L ECTURER ADOPTION OF
E CHO S YSTEM THROUGH
A SOLUTION FOCUSSED
COMMUNITY OF PRACTICE
University of Canterbury
Echo360 Community Grant research project
Final Report
Susan Tull,
Learning Resources
University of Canterbury
New Zealand
November 30th 2013
0
Lecturer adoption of EchoSystem
through a solution focussed
community of practice
University of Canterbury
Echo360 Community Grant research project
Final Report
Principal researcher: Susan Tull
Associate researcher: Jessica Hollis
PROJECT OVERVIEW
In September 2012 the University of Canterbury was awarded an Echo360
Community Grant for the research project “Lecturer adoption of
EchoSystem through a solution focussed community of practice”.
The project aimed to accomplish two goals; to gather data to add to the body of knowledge
on the implementation, adoption and use of web-based lecture technologies, and to offer
insight into a possible solution to the issue of providing the professional development
essential in this area (Gosper et al., 2011)1 within our institution. The professional
development intervention was intended to both highlight good practice and encourage
collaboration between lecturers. The project’s objectives included identifying any
relationship between the reason for implementing the use of this web-based lecture
technology and the adoption behaviours of lecturers, and to foster the development of an
EchoSystem community of practice within the university. These objectives supported the
overarching project goal of ensuring the quality of blended learning uptake by improving
the use of EchoSystem throughout the university.
Lecturers at UC adopted the use of this technology as a solution to a variety of learning
and teaching concerns. By focussing on the sharing of adoption practices around these
solutions we hoped to support both the professional growth of lecturers and the quality of
blended learning. The project examined the adoption behaviours of a purposive sample of
lecturers who implemented EchoSystem within their teaching practice. Their initial
teaching and learning concerns, for which EchoSystem provided a solution, were
identified. This information was used to support the development of a solution focussed
online environment to support the development of an EchoSystem community of practice.
Gosper, Maree, McNeill, Margot, Woo, Karen, Phillips, Rob, Preston, Greg, & Green,
David. (2011). Web-Based Lecture Technologies and Learning and Teaching: A Study of
Change in Four Australian Universities. Journal of Asynchronous Learning Networks,
15(4), 84-95.
1
1
Research data was gathered on both the
participants’ adoption experiences, the use of the
online environment, and community of practice
developments.. What has emerged from the
research is a redesigned support model which
incorporates both a CoP and other elements to
support lecturers in developing good practice in
the use of web based lecture technologies. The
model is outlined in this report, and will be
implemented in the near future.
The research questions:

How
does
the
reason
for
implementing
the
use
of
EchoSystem influence the adoption
behaviours of lecturers?

How can an understanding of
these behaviours feed into our plan
for developing communities of
practice within the University?

