The University of Queensland has benefited early adoption of a very extensive automated lecture capture system. Our students clearly enjoy the benefits this capability gives them in terms of flexibility of learning (distance learning) and enhanced self-paced revision. Two new developments however may require adjustments to this approach:

  1. The University’s plan to distinguish itself from distance education by offering high value in-class learning obligates us to enable more personal technologies for students, rather than lecturer focused (lectern based) technology supporting didactic lectures and distance learning.
  2. With increasing use of smart devices by students learning-space technology can increasingly be delivered as software to the student’s computer instead of hardware to the learning spaces. This enables:
  • UQ to leverage a very large and rapidly growing market of applications that enhance active learning in the classroom;
  • dramatically faster deployment of new technologies, in months not years;
  • deployment in a way that economically scales to all learning spaces. Reliable availability is critical for giving coordinators the courage to invest precious time with adoption, and critical for UQ to move forward as a whole.

To leverage these developments our courses, and the services supporting them, need to move beyond the distance learning model towards blended learning with enhanced in-class experiences. The following range of services are therefore proposed, for feedback:

  • Design and pilot scalable self-serve recording booths that could be hosted in each school and library, as current studios re not self-serve or economically scalable; Booths would have the central elearning video recording tools (Kaltura;PCAP; iSpring); have attractive backdrops; be bookable in the corporate calendar, and technically self serve (no technician required); and potentially in a supervised easy-access environment like a Library (that gives out the key according to calendar bookings and identification). TLS will spruik the facility, collect feedback, document the key design elements, and share those around so Library and the Faculties can think about duplicating this approach more widely to achive broad progress across UQ with pre-recorded learning materials.
  • Pilot an in-office recording service that recommends and loans out: video backdrops; lapel mics; ipod stands, visualises etc.
  • Establish clear design standards for teaching spaces that allow instructors to rely on the basic services that enable active learning to be available in every space, especially electrical power sockets for student devices and increased wireless for multiple devices per student. Development of a sustainable and scalable learning space design template.
  • Compliment the minimum presence policy with “best practice guidelines”, combined with progressive year by year targets for incorporation of active learning experiences. Setting targets for converting classes to higher value face to face experiences, as done by the University of Adelaide.
  • Pilot of a Bring your Own Device (BYOD) student laptop program, hopefully through a TEL grant at school level, to enable active learning technologies in the classroom. This program should recommend potential enrolment requirement changes and design of an equity program, and associated support services.
  • To help move lower level learning activities online, like Bloom’s remembering and understanding to free up active learning, we could begin a program of evaluating and adding new personalised learning tools that aid rote learning and remembering (e.g. Cerego, Examsoft etc).
  • To enhance higher level learning activities in the classroom, like Bloom’s applying, creating, understanding, evaluating, analysing, we could begin a program of evaluating, adding and spruiking new active learning tools (e.g. ALP, Office365, Wordcloud, Responsware, and many more)
  • Build and offer essential skills training courses on: video generation; video editing; advanced authoring for video-quiz learning materials for consumption online.


Existing Micro-Studios which typically require AV support

  • ITaLI Studio - Level4 Bld 17
  • ITS AV Seddon Building experimental studio
  • UQBS Studios (2) run by the UQBS Multimedia team
  • MBS Micro Studios (3) run by Pascal Burger (Room 906 in the Health Sciences Building with a videoconference system (Cisco MX300); SOM Micro-Studio is located in the Mayne Medical Building on Level 2, room 214; School of Public Health, on level 0, room 011)