A mixed-method of questionnaires and analysis of audio-visual recordings are used to contextualise one's use of lecture capture technology on a Foundation Year provision at a higher education institute. The researcher's use of lecture capture technology appears to mirror many aspects of its use amongst colleagues, including the method used and the frequency it is employed. The researcher's existing lectured captured content is analysed against common Bloom taxonomy verbs to gain quantitative insight into how questioning is used in lecture sessions. Several assumptions and preconceptions surrounding the number of questions, the cognitive difficulty, and the distribution of verbs in questions posed to students are found to be unsubstantiated. Such reflections lead to several practical changes to improve engagement and cognitive demand for students in lectures, ultimately, aiding student transitions to further levels of study. This work provides an impetus and scaffold for reflecting on one's practice using lecture capture technology and a clear case is made for the value of data contained in existing lecture captured content.