it easy to navigate and subtract the information required. Applying this to topics, or highlight significant detail, creates an engaging and inclusive PDF for the different learners in your cohort.
  • Using a typical handbook the hands on session will teach you how to: create a template of headings and subheadings; applying them to the document; and save as a PDF.

How to set-up your own website/blog in the DMU Commons – overview 

  • DMU Commons is based on the WordPress platform. It is used by staff and students across DMU to create a blogging platform, web space, and/or social network tool; linking everyone into one online community.
  • This session will demonstrate and provide you with an understanding on the basics of WordPress. Provide a hands on activity that will allow you to: create a DMU commons account; set up and build a website/blog; and how to maintain the site.