How can this community of
practice help us to ensure the
quality of blended learning
uptake, and improve the use of
EchoSystem?
SIGNIFICANT ACTIVITIES
Following notification of the grant being awarded, and publication of this information
(see Appendix A: Publication of announcement), ethics documentation for the project was
drawn up and submitted to the university’s Human Ethics Committee. Approval was
granted and invitations to participate in the project were sent to EchoSystem users by
email. In depth information and participant consent forms were sent to selected
volunteers. Signed consent forms were received in October 2012. From those who
responded a purposive sample of nine lecturers was investigated. These participants,
drawn from across all the university’s colleges, were selected as representative of the
body of UC faculty choosing to use EchoSystem (see Figures 1 & 2). Participants were
also selected because of the learning and teaching concerns for which EchoSystem had
provided them with a solution, and the participants’ varying levels of experience with this
technology.
Figure 1: UC faculty using non-automated
recording modes displayed by College
Figure 2: Research participants using any recording mode displayed by College
2
As a means to measure the progress of lecturers in adopting EchoSystem technology, the
Learning/Adoption Trajectory of Sherry and Gibson (2002) 2 was used. A Pre research
data collection tool was created in the form of an online survey. This survey gathered
data about the participants’ previous experiences with EchoSystem as well as their
present use. Questions asked also helped to gauge the participants’ learning / adoption
trajectory level and included a self-assessment of their level. Responses were received
from all nine participants. A variation of the survey was completed at the end of the
research, which was also completed by all nine participants. Comparisons were made of
the lecturers’ levels on the Learning / Adoption trajectory pre and post research and their
use of EchoSystem. Data collection for the case studies of the participant lecturers was
incomplete. Because the lecturers did not keep the video diaries as requested in the
participant consent form, there are significant gaps in the information provided about the
journeys they took in adopting EchoSystem. This aspect of the research has not been
completed as fully as anticipated.
Within our Moodle Learning Management System, an online community environment
was developed where lecturers could share their practice in implementing EchoSystem
technology. From the data gathered in the pre-research survey, the solutions provided by
EchoSystem were distilled. This information was used in the initial development of the
EchoSystem CoP site to provide a structured environment which was focussed around the
ways in which EchoSystem had provided a solution to a learning and teaching concern,
and to populate sections of the site with some relevant content. The “Echo360
Community of Practice Space” was developed as a simple, relevant space in which
lecturers could connect and share their practice with others. Examples of good practice,
and tips from existing EchoSystem users across the university were shared by both
participants and non-participants in the research. The site contained facilitated forums
to enable collegial support and discussion. Links were also provided here to the more
comprehensive support documentation developed by other members of the e-Learning
team. Information on the site content and Echo360 developments were sent to all
EchoSystem users through the site, and a forum discussion took place. In late January
2013 all research participants were enrolled in the EchoSystem CoP site, to gather
feedback for initial improvements.
All EchoSystem users were enrolled in the
EchoSystem CoP site at the beginning of semester one, in February 2013 and data was
gathered from the site until July 2013. The site was developed further during the
research as additional information and examples of EchoSystem use were provided by
both participants and non-participants (see Appendix B: Screenshots of the Echo360
Community of Practice Space).
Documentation was developed to support the participants in creating their video blog
(Vlog) entries and outlining what was required from them. Sections were created in
EchoSystem for each participant to share their Vlogs with the principal researcher.
Collection and transcription of Vlogs as part of the research data began in November.
Only one participant completed more than one Vlog recording. Two others completed one
Vlog. Lack of available time was provided as the reason for not participating in this
aspect of the research.
Sherry, Lorraine, & Gibson, David. (2002). The path to teacher leadership in
educational technology. Contemporary issues in technology and teacher education, 2(2),
178-203.
2
3
Quantitative and qualitative data was gathered from pre and post research surveys, nine
brief interviews, nine full semi-structured interviews, eight Vlog entries, researcher
observations, the site data from the EchoSystem CoP Space, and the EchoSystem use
data. Qualitative data was annotated and coded using a general inductive approach to
develop initial codes for analysis. Codes were then grouped into categories and themes
which the focussed on the influences on the participants experiences in using
EchoSystem. Data collected from the surveys and researcher observations was used to
increase the reliability of the findings through triangulation of data sources. Quantitative
data provided a backdrop for the research through information on the pan-university use
of EchoSystem, and to provide an overview of the activity taking place in the EchoSystem
CoP Space.
Key Challenge
CHALLENGES
The key challenges for this
research were all associated with
time pressures and workload
issues.
Many of the challenges that arose during this
research were associated with the time pressures
felt by the research participants. Recruiting
participants in September was fairly trouble free, but by the time consent forms were
received it was the end of semester two and circumstances had changed. Gathering data
from participants while they were marking exams, attending conferences and going on
holiday was very challenging. The failure of participants to complete their Vlogs meant
that a valuable element of the data was missing. An extra set of brief interviews with
participants took place in May to attempt to gather some of this information. However,
the data did not provide the insights into the rate of change and catalysts for change and
the rate at which change took place, which it was hoped the video diary entries would
