Tag Archives: teaching

How technological change is shaped by people

Karl Luke
Business Change Officer, University IT
Cardiff University

ALTC 2018 conference reflections

Thanks to the UCISA 2018 bursary scheme, I recently attended the Association of Learning Technology (ALT) Conference 2018 in Manchester.
This post shares some themes and highlights from the conference, together with emerging ideas I am keen to take forward at Cardiff University.

Technological change is… inevitable

A common topic throughout the three day conference concerned technological transformation and how change is managed by organisations, divisions and individuals. In the keynote address on Day Two, Amber Thomas (Head of Academic Technology, University of Warwick) fascinatingly reflected on her personal and professional experiences of using educational technologies over the past two decades. You can read a summary on her blog: Fragments of Amber.
Amber highlighted that throughout history there have been many examples of disruptive technologies and offered parallels to some initiatives involving education (use of virtual learning environments, lecture capture). However, as Amber stressed, change takes time and is not about the technology, but the people. This chimes with my experiences as Business Change Officer at Cardiff University and reinforces the importance that Learning Technologists, and others involved in implementing learning technologies, need to carefully prepare and manage the “people side of change”.
Related to the topic of change management, Jessica Gramp and Tim Neumann offered a captivating insight into how UCL developed, implemented and reinforced an e-learning strategy. Their presentation is available here and highlights some key areas that need to be considered for successful adoption of a change. In supporting a change, the presentation stresses the importance of communities of practice. Intriguingly, UCL have established a Teaching Administrator (TA) Network, whose membership include staff who make a significant contribution to the student experience. The presentation highlighted many helpful change management strategies and I have obtained lots of ideas which I am keen to explore at Cardiff University.

Lecture recording is a popular topic

During the conference I presented on my experiences of working in partnership with students to research how lecture recordings are used by learners.  I have previously written about this subject here and my ALT-C presentation can be viewed here.

The area of lecture capture appears to be a current institutional priority for many UK HE institutions. During the conference I also attended five separate sessions devoted to the subject of lecture recording and capturing educational activities. These included:
Many of the themes arising from the sessions have been documented in Martin Weller’s excellent blog post here. However, any discussions around lecture recording cannot escape the obvious questioning around pedagogical value and possible negative effects on physical attendance. It is therefore essential that those involved in the implementation of technologies, such as lecture capture, maintain critical engagement with emergent case studies and original research. There were plenty of rich case studies presented in the ALT-C sessions and some compelling research which advances discussions. For example, Stuart Phillipson presented data from Manchester University which demonstrates no correlation between the introduction of lecture capture provision and actual occupancy of teaching rooms (using data on room occupancy between 2007 and 2016). You can watch Stuart’s talk here and read more here.
However, lecture recording is a contested area. As Tressie MacMillan Cottom’s keynote from Day One proclaimed, “context matters”. The arena of educational technologies is messy, and Tressie reminded us technological tools are non-neutral; they are socially shaped and negotiated by a range of actors and interests “both in their construction and procurement and in their realization and use in practice” (Selwyn & Facer 2013 p.10). As such, technologies should also be considered in a social, political and commercial light. Moreover, both the domains of “education” and “technology” are intrinsically linked with the social, cultural, economic and political aspects of society.
In the case of lecture recording, context does indeed “matter”. Melissa Highton discussed how recent employment and political issues have manifested itself within the implementation and adoption of widespread lecture recording. Learning technologies do not exist in a vacuum and we have a responsibility to critically unpack the assumptions embodied in technologies and their use.

Reflections on the role of a Learning Technologist

The event was full of insightful sessions. I thoroughly enjoyed the conference and the opportunities to network with professionals involved in using technologies to enhance teaching and learning. There are emerging opportunities for collaborations with other institutions on the subject of lecture recordings, arising from my involvement at the conference. In particular, it was great to connect with fellow UCISA bursary recipient, Marieke Guy. Marieke has written a great reflection of the conference here.
I also have left reflecting on my professional role as both a Change Officer and Learning Technologist. Technology should be viewed in terms of the “process and practices” that unpin the availability and affordances of devices, systems, software etc. Technologies can be the impetus for transformative change; helping human endeavour, agency and progress human activity. Technology should be used to enable us to explore otherwise impossible tasks, or do them more efficiently, however this is not always the case in practice. As mentioned, it is important those involved in implementing or supporting the adoption of learning technologies consider the human side of change.
Moreover, we occupy a unique position within institutions whereby we are not easily pigeon-holed. I could easily relate to Amber Thomas’ reflections that Learning Technologists suffer from imposter syndrome and we operate across many overlapping divisions. However, as Amber argues, we are increasingly occupying roles where we have to balance priorities between embedding technological practices which not only offer pedagogical value, but also offer scalability, sustainability, institutional benefits, and align to strategies and polices.

