This article considers how technologies actively shape the topologies of UK higher education. Using the example of lecture capture systems, we examine the relationship between learning technologies and formations of space and time. Combining theories of sociomateriality and social topology, and concepts of assemblage and relationality, we expose the entanglement of interests that influence university spaces and times. Across 3 months coinciding with the onset of COVID-19 we collected over 500 tweets that discussed lecture capture within UK higher education, leading towards 2 central arguments. First, the topology of the lecture is fluid, and, even while being radically technologised, re-spatialised and disrupted, it persists as a lecture and a central pedagogical feature of university life. Second, lecture capture is a rich site of ‘issuefication’, and viewing learning technologies as dynamic issues enables a better understanding of how their meaning, function and influence are contingent on shifting and relational assemblages of human and non-human interests. Lecture capture can be pedagogical, commercial and political, thereby resisting deterministic framings of the relationship between technologies and the temporal and spatial arrangements of higher education.

本文考虑了技术如何积极塑造英国高等教育的拓扑结构。以演讲捕捉系统为例，我们研究了学习技术与时空形成之间的关系。结合社会物质性和社会拓扑学的理论以及集合性和关系性的概念，我们揭示了影响大学空间和时代的利益纠缠。在COVID-19出现的3个月中，我们收集了500多条推文，讨论了英国高等教育中的演讲捕捉，导致了2个主要争论。首先，讲座的拓扑结构是可变的，即使进行了彻底的技术处理，重新空间化和破坏，它仍然作为讲座和大学生活的主要教学特色而持续存在。其次，演讲捕获是“发布”的丰富场所，并将学习技术视为动态问题可以更好地了解其含义，功能和影响如何取决于人类和非人类利益的转移和关系组合。讲座的教学可以是教学，商业和政治的，因此可以抵制技术与高等教育的时空安排之间关系的确定性框架。