capture. The same time constraints on participants made it difficult to encouraging them
to become active in the Echo Community of Practice Space. This lead to only five of the
nine participants having viewed the site before the final interview took place.
A change in the employment situation of one of the two members of the research team,
who left to take up a leadership role in a different department, posed another time
focused challenge. This left the principal researcher with insufficient time to complete the
research in as much depth as we had hoped before this final report was due for
completion.
Technical difficulties posed a challenge for two of the participants as they were unable
use PCap on their computers for the whole first semester. They borrowed colleagues’
computers when possible, but this did limit the use they made of EchoSystem during this
time.
Judging participants’ stages on the Learning / Adoption trajectory posed some challenges.
There were no known tools available to do this and a tool needed to be developed from
scratch. The survey tool developed provided the participants subjective judgements of
their stage on the Learning / Adoption trajectory were combined with researcher
observations to provide a more representative result.
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WINDFALLS
Several aspects of the research
provided highlights which had
not been anticipated
Many of the positive aspects of this research were
associated with the solutions to learning and
teaching issues that the technology has provided
for the participants. Becoming aware of the range of advantages this technology provides,
particularly for those who teach distance students, and hearing lecturer accounts of
students’ reactions were very positive experiences. Insight has been gained into the
ability lecturers now have to tailor a much more cohesive programme for both distance
and on-campus students, and to improve communication by enabling the incorporation of
audible and visible content into information around tasks and assignments for distance
students. As well as more effective communication there is a greater sense of connection,
particularly for distance students who now feel as though they are communicating with a
‘real’ person. Both the contact that had been made available through EchoSytem and the
lecturers’ efforts in creating that contact were appreciated. One participant described an
encounter with a distance student who “came running up and said, ‘oh you are like the
real person behind the videos! … it’s so good to meet you! … It’s so great, because it just
feels like you’re there, and you’re chatting to us’ “. She went on to explain that “that’s
what students actually really do want. … they think you’re having this personal
conversation with them.” (Tina interview)
Several other aspects of the research provided highlights which had not been anticipated.
Being able to witness the very positive first impressions of the online community
environment of four of the participants was unusual, but gratifying. Being able to share
in some of the moments when a lecturer discovered a solution which EchoSystem could
provide, to an issue they had been trying to resolve, was encouraging. Being engaged in
discussions by participants at the higher levels of the learning adoption trajectory about
ways in which research on their EchoSystem use might be conducted, or how groups of
colleagues might best be introduced to the technology, was both stimulating and
enlightening. The reflective nature of the data gathering process of this research seemed
to generate in the participants a growing enthusiasm for the use of EchoSystem in their
teaching. As lecturers considered both past and present uses of EchoSystem, many who
had used it other than for automated lecture capture became quite animated as they
envisioned the ways in which they could use it to enhance their teaching in the future.
5
FINDINGS
All forms of EchoSystem recording were used by lecturers within the participant group.
This included automated lecture capture, ad hoc recording of both whole lectures and
shorter more targeted recordings, and recordings made using Pcap. Participants
experiences in taking up the use of EchoSystem varied depending on the mode of
recording they used. For a third of the participants the 2011 Christchurch earthquakes
had contributed to their decision to use EchoSystem. The flexibility to be able to record
content and continue to teach from any venue, and the ability for students to still feel
connected that the medium provided in spite of the circumstances, was the initial
catalyst for use. Following the post-quake installation of EchoSystem in lecture theatres,
some departments began having all lectures recorded as a contingency against further
disruption. The use of automated lecture capture was seen as having a low entry
threshold and requiring participants to change very little about either their teaching
style or their interaction with the technologies. These factors helped some participants in
overcoming their initial reluctance to be recorded.
Once the technology had become a part of their practice, those using the Ad Hoc and Pcap
recording modes began to expand their use to provide solutions to other learning and
teaching issues that they encountered. Recordings for some had progressed “from being a
‘sit down and talk to the PowerPoints’, to actually really thinking about how else can we
make the student experience better” (Tina interview). The more reserved amongst the
participants talked about the possible uses they would make of EchoSystem, the more
adventurous described what they had done. Participants found that fit for purpose
recordings provided a different experience from that which they could provide in a lecture
theatre, one which they could tailor to the needs of their students. Being in control of the
recordings, having the ability to edit, re-record and choose the focus of the recording
without having to involve support staff as well as having the flexibility of choosing the
time and place of the recording were attributes which encouraged more extensive use.
The initial information received from participants indicated nine solutions to learning
and teaching issues provided by EchoSystem use, and indicated six categories of
solutions. The full research data supported the same six categories but revealed twenty
five solutions provided for these nine participants (see Appendix C: Solutions to teaching
and learning problems which were provided by EchoSystem). Those who used the
personal capture as a solution for one learning and teaching issue were more likely to use
it as a solution to other issues, but little distinction was found between adoption