Amber Thomas ALT-C presentation available at: https://youtu.be/XOPkC311rvY
Finally, there was also personal celebration as I was awarded my CMALT certificate during the conference. If you want to know more about CMALT please read this post.

For further insights into the content of the conference search of #altc on Twitter
Reference
Selwyn, N., & Facer, K. (Eds.) (2013) The politics of education and technology: Conflicts, controversies, and connections Palgrave Macmillan
This blog first appeared in the Cardiff University Learning Technology blog
This blog is also available in Welsh: Myfyrdodau ynghylch Cynhadledd ALTc 2018

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Making a difference in education beyond technology at DigPedLab 2018

Marcus Elliott
Digital Practice Adviser
Nottingham Trent University

 

 

Digital Pedagogy Lab 2018

In July 2018, I travelled out to the USA with the generous funding of UCISA to attend the Digital Pedagogy Lab 2018 (DPL18). This blog post will be some of my reflections about what I took part in, learned, and applied.

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The best of resources and tools at ALTC 2018

Marieke Guy
Learning Technologist
Royal Agricultural University

ALTC 2018

As Doug Belshaw, Moodlenet’s Lead, put it in his MoodleNet session – “We don’t have a problem with a lack of resources. We have a problem with the curation of those resources.” ALT shines a light on the best, some of the most useful resources I came across while attending the conference through a UCISA bursary include:

TEL Family Fortunes

Tools are always a big part of any tech event and hearing what is actually being used at the coal face is always a huge help. The UCISA TEL family fortunes session was a fun look at the UCISA Survey of Technology Enhanced Learning (TEL). Did you know that a quarter of institutions have a distance learning unit and over half of them now run a hosted VLE? UCISA digital education is currently producing a VLE review toolkit.
Julie Voce, Head of Educational Technology Learning Enhancement and Development, City, University of London UCISA leads the TEL Family Fortunes
Other interesting tools I came across while at ALT include:
Trends in tools is something picked up in the Jisc Digital tracker and new insights project.
I also really enjoyed the exciting Gasta session, which combined Irish counting, personal experiences and huge amounts of enthusiasm.
More to follow on the noticeable themes and favourite moments at ALTC.
This blog first appeared in the ‘Digital Transformation at RAU’ blog.
Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

What is the value of video use in education?

Matt Goral
Educational Technologist
City, University of London

Media and Learning Conference 2018 – Leuven, Belgium

Video assessment, video quality and lecturer performance

Courtesy of a 2018 UCISA Bursary, I was able to travel to Leuven in Belgium for this year’s Media and Learning Conference.  Among the conference’s discussions and presentations, there were several which explored the nature and purpose of video in education and assessment.
A long discussion ensued on why we might use video assessment, why ask students to make videos. There was a general consensus that the main reason is that digital literacy is becoming more important all the time. Tools to produce video are widely available and just as essay writing asks students to think critically, engage with existing literature, etc., in addition to the actual content, video format asks them to learn new software, think about data and formats, consider storage and sharing, etc. The speciality of video is providing an opportunity to learn the many digital skills in an authentic context.

Due to the variety of formats and styles, using rubrics to mark is very important to achieve consistency. Getting students to submit a storyboard or script beforehand that’s graded is also very useful, to help them with planning as the temptation is just to start shooting, and we all know how important pre-production is.

Jeanine Reutemann from Leiden University talked about quality of video. She mentioned it’s quite a hard thing to talk about, that we like watching some people and not others. Performance in front of camera really matters and is a bit unpredictable. It’s a skill. Also clearly there is a close relationship between someone’s performance and the way we shoot, communicate, and direct them. We should be mindful that the speaker will be influenced and potentially thrown by the setup. Bright lights, microphones, potentially many people hanging around. There is an intensity that doesn’t suit everyone. We should be mindful and consider how we can get the most out of someone’s style.
Also, let’s not put PowerPoint slides into VR.

