Volume Two - Academic Conferences

Angela Shapiro and Aidan Johnston
thinking about, interacting with, and constructing knowledge of disciplinary communities and content’.
All has to occur within the discipline of the individual academic department within the higher education
institute; this methodology is generally defined as being an academic literacies approach (Lea &
Street, 2010).
2. The effective learning service
In Glasgow Caledonian University, the Effective Learning Service (ELS) first commenced in 2000. At
that time, academic support was regarded as being necessary in order to develop the personal and
study skills learners needed to meet the demands of Higher Education (Gerrard et al., 2005). This
could be argued as being the traditional study skills method, a deficit approach (Lea & Street, 2010).
However, since its conception, the ELS approach has developed to one that recognises that
irrespective of the student’s background and knowledge, entering or re-entering higher education is a
transitional process which is unique to each individual. This has underpinned the development of the
ELS in GCU, such that it aims to develop the academic literacies that are required in higher education
(Kern & Schultz, 2005). This approach is one that that has been integrated on an institution-wide
basis, is inclusive and student focused, emphasising that all students can improve learning, rather
than a remedial few (McAllister & Shapiro, 2004). Moreover, this developmental approach recognises
that learners derive from different backgrounds, have different motivations and learning needs (Illeris,
2006). Thus, the pedagogical approach that the ELS offers is one that seeks to encourage the
students to take on responsibility for their own learning in that they identify what is important, rather
than being directed by the lecturer (Illeris, 2006).
We believe that students at GCU are comfortable with accessing technology, indeed, over the
academic year 2009/2010, over 13,000 visitors accessed the Effective Learning Service (ELS)
website, of whom 17% accessed the online guides (Google Analytics, 2011). At the same time, over
5,000 students attended over 200 workshops that were run by the ELS over the academic year
2009/2010. However, although the students attending the workshops indicated their usefulness, in
feedback many commented that they would also have liked to have the opportunity to re-access the
material at a later date. Moreover, every workshop also generates students requesting individual
follow up appointments or requests for additional support material. This suggested that using vidcasts
in Higher Education would be helpful for students in their academic journey and aid their progression
towards independent learning.
3. Using inclusive technologies
A Vidcast or vodcast contains audio and images, either moving or fixed (Traxler, 2008). It is widely
acknowledged that students have different learning styles (visual, reflective, auditory, and
kinaesthetic) but at times some of these learning styles are not accommodated fully in Higher
Education, although Fox and Ronkowski (1997) acknowledge that some lecturers accommodate
these differences in their teaching methods. This project will use vidcasts to incorporate the students’
preferred pedagogical preferences in an online environment. Podcasting, for example, will clearly
appeal to auditory learners; with the addition of visual prompts the vidcast will also support dyslexic
students in retaining the information (Edirisingha et al., 2008). Essentially by students having to
concentrate and apply active listening when using podcasts for educational pursuits, this means that
they are cognitively involved rather than merely listening, as one does to music.
In addition, users of vidcasts with visual impairments will be able to select to listen solely to the audio
element. Students can also choose when and where they wish to engage with the vidcasts and this
approach enables students to revisit the material at their own pace and can download the material on
to their mobile device (Informal Mobile Podcasting and Learning Adaptation (IMPALA) 2006; Gribbins,
2007). Moreover, students at university have a wealth of experience, irrespective of age and if the
learning is purposeful, then the adult learner is more likely to become engaged in the process (Rogers
& Uddin, 2005).
4. Investigation stage
Two workshops approximately 45 minutes in length were recorded using a fixed video camera and
subsequently digitised and placed on the ELS website along with a description of the workshop. Initial
feedback from students suggested this approach offered little value as it was not easy to find the
relevant information as they had to scroll though 45 minutes of video to find the relevant part. Further
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