behaviours for specific reasons. There were differences uncovered in adoption behaviours
between those whose reasons for using EchoSystem aligned to their pedagogical
intentions, and those whose reasons were more for the convenience offered by the
medium.
6
In general the more uses the participant made of EchoSystem, the higher their stage on
the Learning/Adoption trajectory. What is not clear from the research is which dimension
developed first. During the research the majority of the participants progressed along the
learning adoption trajectory, becoming more purposeful in their use of EchoSystem as a
solution and encouraging and supporting others in their application of this technology. At
the furthest end of the scale are those lecturers who were consciously trying to influence
their peers, demonstrating this technology and offering their support to enable others.
Figure 3: Participants’ post research stage of the Learning / Adoption trajectory
and the number of purposes for which they have used EchoSystem
Figure 4: The change in observed stage on the learning / adoption trajectory
drawn from pre and post research data
7
One of the major factors influencing the experience of using this WBLT was the
participant’s personal attributes. Five of the nine participants could be described as risktakers or early adopters. They were less concerned with creating a polished product than
with finding solutions to the learning and teaching issues at hand. As one participant
quipped, he “wasn’t trying to be David Attenborough” (Graham interview). These more
confident participants were comfortable experimenting with EchoSystem to resolve a
specific problem and abandoning it if the required solution was not provided. A lack of
confidence was found to be a deterrent. It hampered both the ability to engage with the
technology and for this particular technology it added the complication of being
personally recorded within what was felt to be a permanent and public format. This
caused some anxiety, as well as a tendency towards over-recording in an attempt to
create the ‘perfect’ recording. Three of the nine participants could be described as selfconscious and cautious in their use of the EchoSystem technology. Those who were
working as part of a team made more extensive use of EchoSystem and became much
more confident in its use. This type of support was found to be a very important part of
the positive experiences of less confident participants
Participants felt that being able to ask questions, no matter how trivial they might seem,
and receiving a supportive response was vital in developing confidence in using the
technology. The most important characteristic of the support from the Flexible Learning
Advisors (FLAs) and the Learning Technology Support (LTS) team was their
approachability. The planning, problem solving and practical support provided by LTS
was appreciated, as were the suggestions, examples and pedagogical understanding and
support provided by the FLAs. While documentation provided by both teams was
appreciated, personal support was a clear preference. It was the support of their peers
though, which seemed to hold more value. Collegial support was valued particularly
when it was perceived to be non-judgemental and from someone who the participant
trusted. Having colleagues who already felt confident in using EchoSystem was identified
as a low risk way of finding support “[A colleague] had used it six months before I was
introduced to it. So, I had somebody that I could go to and say, ‘so how do you this’ or
‘how do you do that’” (Erika interview). Having a colleague as an audience helped them to
identify when a recording could be improved, “if you make a complete mess up they'll tell
you and you can start again” (Neroli video blog), and working as a team provided some
participants with a less informal way of developing content for students.
Participants who worked in teams, or collaborated with colleagues, in their use of WBLT
spoke highly of the benefits of doing so. Collaboration had provided the impetus and
support for some participants to begin using EchoSystem, and helped others to develop
their teaching approach. As one participant explained, “a few colleagues and myself met
and talked about what we were going to use Echo for and we found this quite useful.”
(Neroli video blog). Being part of a group or network of people who were also using
EchoSystem had on-going benefits as lecturers encouraged each other in exploring the
ways in which WBLT could offer solutions “I work in four different teams and all our
teams are now using Echo … all of them have been really enthusiastic about it and have
wanted to know what else we can do with it” (Tina interview). Small communities of
practice were found to have developed where EchoSystem users had become known to
each other and had been able to provide both collegial support and inspiration. Being a
concurrent member of a collocated CoP and interacting online has been shown to
overcome issues of trust in an online CoP, but the active pan-university CoP, whose
development the “EchoSystem CoP Space” had been created to support, did not emerge in
the online space. There was a strong preference expressed for interacting face to face
8
rather than with what was perceived to be an anonymous body of peers. “So I’d probably
I’d read things and think about things but I don’t know how ‘out there’ I would be about
making postings” (Violet interview). While few participants made use of the discussion
forum facility in the space it was recognised as a useful addition, and helped to provide a
well-rounded, single point of reference for all aspects of EchoSystem use. As the main
source of information on the use of EchoSystem at the
university, the space was given positive reception One
important aspect was the just-in-time support it
There was a strong preference
provided, both as a link to the help documentation and
expressed for interacting face to
as a resource for providing solutions to learning and
face rather than with what was
teaching problems “I like it because I know there’s a
perceived to be an anonymous
space I can go to and just have a look. If I do have
body of peers.
questions or if I’m wanting to think about using it in
different ways, I can go in and just have a look” (Erika
interview).
The value of the space was recognised and commented on, particularly for highlighting
some of the ways in which EchoSystem was being used by lecturers at our university.
These examples within the online space, demonstrated potential solutions to real issues
that lecturers at UC were facing. The content of the forum posts, along with the examples
provided, encouraged several participants to reflect on their own practice “I’ve liked that