Conference format

A few words on the organisation of the conference as I found it interesting. There were several formats running in parallel. First, is the familiar presentation with questions at the end. Those were limited to about 20 minutes each which was great for concentration. Secondly, there was a cinema which screened educational movies and projects at several points. Next, were the small workshops which focused on specific pieces of software that let you try them out with an expert. Finally, there were the discussion groups. Those were great in theory as the room was setup in a big circle, and the facilitators encouraged discussions between participants. However there were a few people introduced as “experts” who framed the discussion by talking about a few projects of their own. This changed the focus of the room from an open discussion between peers, to a panel session with unusual sitting. It was a wasted opportunity in my opinion, especially as only one facilitator had an activity planned and the rest of the sessions were unstructured. I see a lot of educational conferences falling back on lectures, and ignoring our own advice and not taking enough risks with formats, activities and approaches.
Overall, I think the conference was great. It allowed many new ideas and successes to be shared, but also allowed us to see that we are struggling with very similar issues (such as lecture capture adoption, see this paper ‘Tune up, tune in, don’t drop out by Emily Nordman et al.).

What next?

Please feel free to leave a comment, or email me (matt.goral@city.ac.uk), about anything that resonated with you.
I would also like to ask if you’d be interested in a webinar where you are able to ask me about the conference in more detail. If so, please leave a short comment, or email me saying you would be interested, and what you would like to talk about.

P.S. The featured picture is a photo of an untitled sculpture by Gregg Louis shown as part of the 2018 Grand Chess Tour which happened to coincide with the conference.

Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme. 

Developing ideas in pedagogical transparency for staff and students

Brandon Davies
Junior Audio-Visual Technician
City, University of London

Spotlight on Digital Capabilities, June 2018

When I applied for the UCISA bursary scheme, I immediately identified “Spotlight on Digital Capabilities”, as an ideal conference for what I feel is a most urgent and interesting point of contention within the higher education system today. The potential and ambition within the realm of future teaching-enhancing techniques is intense, and the conference further embodied this.
In my blog, I’m going to focus on two talks from the conference, with which I most connected. I will then expand that consolidation of information into my own thoughts on digital pedagogical applications.

Certification for IT training: options and approaches – Gareth Johns

The talk by Gareth Johns on options and approaches for IT training was eye opening.  The options presented brought together a vital mix of ingredients essential to constructing a sustainable system for engagement, efficiency and certification validity.
The MOS Course (Microsoft Office Specialist) is an official course run and certified by Microsoft themselves.  Using this as a benchmark for digital capabilities is a fantastic way to give staff and students a goal that is not just useful for working within the university, but an incredibly useful skill as a whole. Having a highly recognized qualification as the goal, helps add to staff and students’ employability skills for their career, as well as increasing the efficiency with which digital technology is used, and furthers the transition into modern teaching spaces.

Employability as a result of proficiency

As an Audio-Visual technician myself, the vastly increasing use of digital technology within teaching spaces, can be bewildering for staff and students.  However, these spaces have the potential to provide an increasingly communicative, inclusive and engaging form of teaching. Simply setting the MOS course as a goal is not enough.  At Cardiff Metropolitan University, Gareth has implemented interactive pages on Moodle, in which a more bespoke and broken down version of the course lessons can be taught. This, as well as regular seminars, creates a far more friendly environment and approach for learning the necessary skills required for passing MOS. Using real spreadsheets that staff and students interact with, helps bring home how useful these skills can be in day to day life. This contextualisation, as well as additional practice software such as G-Metrix, creates the infrastructure necessary for an intuitive and accessible course.

Developing a holistic institutional approach to digital capabilities development – Karen Barton

Karen’s talk opened my mind to a totally different approach to digital capabilities development, an holistic approach. Rather conveniently from my alma mater (University of Hertfordshire), Karen immediately separated herself from other approaches by viewing the situation from a larger perspective.
This picture from her slide perfectly demonstrates the side effects of a non-centralised approach to providing answers. With too many parties providing their own solutions, the result can be an overcrowded and inefficient environment.

 

 

Having a specific investigative objective from senior management, as one would expect, seems to have gone a long way in progressing Karen’s work. The use of a pilot programme as a result of the extensive resources allocated, is a great way to slowly refine the scheme before being finalised.
Five other universities have signed up to Hertfordshire’s pilot, a collaboration benefiting everybody. At Hertfordshire, the total redesign of the VLE has given the team there an opportunity to apply different pedagogical practices into the most commonly used software around the university. This has provided an exceptional opportunity to increase the accessibility and efficiency of the scheme. Such long-term integration of digital capability approaches, enables an accretion of infrastructure to the point where the very fabric of being a part of the university exposes you to the certification course and its requirements. Many different speakers from a variety of universities pointed out the use of Lynda.com and Karen was no exception. I’d recommended my university (City, University of London) consider the use of Lynda. I’ve used Lynda for personal development in the past and can speak only highly of it.
Here are a few ideas I have for increasing the success rate and enthusiasm for an IT certification scheme.

