34 | PROMOTION | SAVILLE AUDIO VISUAL
THE DIGITAL CLASSROOM
We take a look at the impact of digital technologies in the modern teaching environment with the help of Stuart Davies from Saville Audio Visual
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earning is no longer governed to a set time, place or path. The internet and new technologies, and the ease of use
of these, now give students the ability to learn anytime, anywhere, and with the introduction of interactive and adaptive software, all learners can now work at their own pace, and not necessarily at the pace of the rest of the class. With the introduction of all the new readily available personal electronic devices, like tablets and smartphones, this has all been made much easier.
ABOVE: Modern lecture theatres are designed with digital content in mind
as easy for students to take a picture of the board on their personal smartphones and distribute via social media groups etc.
Capturing the moment – lecture recording
Lecture capture continues to grow throughout HE, and lecture capture systems are now becoming an integral part of classroom design and specifi cation. The design of these systems needs to ensure that the lecturer/ teacher has to carry out as few steps as possible to use it; the technology needs to
The importance of collaboration Collaboration, peer-to-peer learning, fl ipped classrooms, new technologies and interactive learning are becoming increasingly more common and widespread, making it easier for learners to use within the HE sector. The delivery of teaching and learning using these new incentives, in particular the development required to support teaching staff in modifying their teaching styles and methods of delivery, are much slower to change. Academic staff are now required to be teachers, researchers and administrators, so to change the way they deliver the information takes time, of which they are short. For technology to be useful to them, it needs to be simple and intuitive and much more readily available. Group working collaboration tools and the technologies associated with it are becoming essential for sharing ideas and work, but the tools need to be suitable for open group working areas. Interactive touchscreens and tablets are becoming more popular for collaboration between students. There are many diff erent examples of the types of technologies that allow student collaboration, but generally only one system can be used per room. The question is, what can be done if there are four groups in a classroom wanting to individually work together and then share each other's work? The arrival of interactive wireless projectors and associated
software provide a quick, easy and cost-eff ective alternative to providing collaboration facilities, for both staff and students. Systems such as Mimio can record whiteboard materials and be distributed electronically to the students. Of course not forget ing it is sometimes just
be appropriately intuitive so that it does not become a barrier. Video conferencing in and between classrooms is increasing and Skype in some institutions is becoming a standard on most desktop machines. With the growth in these communication technologies, the importance of good audio is becoming more prevalent. It's one thing for compromised sound in a lecture, but for a recording/revision tool it is crucial and in an audio conferencing situation it can spell disaster. Capturing a variety of presentation support sources is an integral part of any capture system, one important tool being the visualiser. These are becoming more sophisticated, aff ordable and integrated into classrooms/lecture theatres.
Digital dilemma
“Lecture capture systems are now becoming an integral part of classroom design and specifi cation”
Digital news, books, literature and course notes are becoming much more extensively used in the education sector, all helping to make learning easier. Students can now truly interact with textbooks, taking notes and reviewing content as they read. With the wide availability of app stores, downloading this information onto any device, anywhere is much more aff ordable and simple. Now that the majority of teaching materials are in the digital domain, the distribution of all this digital collateral requires specifi c planning. The need to distribute digital media across the internet and over integrated CAT 5/6 cabling systems, makes support to teaching rooms across campuses and remote locations, including staff , even more signifi cant. Remote management/support is becoming an important tool, but is still not being used extensively around the sector. As room confi gurations and equipment designs become more complex and sophisticated, the need for quick technical support responses to staff and students is vital, and so the use of this technology becomes even more important. ET
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