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jocasta 
I'm heading over to Manchester next week for Alt-C 2009. For those of you who aren't familiar with this conference, it is the premier international research-focused conference for learning technologists (http://www.alt.ac.uk/altc2009/). It's always a great conference to attend to get exposure to new ideas and uses of technology in education, and to meet peers from all around the world.
I am presenting a paper called "Classroom Capture: A Community of Practice" on Tuesday 8 September at midday. The research for this paper was conducted as part of my Honorary Research Fellow role at the University of Western Australia. Here is the summary of what the presentation will be all about:
The adoption of classroom capture technologies in higher education institutions is increasing. This paper reports on a study undertaken in 2008 into a group of fifteen participating universities that have deployed large-scale classroom capture systems, conducting a critical analysis into this group’s use of the technology and their gradual evolvement as an exemplary learning technology ‘community of practice’.
The study found that, during one semester in 2008, the community of fifteen universities had classroom capture systems installed into over 600 lecture theatres, and recorded in excess of 52,000 classes which received almost 2.5million hits by students.
The interactions and contributions taking place in the community during this period were driven by the members. The sharing of information and skills across the community, on an institution-to-institution level or collectively, resulted in significant pedagogic and operational benefits for all community members. From a teaching perspective, it enabled member universities to leverage classroom capture best practices learned throughout the community to promote more effective, innovative uses of the technology to support student learning within their home institution. In terms of systems administration, the knowledge-sharing in the community had an important impact on organisational efficiencies and productiveness, assisting in the employment of time-saving approaches, accelerating ‘operational’ learning through the sharing of differing procedural approaches, and avoiding repetitive mistakes through the sharing of problem-solving techniques.
As a result of this study, a number of lessons were learned, particularly in terms of which community tools nurtured interaction and which tools did not. For example, linear discussions via an email mailing list were unpopular and relatively ineffective compared to social media tools like wikis which members feel encourage ongoing collaboration and offer superior accessibility and search features. This increased understanding of the community and its operations is already having a direct impact on the future developments for the community’s framework, tools and resources.
I am presenting a paper called "Classroom Capture: A Community of Practice" on Tuesday 8 September at midday. The research for this paper was conducted as part of my Honorary Research Fellow role at the University of Western Australia. Here is the summary of what the presentation will be all about:
The adoption of classroom capture technologies in higher education institutions is increasing. This paper reports on a study undertaken in 2008 into a group of fifteen participating universities that have deployed large-scale classroom capture systems, conducting a critical analysis into this group’s use of the technology and their gradual evolvement as an exemplary learning technology ‘community of practice’.
The study found that, during one semester in 2008, the community of fifteen universities had classroom capture systems installed into over 600 lecture theatres, and recorded in excess of 52,000 classes which received almost 2.5million hits by students.
The interactions and contributions taking place in the community during this period were driven by the members. The sharing of information and skills across the community, on an institution-to-institution level or collectively, resulted in significant pedagogic and operational benefits for all community members. From a teaching perspective, it enabled member universities to leverage classroom capture best practices learned throughout the community to promote more effective, innovative uses of the technology to support student learning within their home institution. In terms of systems administration, the knowledge-sharing in the community had an important impact on organisational efficiencies and productiveness, assisting in the employment of time-saving approaches, accelerating ‘operational’ learning through the sharing of differing procedural approaches, and avoiding repetitive mistakes through the sharing of problem-solving techniques.
As a result of this study, a number of lessons were learned, particularly in terms of which community tools nurtured interaction and which tools did not. For example, linear discussions via an email mailing list were unpopular and relatively ineffective compared to social media tools like wikis which members feel encourage ongoing collaboration and offer superior accessibility and search features. This increased understanding of the community and its operations is already having a direct impact on the future developments for the community’s framework, tools and resources.
Tags: Alt-C, Lecture Capture Conference Papers
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The team in charge of the lecture capture deployment at Newcastle University in the UK will also be presenting a paper at Alt-C 2009, entitled "Large scale implementation of a lecture capture system: a value added initiative?". It is scheduled for Wednesday 9 September at 3.45pm.
jocasta,
31 August 2009 - 09:09 PM
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