Don’t Fall Behind in the Digital Age

Marketing Ideas:
  • Giving a focus on the employability aspect of the course is vital; certification within digital capabilities is hugely beneficial in the modern job market. Indicate the need to stay ahead in the digital age and not fall behind, reinforce the accreditation from Microsoft. The opportunities for lecturers to save on valuable teaching time by becoming increasingly proficient with digital technology within the classroom, is an additional marketing focus.

Increase your chances of a higher salary!

  • Holding a prize within the course for exceptional students and staff could also be hugely beneficial to providing additional incentives.

Conclusions

Homogenising the wide variety of ideas and approaches from the conference is not an easy task.  However, what I’ve mentioned goes a long way to solidifying my own approach to a task requiring a great deal of re-wiring across higher education as a whole, which has no easy solution.
I’d like to thank all the speakers from the conference and UCISA for giving me the opportunity through the bursary scheme to attend. I hope to share my findings with staff at City, University of London, and encourage conversation on an incredibly interesting and complex subject.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

What’s the reality with Virtual Reality?

David Vince
Senior Product Development Manager, Learning and Teaching Innovation
The Open University

Realities 360

As a senior product development manager in the Learning Innovation team at the Open University, my role is to work with colleagues to enhance teaching and learning through developing new products (i.e. tools and platforms) and supporting processes.
Earlier this year, I received a UCISA bursary enabling me to attend Realities 360. It bills itself as a hands-on event for early adopters and learning technologists to investigate first-hand Augmented Reality (AR), Virtual Reality (VR) and other simulations for learning which fall under the umbrella term of Extended Reality (XR).

What’s the reality with Virtual Reality?

Here are my reflections from Realities 360:
  1. What’s the problem VR can solve?
VR technology is still emergent. So, how do we use this new technology to do something existing tools, tech and media, don’t already enable without risk of being accused of ‘technology drive’ (as opposed to ‘pedagogy driven’) solutions? My personal take is that neither are desirable and, in fact, they need to be mutually supportive which leads nicely on to the following…
  1. Human-centred design
Find your problem. Opt for a user centric approach. IDEO have a design kit to get you started developing empathy with users and gain better insights into their needs/context. If your product has value to your users, they’re more likely to adopt it.
  1. Start small, pilot, evaluate and (re)iterate
It’s easy to be critical of emergent technologies. Best practice hasn’t emerged so we’re all learning: start small, learn and then (re)iterate.
  1. ‘Just because you can, doesn’t mean you should’
This is something that has been said within our team but something Linas Mockus and Joseph Scott, Instructional Designers at Penn State World Campus, Penn State’s online campus, pointed out twice in their presentation entitled ‘Is online education ready for VR and 360 video’. Linas and Joseph are and plan to make their research findings public. In the meantime, you might want to take a look at the news pages of Penn State’s website.
Higher education has been slow to adopt VR but there seemed to be plenty of like-minded colleagues from higher education in this session. At present, AR/VR simulation conferences seem to have a bias towards the training sector but there’s an obvious need for mechanisms for educators to share practice and learn from each other.
  1. xAPI might be your new best friend
VR experiences generate a lot of data as they’re computer mediated. Some of this is structured data, such as responses to in-experience questions however, there’s also unstructured data, such as what users are looking at, determining the meaning of their responses (e.g. sentiment analysis) etc. The ‘x’ in xAPI is short for “experience,” and gives a deeper level of behavioural insight taking things that aren’t structured and giving them structure, e.g. by recording who did what, what was done, what it was done to (i.e. an object) and a host of contextual data.
xAPI is well worth considering to get a better insight into what your learners are doing and gauge that learning has taken place by designing in activities/tasks that you set out to monitor. This will improve the experience and reduce reliance on those in-experience questions which I’ve seen lots of over the past few days.
Thanks UCISA for the bursary enabling me to attend Realities 360. During my time here, I’ve met colleagues travelling from as far away as South Africa who, like me, haven’t found conferences closer to home that fit the bill.
This blog first appeared on the Open University, Learning Innovation blog
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

What does the digital age mean for teaching and learning?

