My role includes empowering staff to use technology effectively in enhancing their teaching activities.
I'm responsible for conducting various training sessions that revolve around introducing and integrating new technologies into our teaching methods. This includes actively contributing to design of CPD programmes and leading the development and delivery of training sessions and workshops.
Due to my expertise in video production and web technologies, I decided, while in the School of Medicine, to design and deliver training sessions on utilising the Panopto video capture system to create rich and active learning content.
Panopto was primarily introduced as a lecture capturing tool and while the central team offered workshops and guidance, our focus in the School of Medicine was different. Many of our programs, especially PGT programs, were delivered entirely online with asynchronous content. To ensure our training sessions effectively meet the specific requirements of our audience, we emphasised the personal capture feature of Panopto. This feature enables users to easily record, edit, and share videos from their computers, aligning with the mode of delivery of our PGT programs.
The initial training session was structured as a 1-hour face-to-face workshop, incorporating PowerPoint presentations and live demonstrations to provide a comprehensive understanding of Panopto's personal recording functionalities. To encourage active application of the acquired knowledge, I introduced guided worksheet activities during the session. Participants were guided through hands-on exercises to reinforce their learning and enhance their practical skills. Additionally, recognising the value of practical application, I created an unedited demo video tutorial which served as a practice resource, allowing participants to apply their editing skills in a controlled environment. By integrating presentations and demonstrations with hands-on activities and practical examples, my goal is to ensure that learners not only grasp the theoretical aspects of Panopto but also acquire practical skills.
The training was largely well-received, with academics recognising Panopto's potential for developing impactful learning resources. However, valuable feedback highlighted areas for improvement to better meet the needs of our diverse audience.
While the academic staff found the content relevant, comments from professional services staff indicated the training felt overly academic-centric and could be better tailored to their backgrounds and use cases. This insightful feedback was a crucial learning experience for me, underscoring the importance of careful audience analysis and inclusive instructional design practices.
Moving forward, I aim to apply more thoughtful consideration of learner characteristics, goals, and prior knowledge during the planning phases. Conducting thorough audience analyses and developing differentiated learning materials will help foster a more inclusive and impactful learning environment tailored to the needs of all participants. This experience reinforced the value of continual reflection on my practice to identify areas for enhancing the quality and inclusivity of my teaching.
My deep interest in video production and visual design has always been a driving force in my career. I find that the multimodal experiences offered by videos resonate more with me than text, and they have been a significant part of my learning journey. Throughout my career, I have accrued substantial experience in video production. This passion led me to volunteer for leading Panopto training sessions in the LTU, especially focusing on its personal recording features to create engaging and active learning content.
In my perspective, videos offer a richer form of expression than text and images. They not only present auditory and visual information but can also, with skilled editing, become more intuitive and engaging for students. Consequently, I invest additional time in teaching advanced Panopto features, like integrating YouTube videos into the timeline, embedding quizzes for knowledge reinforcement, and merging videos. Research indicates that combining visual and auditory information can significantly boost memory and retention rates, while dynamic content can heighten student engagement.
Videos are also advantageous for inclusion and accessibility. They cater well to the modern learner’s mobile lifestyle, especially in distance education contexts I support. Videos offer on-demand accessibility, allowing learners to study at their own pace and revisit complex sections as needed. This flexibility is crucial for learners who balance multiple responsibilities, such as work, family, and education.
This approach allows students to engage with educational content at their convenience, overcoming geographical and time constraints. Unlike scheduled classroom sessions, on-demand videos offer pause, rewind, and replay options, accommodating different learning styles and paces. This not only makes learning more accessible but also more personalized.
A practical example is the online Neonate MSc program I supported. Students, often with full-time jobs or other commitments, could access lecture videos and interactive materials through their Virtual Learning Environment (VLE) from anywhere at any time. This flexibility enabled them to apply their learning in real-time professional contexts, enhancing the practical relevance of their education.
While videos are a potent educational tool, their impact is maximised when integrated with authentic activities and practices. According to John Sweller’s Cognitive Load Theory, videos distribute cognitive load across visual and auditory channels (Sweller, 1988). However, to optimise learning, it’s crucial to include active learning activities that encourage application and interaction with the information. This facilitates deeper cognitive processing and better integration into long-term memory. Building on Piaget and Vygotsky's Constructivist Learning Theory, which posits that active learning is more effective than passive (Piaget, 1952; Vygotsky, 1978), I plan to incorporate more mini-tasks and challenges in my training sessions. These activities will not only reinforce learning but also foster critical thinking and problem-solving skills.
Reflecting on the training sessions I've delivered, I identified timing as a primary challenge. Feedback and personal observations suggested that the initial one-hour session was insufficient. To address this, I divided the workshop into two sessions: the first covering basics like capturing, editing, and sharing, and the second delving into advanced features like adding captions, quizzes, and embedding content. This division allowed for more thorough explanations and practical exercises, enhancing understanding and application.
I also aim to transition from a teacher-cantered approach to a more learner-centred one. A strategy I’m exploring is flipped learning, where foundational information is provided before the session, allowing classroom time for hands-on practice and interactive discussions. This approach aims to increase engagement and deepen understanding, though it presents challenges in ensuring engagement with pre-session content.
In summary, this journey has provided me with invaluable insights into effective teaching methodologies, further shaping my understanding of what it entails to be an effective educator. My goal is to facilitate a shift from a predominantly trainer-centred approach to a more learner-focused model, implementing strategies like flipped learning to create an environment where active engagement and practical application are paramount.