learning - Academic Conferences Limited

Mark de Groot et al.
Evidence from the sector however indicates that the variables impacting successful synchronous
learning (Park and Bonk, 2007, de Freitas and Neumann, 2009) remain relatively unexplored. In their
discussion of pedagogic models appropriate to synchronous conferencing, especially communities of
enquiry, task design and multimodal theories, De Freitas and Neumann (2009) can be said to
establish a framework, in the dedicated context of web conferencing, for the future ‘digital pedagogy’
envisaged by Inayatullah (2011).
However, despite increased availability of practical and technical guidance in the use of web
conferencing (Chatterton, 2011), the already significant investment made in web conferencing
remains largely in the hands of specialists.
1.3 Approaches to staff development
What this suggests is that in moving beyond awareness raising in exploiting our use of virtual
conferencing spaces we need also to find more efficient ways to develop and to capitalise on the real
knowledge, experience and insights of staff and students who involve themselves with web
conferencing. The core proposal here is that mirroring collaborative climate of Web 2.0 technologies,
web conferencing itself can be the vehicle to provide more appropriate, targeted staff development.
The need for such adjustment is indicated by MacDonald (2006). She argues that effective staff
development must adapt to accommodate the preferences and working habits of both full and part
time tutors. Further, Garrison & Vaughn (2008) are clear about the limitations of “one off” staff
development sessions, however well they may be planned, executed and evaluated. The collegiate
network they identify as fundamental for effective professional development in education needs to be
mirrored by an evolving network of resources and opportunities that is in sympathy with changing
institutional needs, participant constraints and aspirations and pedagogic principles.
Smyth et al (2007) report on the established social constructivist principles that underlie the pedagogy
of their TESEP project. Their learner centred staff development evidences their core belief that the
best way to encourage transformation in teaching practice is to immerse practitioners in the kinds of
learning experiences they would ultimately support for their own students.
This paper reviews the running of a collegiate staff development web conferencing network. It
describes the immersive web conferencing activities of this learner centred staff development forum. It
provides a thematic analysis of web conferencing benefits and recommendations as discussed by the
group. It then tracks related spin off events from the group’s activity. It concludes by summarising the
challenges involved.
2. Web conferencing at Leeds Met
Even as Leeds Met institutional strategies (Leeds Met, 2010) have evolved to reflect both the
demands and constraints of a changing national and international environment certain core priorities
have remained constant. These include:
The continuous review and improvement of teaching and assessment practices across Leeds Met
The development of new, cost-effective and flexible ways of working that make optimal use of our
estate and technology
The empowerment of staff, students and visitors to reduce their environmental impact by
encouraging, and celebrating environmental improvements
In this context funding was sought in early 2008 to assess the possible value of making a common
web conferencing system available to all staff and students. A comprehensive evaluation was
conducted, involving some 45 representative stakeholders drawn from students and from staff
responsible for teaching, administration and technical support. This thorough evaluation process
resulted in a three year site licence for an externally hosted web conferencing system then known as
Elluminate.
All involved in this process agreed that the chosen system could best and most reliably handle all
predicted situations for academic and administrative use. Users can set up as many sessions as they
need, whenever they need them and for as long as they need them. Web conferences can be
accessed through the University’s virtual learning environment or, independently by clicking on a
URL. Equally, if required, there is controlled access to recordings of all sessions. An Elluminate white
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