The session will help place video use in context when developing learning spaces, presents current findings from case study research at a leading university and provides insight in to the development of strategies aiding provision of future learning spaces (Kuksa and Childs, 2014).
With the rise of the ‘YouTube Generation’ the way in which learners acquire new knowledge and consume information has changed. When provisioning learning spaces for students, attention and consideration of the virtual space is now just as important as physical spaces. The physical space needs to ensure students have access to suitable online access and conducive environments that permits students to engage with online content. Based on recent research on student engagement in learning spaces, a new extended model of the pedagogy-space technology framework will be presented for discussion and will highlight the importance of virtual learning spaces (Radcliffe, 2017). Online spaces need to ensure secure, reliable and easy to access video content, allowing the learner to focus on actual academic content instead of technical challenges. Having a clear awareness of the changing way in which students consume learning in relation to learning space provision is vital in addressing current learner needs.
Analytical data presented on both student and staff use over a 2-year period provides an insight in to the impact on both learning spaces, together with the changing needs of academics and students. Specific comparative research will be presented reviewing student and academic staff activity prior to the use of video capture and after and how this impacts on the learning space needs. Participants will gain an improved insight in the use of video technology relating to virtual learning spaces.
The session will make use of audience participation using the Turning Point voting system allowing participants to provide instant feedback on key topics relating to use of video capture technology. The interactive session will start this presentation to provide a collective range of data on the topic presented. This will be followed by presentation of research finding and a Q/A session.
Birkett, S. and Burt, P. (2017). The UK Higher Education Learning Space Toolkit: a SCHOMS, AUDE and UCISA collaboration. [online] UCISA. Available at: https://www.ucisa.ac.uk/-/media/Files/publications/learningspaces/Toolkit_UK%20HE%20learning%20space_FINAL [Accessed 19 Mar. 2017].
Fulton, C. and McGuinness, C. (2017). Digital Detectives. 1st ed. Oxford: Chandos Publishing, p. Chapter 12.
Kuksa, Iryna and Childs, Mark (2014). Making Sense of Space: The Design and Experience of Virtual Spaces as a Tool for Communication. Oxford: Chandos Publishing
Radcliffe, D. (2017). A Pedagogy-Space Technology (PST) Framework for Designing and Evaluating Learning Places. [online] University of Queensland, p.13. Available at: http://www.uq.edu.au/nextgenerationlearningspace/proceedings [Accessed 19 Mar. 2017].