there’s been stuff up there to think about, and provoke some thought and some revisiting
of your own practice as well” (Tina Interview). Examples were able to provide
reassurance to lecturers that a potential use of EchoSystem had been successfully
implemented, “I’d get ideas and think, oh okay, see it’s not just me thinking, ‘maybe
that’s a good idea’” (Violet interview). The content of the space also inspired several
participants to take up new uses of EchoSystem, “I think the Echo community has [been
a catalyst] because if I hadn’t seen different ways of using Echo, I wouldn’t have probably
thought about that [new use]” (Tina interview).
Participants identified aspects of the space which could be improved. While the insights
into the different purposes for which Echo360 had been used were appreciated, there was
a suggestion that value could be added by providing more information about the
pedagogical implications and likely outcomes of particular uses. “The links between that
context [described in an example] and the specific ways that it enhances learning maybe
could be better” (Graham interview). Because of the small number of volunteers to share
their practice, the content of the space did not change very often. One participant
commented, “In the couple of times that I went in, it didn't seem to grow quickly… I'm
probably more likely to contribute and go to that [a face to face event] than keep going
back into the Community of Practice site” (Celine interview). Participants considered the
design of the space, focussed around the teaching and learning issues to which
EchoSystem had provided a solution, to be clear, informative, and easy to follow. Within
each section the design encouraged interaction with the text and video content through
the simple layout, clear labelling and the tight focus of the information provided.
Participants who were not considering the use of EchoSystem beyond automated lecture
capture saw the space as valuable both as an available resource and as a possible way of
supporting colleagues in considering the use of EchoSystem as a solution or extending
their practice, “It’s useful for the people who are involved because then you can see other
ways that might connect for other people … It’s at least opening the door because the
thing is, we very rarely investigate” (Neroli interview). ). The reason for rarely
9
investigating was the same reason given for not having engaged more with either the
Echo360 CoP space or the technology itself – time pressure.
Lack of available time was revealed as the most difficult barrier for participants to
overcome in making use of either the Echo360 CoP Space or the EchoSystem technology.
An inability to find the time to visit the space or make use of its content was an often
repeated observation. “I didn’t use it very much. And it’s not because I’m not averse to
using it, it’s just I’m too damn busy doing other things” (Robby interview). All but one of
the research participants commented on the restrictions imposed by a busy work
schedule and insufficient time in which to complete their required tasks. Time was also
seen as a barrier to beginning to taking up EchoSystem as a solution for other issues “the
way this job works is that there’s never much time to reflect on things and try out good
ideas” (Mike interview). Time to experiment with the software and recording techniques,
as well as time to create resources was seen by the participants as being vital in the
initial adoption of the technology. Participants felt that having the ‘headspace’ to learn
was important for developing initial skills in using this technology. “When I get so
incredibly busy it’s easy to fall back on what you’ve always done” (Violet interview).
Despite the best intentions, if a participant had too many other commitments or did not
feel they had the ‘headspace’ to engage with the technology, they didn’t. Automated
recording of lectures was the only practice which was not curtailed by a shortage of unallocated time. However, both the Echo360 CoP Space and EchoSystem itself have been
seen by participants as saving them time. The space helped participants to find a solution
to an issue more quickly and EchoSystem itself has been a time-saving investment for
some participants.
CONCLUSIONS
The findings of this Echo360 Research project have indicated that lecturers’ confidence,
resilience and motivation for taking up the use of EchoSystem are important factors in
adoption of this technology. With appropriate support as well the time, energy and
headspace to incorporate something new into their teaching experience, lecturers can
become more confident users. Understanding these behaviours has supported a plan for
developing communities of practice within our university. Changes will be made to the
initial model, of an online community where the lecturers provide the content and
collegial interaction to support each other’s professional development. The new model,
which will be implemented in 2014, incorporates several elements which the research
suggests would be of value, alongside those from the present model which were found to
be successful. While the solution focus of the online environment will be retained, the
space will be expanded to create an "Echo Solution Space". The expanded space will
include more examples of solutions which have been successfully implemented by
lecturers, and further support material developed by the LTS team and the FLAs, with a
greater emphasis on the pedagogical implications of EchoSystem use, will be
incorporated. Most importantly, fostering a CoP will no longer be focussed on developing
one central online CoP which extends pan university. The Echo Solution Space will
10
become a vehicle through which practitioners will be able to find ways to make
connections within their local context, to enable them to become a part of a local CoP.
Figure 5: A graphic representation of the new support model
By continuing to share good practice in the online space, solutions to learning and
teaching issues provided by EchoSystem, and indications of effective use in practice, will
be highlighted. The addition of the more theoretical pedagogical dimension alongside
these more practical suggestions from colleagues will provide a fuller view of what good
practice involves. By enabling connections with supportive users in their local context,
new adopters of this WBLT, and those who are looking to develop their practice further,
can be encourage through collegial interaction and sharing of good practice.
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Dissemination:
The following activities included in the plan to disseminate information about the award,
and the findings from the project have been completed


