![]() The current resolution of iPads is close to that of a paper sheet, enabling seamless handwriting in good resolution. The key element is Apple iPad Pro with Apple Pencil. To record the audio I am using an external USB mic connected to the laptop. The laptop records the screen of the iPad and my voice/face, and it takes care of projecting the screen to a classroom beamer through HDMI, or whatever other port is available. The iPad is connected to my MacBook Pro (however, any other computer that is able to act as a fully-capable AirPlay receiver will do). ![]() The main idea is simple (TL DR): I am usingġ2.9-inch Apple iPad Pro, coupled with Apple Pencil, from which I can project slides, do hand writing (essentially think of it as a digital white-board or an overhead projector) or browse web, etc. In other words, no distractions just the essence.īelow I provide description of the setup, with a disclaimer that it is based on Apple hardware and some non-free software tools. In this setup, only lecture content is recorded (i.e., slides, board and of course voice, optionally my face) and not the entire classroom, as is the case in camcorder-based solution. Last semester I switched to a new setup, that effectively gives me complete control over how I deliver content (slides, hand-writing, live coding, etc.) while allowing me to record video and audio in HD. I should note that UB provides classrooms that have built-in hardware for video-recording (that records automatically for you), however, from my perspective the issue of quality remains. However, this setup had one advantage: switching between, slides and black-/white-board was essentially seamless, giving me flexibility in how I deliver my content. The solution was very suboptimal: it required someone to operate camcorder, and video quality was not the best, especially when a classroom was dim. Additionally, it gives me the ability to review my lectures for potential improvements.įor a very long time my recording setup was based on a camcorder with a wireless mic transmitter/receiver. ![]() At the same time, it gives students flexibility in reviewing lectures on-demand, and at the pace they find comfortable. Contrary to some opinions, posting lecture videos does not decrease in-class attendance (and no – I am not enforcing attendance in any way, say, by sign-in sheets). One technique that I found highly effective when teaching, is recording all my lectures, and making lecture videos available to students almost immediately after the class (UB provides Panopto to students and faculty). You can also tap Inspect in the lower-left corner of the screen, tap the purple duration number at the top of the inspector, then use the keypad to enter a new duration in any of the time fields ( hours: minutes: seconds: frames).Index Simple Setup for Lectures Recording MotivationĪt University at Buffalo (UB) I regularly offer a set of somewhat diverse courses: CSE 470/570, BMI503, BMI577/CSE577. To nudge the clip in more precise increments, tap the clip, open the jog wheel, tap next to the jog wheel, then drag in the jog wheel.Ĭhange the duration of the Live Drawing clip: Tap the left or right edge of the Live Drawing clip to select the yellow start or end point handle, then drag the handle, or open the jog wheel, tap next to the jog wheel, and drag in the jog wheel. Tap the Live Drawing clip in the timeline, then do any of the following:Ĭhange the location of the Live Drawing clip in the timeline: Drag the Live Drawing clip left or right. Tap the yellow Select control at the top of the timeline, then tap Clip. In Final Cut Pro for iPad, open a project. You can adjust the Live Drawing clip’s location or duration in the timeline the same way you adjust any timeline clip.
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