Report by Mary Jacob, E-learning Advisor

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On 8 December, 2010, I presented a poster at the ALT-C conference at the University of Nottingham. The core concept was a model for enabling rapid uptake of pedagogical change through new technology (Please see my conference report under Reports from the Sector for information about the other sessions).

• Abstract on conference site - Harnessing a quickly shifting tide – a case study of supporting staff in pedagogical change through digital video
• Poster
• Handout

Like most other institutions, AU is experiencing exceptional tidal variation with rapid change in the technological environment and funding climate. In order to support innovation in teaching with technology, E-learning Support must not only ride the tide but harness its power in order to do more with less. 

This poster provides a case study demonstrating how responding to changing needs rapidly and flexibly allowed an institution to promote widespread good practice without an excessive cost outlay. The example given is the use of Flip digital camcorders. The poster presents a visual depiction of the dramatic uptake of digital video in teaching in less than a year together with the mechanisms that made this possible. 

The handout details the range of actions taken and identifies key factors contributing to the dramatic uptake. The Flip camcorder is a small mobile device, simple and easy to use even for staff who are not especially tech-savvy. The cost is low enough not to be a barrier. A tool itself, however, is insufficient. For meaningful and widespread pedagogical change it is necessary to be aware of what students need; to be flexible enough to adapt to that need and to act quickly to support it. 

We recognised that the ‘YouTube Generation’ is accustomed to the idea of self-created video and responded when staff expressed their students’ desire for visual learning. Institutional processes, including Gwella funding, enabled the team to act quickly to put both promotion and support for the use of digital media into place. This was only possible with the support of senior management through streamlined and integrated processes. The team uses technology to leverage pedagogical change, encouraging reflective practice and student-centred, active learning. It is hoped that other institutions will benefit from this model when examining policy and practice.