Press releases announcing the University of Canterbury’s selection for the award
and the completion of the project and findings.
E-newsletter announcement of the University of Canterbury’s selection for the
award
The following activities included in the plan to disseminate information about the award,
and the findings from the project have been confirmed, but not yet completed.



Presentation of the project and its findings at the Australasian Society for
Computers in Learning in Tertiary Education ASCILITE 2013 Conference (1-4
December) Link to poster presentation:
http://prezi.com/txv5uifttibh/?utm_campaign=share&utm_medium=copy&rc=ex0s
hare
The poster paper created for the ASCILITE 2013 conference shared at the Echo36
User Conference 2013. Link to poster presentation:
http://prezi.com/txv5uifttibh/?utm_campaign=share&utm_medium=copy&rc=ex0s
hare
Submission by 13 December 2014 of a paper to be presented at a peer-reviewed
conference – Ed-Media 2014 (23-27 June) (See Appendix F: Draft copy of paper)
The following activities included in the plan to disseminate information about the award,
and the findings from the project, are planned but have yet to be confirmed.




Participation in a webinar with findings for the Distance Education Association
of New Zealand (DEANZ)
Blog posting at an Echo360 web property
Findings shared with fellow members of Australasian Society for Computers in
Learning in Tertiary Education (ASCILITE) through a paper published in their
peer reviewed journal Australasian Journal of Educational Technology AJET
Findings reported within the EchoSystem community of practice site, and
available on the Electronic Learning Media webpage.
Variance from Appendix A in the Echo360 research grant proposal


