Journal of Academic Development and Education JADE Issue 9 | Page 6

6 | JADE EDITORIAL | 7 EDITORIAL existing practices: our notions of accepted pedagogy for an entire subject area; the introduction of a cloud-hosted system, contrary to the existing IT infrastructure; and our models for technical support. Our response to these challenges set a precedent for many of the digital transformation projects that were to come at the University of Wolverhampton, and the Rosalind Franklin project set the foundations for our institutional philosophy for using Capture Technologies. The ‘Lecture Capture Project’ had become so much more than making a video replica of a live lecture. Suddenly, it had become a lot more interesting! Gemma Witton | Educational Developer College of Learning and Teaching, University of Wolverhampton O riginally a developer of web solutions for industry, I began working in education fourteen years ago with the development of eLearning resources to support secondary-level education. I moved into the higher education sector after successfully completing a MA in Online and Distance Education with the Open University Institute of Educational Technology. I subsequently gained Certified Membership of the Association for Learning Technology, completed a Postgraduate Certificate in Academic Practice in Higher Education and was awarded Senior Fellowship of the Higher Education Academy. The pilot study took place during the 2015–16 academic year and the findings are reported in Witton (2017). The output of the report was a model that considers the value of different approaches to using capture technology. The model recommends a shift in focus away from conventional use of the technology for capturing lectures toward the purposeful use of capture technologies to create content that adds value to student learning and engagement (such as assessment unpacking, supplementary materials and flipped classroom materials) and which may ultimately lead to a more positive impact on student attainment. My main area of interest is multimedia-supported learning and I lead the University of Wolverhampton’s Capture Technologies (Panopto) Project. I design and run staff development activities in the use of Panopto and engage in pedagogic research on the impact of capture technologies on student experience, attainment, retention and progression. I believe the term ‘lecture capture’ is misrepresentative of the potential applications for such a versatile technology, and that its purposeful use could be transformative for learning and teaching diverse groups of students. EDITORIAL When I started working in my current role in 2013, I was given a leading role on what was then known as the ‘Lecture Capture Project’. When I was told of my new area of responsibility I struggled to hide my disappointment. With a background in the design and development of educational multimedia, the concept of ‘lecture capture’ went against everything that I believed created a great educational experience for learners. What I could not have predicted was that this would become something of an all-consuming and career-defining project for me. Later that year, colleagues from IT Services, the Faculty of Science and Engineering and I were puzzling over the design and implementation of a video capture and broadcast system to facilitate learning in a state- of-the-art space for the teaching and learning of practical science. Now known as the Rosalind Franklin building, the science centre was designed without any traditional teaching spaces such as classrooms or lecture theatres, and no “front of the class” teachers desk, lectern or projectors. This was a ‘Flipped Building’ and the project challenged many of our I find myself asking what our measures of success should really look like Two years on from that initial pilot, Panopto is installed in over 70 teaching rooms across the University. Unlike a growing number of institutions, we continue to operate an opt-in policy for capturing lectures and we currently only have automated scheduling in our largest lecture theatre (and recording is scheduled on request). The project is trying to promote thoughtful capture of teaching and learning activities that will enhance the student experience rather than duplicate it. Of course, there is a reasonable amount of traditional lecture capture taking place and we expect that this will increase as Panopto becomes available in more learning spaces; however, as a project team we are trying to focus on creative installations of Panopto in discipline-specific spaces where it will enhance the learning experience and add real value. We are advocates for ‘Personal Capture’; with academics choosing what they want to record, when they choose to record it, and what device they wish to use for the recording. The resulting innovation and impact on student learning within engaged subject areas is impressive. The work of colleagues that I have observed leads me to believe that the long term success of capture technologies requires us to retain a level of academic autonomy in its use. Even with our opt-in policy we have still encountered pockets of resistance. There is, however, increasing pressure on the project to deliver a blanket capture-all policy, despite the conflicting pedagogical evidence on the impact of lecture capture availability (Bos et al., 2015; Marchand et al., 2014; Powers & Carrol, 2016) and the potential negative fallout from some of our academic colleagues. Still, in an increasingly competitive