Alice Gallagher
Senior Product Development Manager
The Open University

OEB 2017: Highlights and reflections

The talks and sessions I attended at OEB 2017, courtesy of a UCISA bursary, were hugely varied, and offered the opportunity to engage with different perspectives to my own. This can be fascinating and enlightening, but also challenging. There were talks that really struck a chord, and others that jarred for me. It can be difficult to reflect back on the latter, to try to understand where that disconnection comes from.
In these blogs, I’ve grouped my thoughts into the keynotes on the first day, some of the highlights, and lowlights, of the rest of the conference and my critical reflections.

Keynotes

Aleks Krotoski – The Tales they are A’Changin

Aleks is a familiar media figure and gave a very engaging and entertaining talk about the nature of storytelling and how it has changed. She moved though subject areas as varied as the Bible, Star Wars and My Little Pony! Essentially, the point she was making (I think), was that stories used to be guarded by gatekeepers, but the rise of the digital age has moved us to the extreme of fanon (fans creating new stories which then become part of the mainstream/canon). This made me think about the shift in power, and the democratisation of the Internet. However, how do you apply that to a learning context? Collaboration and co-design are wonderful democratising concepts in teaching and learning, but isn’t there always the role of a teacher in some capacity? Even if you move away from the traditional ‘imparting of wisdom’ teacher/student dynamic.
One message that came through loud and clear for me was that uncertainty can lead to reinvention. A central theme of the conference and a positive opening message.

Follow-up session (Aleks Krotoski)

I attended a follow-up discussion session with Aleks, which focused on how we might apply storytelling in our own professions. Although I went into the session thinking about how I might be able to use storytelling techniques in developing learning materials for students, it soon became clear to me in the session that the real story I needed to tell was to my academic colleagues. I work in learning innovation, and one of the biggest challenges of my role is explaining what the future of digital learning might be like. By making digital learning the subject of my story, I could use storytelling structural devices to get across my message.
Where was the world before we started?
What is going to change? What are your goals?
Raising the stakes (engagement)
Main event (answers question)
Resolution (world as it is now) – share truth in specifics
Until recently, I couldn’t see how I could use this kind of storytelling in my work. Sometimes you have to conform to familiar language to persuade people to listen, and sometimes you need to break the mould to be heard. It feels like the moment to break the mould might be around the corner. I have been keeping this storytelling structure in my back pocket for just that moment!

Abigail Trafford – Longevity learning technology

Abigail gave a fascinating talk about learning in later life. This is not an unfamiliar notion to me. At the Open University we traditionally cater for students in all walks of life. However, what I hadn’t really considered were the different needs of older people in preparing for the future. Abigail talked about the emergence of adolescence, and its role in helping young people prepare for adult life. As life expectancy increases we are seeing a new stage of life appear. That new stage comes after the tasks of adulthood are complete, but before old age. New, healthy decades in the middle of life that people need help in transitioning into. How can we help them develop new skills, prepare for their next career? How can we innovate in part-time, flexible study to cater for the needs of this age group?
I have recently been involved in some research with students into learning behaviours. One of the outcomes of this work is the dispelling of the notion of ‘digital natives’. Digital capability when it comes to learning seems to have no correlation to age. We looked at behaviours around digital preference and technological self-efficacy, and found a pattern in the behaviours of those new to HE and those with more experience, has nothing to do with age. The more we understand about students’ capabilities and needs, and the less we stereotype, the more we can innovate and help everyone fulfil their potential, at whatever stage of life they are.

 

Pasi Sahlberg – Myths and facts about the future of schooling

I really enjoyed Pasi’s talk. He is clearly a very skilled teacher and was able to entertain, inform and educate a huge room full of delegates very skilfully. His talk focused in on the OECD study of the education policies of different countries. From his Finnish perspective, he commented on the features of successful and not-so-successful education policies. As you might have guessed, Finland has been coming out on top! It was fascinating to compare the features of the education policies of Finland and England. Practical and research evidence shows the approach of Finland and others like it works better, not just in academic performance, but also health and well-being.
Finland England
Cooperation Competition (between schools)
Risk-taking and creativity Standardisation
Professionalism De-professionalisation of teaching
Trust-based responsibility Test-based accountability
Equitable public education for all Market-based privatisation
My reflections on this talk were perhaps more personal than the others. I have one child at school and another about to start. My daughter has just taken her first SATS, aged seven. I distinctly dislike the approach to education forced on schools in England: the testing, the focus on mental arithmetic and spelling. Although I support their schoolwork, at home we focus on creativity, problem-solving, reading for fun, emotional intelligence. I was so pleased to hear I was not alone in this approach, and to keep going, despite ‘traditional values’ government policies.
Videos of the conference can be found here including the Keynote presentations.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Innovation in HE video use

