COVERAGE“Define your end-point: partial/focused or ubiquitous installation and use”
DisciplineAreas:LocalControl: TechnicalApplications: Fixed
InstitutionManagerialFlexible
- Localenthusiasmorgreatestneed?- Adhocorpatchycoverage- Opt-inversusopt-out
STAFF DEVELOPMENT“Leverage the benefits of WBLT through staff development”
TechnologyorientatedTrainingorientatedComplianceorientated
Curriculumpedagogy
Informedconsent
- Engagementandbuy-in- Whoprovidesstaffdevelopment?- Evidenceofimpact
GOVERNANCE“Responsibility will need to be handed over from the initiators to a formal university group”
IPR: ImplicitConsent: Informal
Policy: Enthusiast
ExplicitFormalSteeringGroup
- Briefingmanagersonimplications- definingstakeholdersandkeyinterests- Pragmaticplanningandpolicydevelopment
MODEL“You will need to develop a holistic framework to meet your academic needs”
Business: Internal
Resource: Utility
ExternalChangeValueAdded
- Roleoflectureinteaching- Perceivedvalueoflecturers- Distancelearningvs.supplement
IMPLEMENTATION“Be realistic about the pace at which lecture capture can be rolled out at your institution”
Stimulus: OrganicPush: BottomTimescale: Slow
PlannedTopRapid
- Crossserviceplanning- Academicallyled?- Incentivising
INTEGRATION“Early standalone initiatives need to be integrated into a wide range of systems and policies”
IntegratedIntegratedIntegrated
- Sustainabilityofearlygainsatinstitutionallevel- Managementofintegrationwithcorporatesystems
Modelling institutional approaches to web-based lecture technologiesJohnCouperthwaite1,JulietHinrichsen2,CharlesShields3
1EducationalTechnologyManager,CollegeofMedicalandDentalSciences,UniversityofBirmingham2EducationalDesigner,eLearningUnit,CoventryUniversity
3HeadofeLearning,LoughboroughUniversity
THEMES Sub-themes
Pedagogy: Nochange
Universitysystems:standalone
Roomfacilities:standalone
Alternatives/Options Issues
ThebusinesscaseforusingWBLTswilldeterminekeydecisions. Forexample,enhancingstudentlearningwillleadtowidecoverage,lowproductionvaluesand‘throwaway’policywhilstdistancelearningcapabilitymaybetargeted,haveahigh-valueproductionstrategycoupledwithare-usepolicy.Considerwhodeliversstaffdevelopment.
Actions:- ScopeallpotentialusesofWBLTEnsureyoursupportmodelandfinancialinvestmentissustainable- Choosetherightmixoftechnologies
TheplanforadoptingWBLT’swithintheinstitutionshouldbeformulatedaroundprinciplesof usebyarepresentativegroupofstakeholders.Policydecisionswillneedtobemadetocoverlegalimplications(suchasIPR,branding),ethicalissues(opt-in,consent),andsustainablegrowth(finance,storage,devices,administration).
Actions:- Recognisecompleximplications- Needforcontractualclarity/issues- Organisationofformalstakeholdergroups
ThemodelforimplementationwilllimittherateatwhichWBLTwillbeintegratedintotheinstitution.Grassrootsoriginswillrequiresignificantevidenceofimpactandacriticalmassofuserstoencouragegrowth,whilstlargescaleintroductionsmustnecessarilybemanagedbyseniorstaff,bestrategicallyplannedandareoftenrapidlyphased.
Actions:- Establishacriticalmassofcommittedacademics- Coordinateplanningbetweendepartmentsandsupportunits- Ensurefullstakeholderrepresentation- Gatherevidenceofimpactandvalue
Theroll-outofdevicesacrossaninstitutionisunlikelytobeevenlydistributedintheearlystagesaslocaldemand,spaceandtechnicalcapacitydictateusage. Themovetowardsglobalcoverageandadiversityofmodesofapplicationwillbefoundeduponpeerreview,escalatingdemandandagrowingconfidence.Controlovertheadministrationoftheservicewillalsorequireresolutionastheservicegrows;thisincludes:maintenance,scheduling,timetabling,editing,andstorage.