After discussion with the Echo360 representative, presentation of the project and
its findings at a 2013/2014 Echo360 User Conference was replaced by
Presentation of the project and its findings to take place at the Australasian
Society for Computers in Learning in Tertiary Education (ASCILITE) 2014
Conference (1-4 December), as this was deemed to be a more appropriate
audience. The poster paper created for the ASCILITE conference was shared at
the Echo36 User Conference
At present there are no known papers on this topic being presented or published
by academics involved in the project.
The project remained faithful to the original timeline. (See Appendix D: Project timeline)
The remaining funds from the research grant have been allocated to dissemination of the
research as per the original research proposal. Appendix E: Project expenditure to date,
details expenditure which has already taken place.
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APPENDICES
Appendix A: Publication announcing Canterbury’s selection as
a grant recipient
13
Appendix B:
Screenshot of the Echo360 Community of Practice site showing
other sections of the site in the course menu on the left
14
15
Appendix C: Solutions to teaching and learning problems which were provided by EchoSystem
OVERCOME PHYSICAL DIFFICULTIES BY:
DEMONSTRATE BY:





Increasing emergency preparedness through lecture capture
Making content available for student who could not attend a lecture
Making content available from a lecturer who could not attend a lecture
Increasing the potential number of enrolments in a course by providing
flexibility to students who have lecture clashes through Lecture Capture



Providing a demonstration of practical course elements, and showing the
working of examples, to providing easily available guidance to students.
Providing a resource bank of demonstrations and examples
Developing a bank of skill resources of (such as songs, games, storytelling)
Enhancing content delivery in a language course through the provision of
multimedia examples of grammar and spoken language
ADD FLEXIBILITY BY:



Sharing information about new developments
Filling a gap in background course content
Supplementing lecture content if they ran out of time
ENHANCE THE STUDENT EXPERIENCE BY:








Enabling students to revise lecture content
Facilitating the learning of English second language students and less able
students by enabling them to re-experience the lecture
Allowing for a more interactive class time by enabling lecturers to ‘declutter’ and ‘pre-load’ content
Highlighting vital information
Providing an introduction and overview to the course
Providing focussed ‘snippets’ of course material
Providing focussed content for student revision
Providing a summary of tutorial content
ENABLE MORE CONNECTION WITH STUDENTS BY:




Introducing the lecturers for a course
Using lecturer voice and image for feedback as well as content delivery
Providing a catalyst for discussion
Providing more personal feedback
SUPPORT DISTANCE STUDENTS BY:



Providing a more consistent learning experience for off campus students
through using lecture capture
Ensuring a consistent message is given to all students across all streams
and delivery modes
Providing assignment briefings for both distance and on-campus students
using personal capture
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Appendix D: Project Timeline
17