68 | INSIGHT | EDUCATIONAL TECHNOLOGY
W:
www.universitybusiness.co.uk | T: @UB_UK
"THERE IS CURRENTLY A DISCONNECT BETWEEN TEACHERS AND LECTURERS COMING INTO
THE PROFESSION AND HOW THEY ARE GOING TO BE SUPPORTED IN THEIR JOBS"
and multimedia management system. Starting from September 2014, around 50,000 hours of timetabled teaching activity will be recorded and published in the University’s virtual learning environment each year. Once the resources have been captured, universities
face the challenge of how to manage them. They need to establish who owns the copyright on the recordings, how they can be stored and distributed without compromising that copyright, and how to control access to any recordings which may contain confidential or copyrighted information. Jisc Legal has published useful guidance on the legal considerations. There are pedagogical challenges too. Students
need to buy in to the idea of peer learning and be sufficiently independent to access the resources. As more free videos pop up online, they will have to be shown the value of their paid-for education. Meanwhile lecturers will need training and support to embrace a new style of teaching, for example, in neatly ‘tying up’ an hour of contact time that has been delightfully unstructured and student-centric.
A future for the flipped classroom? There is clearly much that needs to be in place for a university to embrace flipped learning. Lynete Lall is information and learning technology adviser at Jisc, which supports colleges and universities on the effective use of digital technology. Lynete highlights the need for a strategic approach to the issue: “It needs a whole organisation, leadership and management approach. Learning providers need to ask: how are you going to support the staff that are going to be at the front line delivering this? There is currently a disconnect between teachers and lecturers coming into the profession and how they are going to be supported in their jobs.” She points to the role of e-learning teams
across further and higher education who will be critical in both helping staff to deliver flipped learning, and raising students’ digital literacy to cope with the changes. Within five years then, the exciting potential of digital technology for learning may actually start to be realised. UB
Image: HackNY dot org CC BY SA 2
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