Lecture capturing as an educational technology has been the object of much controversy due to the presuppositions that it mainly support passive learning, that the lengthy format is not suitable for online learning, and that it may work as a pretext for inaction for e-learning administrators (as e.g. expressed by Smithers, 2011; Hallett & Faria, 2006; and others). Some of these presuppositions are probably valid in some contexts; however, in other contexts the technology may be a reasonable and cost-effective alternative. This article presents my initial experiences with implementing lecture captures at the Faculty of Science and Technology, Aarhus University, and which costs and educational affordances the implementation have yielded. Furthermore, I will address the relevance of considering cost-effectiveness of technology enhancing learning in terms of costs in proportion to the realized affordances. My initial studies point to at least seven potential affordances of lecture captures, though some need further validation.