Matt Goral
Educational Technologist
City, University of London

Media and Learning Conference 2018 – Leuven, Belgium

Virtual reality and 360 video

I was fortunate enough to travel to Leuven in Belgium last month for the Media and Learning Conference, courtesy of a UCISA bursary.  In the course of the conference, there was quite a lot of discussion about virtual reality, augmented reality and 360 video. I highlight two particular projects below.
Kristof Cleymans and Annelies Huysentruyt from Artevelde University College talked about how they used 360 video and multi-camera recordings in nursing courses.
To better prepare student nurses for an upcoming practical exam, they gave them an opportunity to view the simulation room where the assessment will take place ahead of time. They took 360 videos and pictures, and annotated them with Vizor to show things like content of cupboards and available equipment. The feedback was very positive. The examiners really appreciated that students arrived at the examination much better briefed, and they were able to spend time discussing the assessment rather than familiarising students with the rooms.
Kristof and Annelies also worked on recording clinical assessments from multiple angles, specifically for feedback purposes. They were asked for help as that particular year there about three times more students in the cohort to give feedback for. Teachers were worried about the quality of the feedback. The recordings meant they were able to provide feedback to whole groups of students at the same time, and the feedback was much more accurate as they did not have to rely on memory. Additional benefit was that the feedback included a lot more positive observations and praise, rather than just focusing on the mistakes. The setup consisted of a few webcams positioned out of the way around the assessment room.

The second project involved Rob Higson and Matt Howcroft from University of Derby working with a literature lecturer. The lecturer said that first year students are really unprepared for studying poetry and wanted to create a resource that would help her address that. The team produced a 360 video that walks the students through a poem, comprised of many creative pieces of footage. The 360 let the students watch and create their own journey through it, whilst listening to a performance of the poem. Some students were given the opportunity to view it using VR which was received very positively. One important piece of advice said to slow everything down and make the cuts a lot gentler than usual, as it is not clear where the students might be looking at any given moment and sharp changes could disorient them, ruining the experience. To ensure students get the most out of it, the video was preceded with explanations on what to consider whilst watching and how it ties to the theory explored in the module.

Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Copyright issues in HE video use

Matt Goral
Educational Technologist
City, University of London

Media and Learning Conference 2018 – Leuven, Belgium

As a grateful recipient of a UCISA Bursary, I was fortunate enough to travel to Leuven in Belgium for the Media and Learning Conference.
The Media and Learning Conference is jointly organised by the University KU Leuven and the not-for-profit European Media & Learning Association. Around 90% of participants come from academic organisations with contributors coming from a wide range of international organisations. The main themes of this year’s conference were: innovating learning; exploring different video-based formats; scaling up services; improving the effectiveness of video; video as an assessment tool; video-based learning analytics; augmenting video.
These blog posts are a reflection on the presentations and discussions at the conference.  There were a lot of topics, formats, points of view and discussions which makes it difficult to provide a coherent linear narrative, so instead I will discuss a few different topics.

Discussion: Legal and ethical issues affecting video use in higher education
Anna Mazgal and Bartolomeo Meletti

Anna Mazgal from Wikimedia and Bartolomeo Meletti from Learning on Screen, shared their thoughts and advice on dealing with copyright and intellectual property. It’s an intimidating and often ignored topic. Lectures often want black and white answers, but with copyright law the answer is usually ‘it depends’. This means that there is a perception that it’s too complicated and people often avoid the topic entirely, either by refraining from including any copyright material or including it regardless of the law. In reality the law is generally more permissive than we may think, and the many exceptions provide means of including copyrighted material in our lectures, videos, presentations, etc. One useful resource that tried to explain the differences between countries is copyrightexceptions.eu.  It’s worth exploring to get a good overview of what we might be able to use.

Personally, I also wanted to find out if Brexit will have a big impact on this, but Bartolomeo did not think so, which was reassuring. There may be small challenges but overall it’s not likely to change, as many regulations are embedded in UK law already.

Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.