I just saw a link [retweeted by David Porter](https://twitter.com/#!/dendroglyph/status/46318938635763712), pointing to [an interesting post by Mark Smithers](http://www.masmithers.com/2011/03/11/is-lecture-capture-the-worst-educational-technology/).
Mark’s post is a great read, on why lecture capture may not be what we think it is, nor do what we think it does.
But, I don’t think that necessarily makes the *technology* bad. Yes, it offers a tempting crutch to lazy instructors. Look! My lecture is available online! I’m totally innovative and engaging. Next slide.
I think the technology used in lecture capture could be more effectively used, if you don’t **just** lecture. And if students are given the ability to use the tools themselves, to create and share their own resources.
I’m involved with the process of gathering information about faculty requirements for a potential campus lecture capture/casting system. I’m not at all interested in providing the shiny crutch. I’m definitely interested in providing tools to easily create content and share it with students, faculty, and the community.
I think having the effective tools in place is a good start, and necessary before getting to the next step – the really interesting educational activities that can build on stuff you can do with the technology. This is where professional development for faculty members and instructors is key – showing them that there is more to this stuff than just extending and amplifying boring and ineffective teaching practices.