As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation-students' use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.

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The investigation reported in this article was an attempt at providing information on basic individual differences in secondary school mathematics performance, in a form that could be utilized at a later date for suggesting experiments in teaching methods in mathematics. The study had three main aims. The first of these was to examine individual differences among secondary school children in mathematical performance at each level of secondary education then existing in Queensland. Secondly, it was concerned with investigating the development of mathematical performance and the various cognitive processes which correlate with it. Thirdly, variables emerging from the study were used to examine various types of students, and to test theoretical statements on development. Background Research and TheoryA number of previous studies have made use of factor analysis as a means of exploring the variables involved in mathematical performance, although little has been done in this regard in Australia. Factor analysis is a method by which scores on a large number of variables are explained in terms of a few new hypothetical variables called factors. When the battery is properly designed, one may hope that these factors will provide a fruitful set of hypotheses about performance on the original tests.A number of such studies, for example those of Barakat (1951), Lee (1955), Werdelin (1958), Wrigley (1958) and Kline (1956), have shown broad general agreement in two respects. In each case, much of the mathematical performance could be explained in terms of a reasoning factor, together with a group-factor which seemed to separate tests of mathematical achievement from other psychological tests in the battery. Secondly, with secondary school mathematics, factors such as the number, verbal, and spatial factors seem to have only small correlations with mathematical achievement. One may conclude that mathematics tests, when they are valid for testing the behaviours that teachers call mathematical ability, correlate to only a small degree with factors other than reasoning factors, or factors which are defined by the achievement tests themselves. ~ +The research reported in this article was supported in part by a grant from the

This case study reports on two student-staff partnership projects at Cardiff University that explored the student experience of using lecture capture technologies. We describe the background to these projects, how they were designed, and how students and staff worked together to gain insights into the student experience. The case study demonstrates that nuanced understandings regarding the way students use lecture recordings is required and argues that student-staff partnership is an effective way of achieving these understandings. Suggestions are offered regarding how educationists could further harness partnerships to explore the complex interplays between technology and student learning. This reflective account also explores our efforts in achieving meaningful partnership working, the challenges encountered, and highlights the benefits of partnerships between students and professional-services staff, specifically learning technologists.