Fayetteville State University, I got involved with an activity -- and really, a commitment -- called by the rather elevated or exiting name of "lecture capture." That's not a bad term for it, since one does indeed capture course lectures by some type of recording. But, it is a bit misleading, since it easily gives the impression that the main part of the associated complex of pedagogical activities consists primarily in that act (however often repeated) of recording lectures -- either voice alone or video.
It's true, of course, that unless lectures are being recorded, there's no lecture capture, so recording is a necessary component. But from a teaching and learning perspective, it's really just a small part of what is involved -- and putting stress solely on the situation of recording without attending to other aspects is likely to result in not particularly effective, useful, or interesting materials emerging from the process. This last year, since moving to Marist College, I've continued videorecording my class lectures, but doing certain things differently, adding new ideas, trying new techniques.