Actions:- Targetinstallationstoacademicdemand- Usestudentdemand- Expectgrowthfromwordofmouth- EnsurecoherentITandEstatesinfrastructure- Linktotimetablingandroomallocationpolicies
Directtrainingforthesetechnologiesisminimalbutmayincludepresentationanddeliverytips,andpracticalaspects,suchastimetablingandeditingcaptures. Themainstaffdevelopmentopportunitieslieinhelpingstafftounderstandandapplythepolicies,andinleveragingWBLTstoimprovepedagogicalpracticeandstudentlearning. Appropriateandtimelystaffdevelopmentcansupportengagementbyacademicstaffthrough‘myth-busting’andresponsetolegitimateconcerns.
Actions:- Highlightthevarietyofpossiblepedagogicalapproaches- Stresstheimportanceofrightsandresponsibilities- Includeopportunitiesforreflectionandplanning- Createorreuseexistingexemplarsandtoolkits
EmbeddingWBLTsystemswithinorganisationsdemandslinkageatavarietyoflevels:thepedagogicallinkwithinstitutionallearningandteachingstrategies;thesystemslinkwithtechnicalinfrastructure;themodificationoflearningenvironmentstoaccommodatenewrecordingfacilities;andcomplexculturalissuesbetweenstaffandstudentperceptionsofuse.
Actions:- IntegratewithLearning,TeachingandAssessmentStrategies- Stressthebenefitsforretention,accessibilityandstudentsupport- Identifyrelatedtechnologies- Encourageinter-departmentalworking
“..a convergence of ideas and approaches...”The introduction of WBLT varies widely between institutions owing to differing starting points, drivers and experience, whilst variations within institutions are also recognised. However, as the implementation matures we have observed a convergence of ideas and approaches, common to other learning systems, such as ePortfolios. An analysis of the approaches taken by eight UK and US institutions at various stages in their implementation highlights a high level of commonality in issues faced, good practice arising and the degree of integration with existing systems.
This schematic model aims to describe how key change management themes are represented for WBLT. Whilst not comprehensive, it identifies particular sub-themes which demonstrate the range of approaches commonly taken, from inception to system maturity.
“...a cross institutional perspective...”From taking a cross-institutional perspective it is readily apparent that often diverse starting positions and intentions lead to a ‘distinctive convergence’around common core principles, such as governance and implementation.
Experiences from the eight institutions indicate that a successful implementation is much more complex than first perceived, with a clear business model, governance planning and stakeholder involvement being equally critical. Furthermore, staff development and training in WBLT must be academically led, with clear exemplars and supporting evidence of impact and value. Finally, the model presented is believed to represent a much broader applicability for the planning and implementation of similar large-scale technological systems in an academic setting.
“...an audit tool for embedding lecture capture technologies”This approach offers a set of simple guidelines and action points to staff responsible for implementing lecture capture systems. Evidence from the institutions involved in this analysis, and in the ELTAC study, highlights a clear need for cross-working, and a sharing of ideas and solutions to maximise the clear potential available.
By adopting this model as an audit tool for embedding lecture capture, planning teams can assess their readiness for expansion/change based the set of alternative positions presented in the themed areas. In many cases, we see that evolution towards full institutional maturity will involve progressing from the left to the right in each of the ranges expressed above.
PedagogicalApproaches:standalone
Curriculumpedagogy
ACKNOWLEDGEMENTSTheauthorswouldliketothankJISCforfundingtheELTACprojectattheUniversityofCoventry(link)andeachoftheinstitutionsinvolved.TheywouldalsoliketothanktheUniversitas21networkforfundingJohnCouperthwaite’sresearchintolecturecapture.Furtherresourcesareavailablefrom:http://del.ico.us/couperjo/wblt
BirminghamUniversity:haveestablishedatime-limitedpilotwith10fixedunitstotestefficacy,cost,staffandstudentsatisfaction
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