Keynote presentations

• Carol Skyring
  • Visual communication: from Zoopraxiscope to YouTube
• Obadiah Greenberg
  • Broadcast your university: YouTube and the global classroom
• Jon Baggaley, Claus Knudsen
  • The video-conferencing haves and have-nots: an online conversation between Professor Jon Baggaley and Dr. Claus Knudsen

Masterclasses

• Alison Walker, Stuart Henderson, Maldwyn Jones
  • Models of good practice in videoconferencing for learning and teaching
• Mark Childs, Imran Ali, Nigel Thomas
  • Using lecture capture systems

Pedagogy and assessment

• PA1: Geraldine Jones, Gabriele Edwards
  • Student digital media productions, take 2: assessment choice
• PA2: Carla Cornelissen, Ruth Romijn
• The use of video in an interactive learning environment
• PA3: Jeroen Bottema, Tom Visscher
• Video reflection in digital portfolios
• PA4: Hans Bronkhorst
  • Training distance learning tools at a distance
• PA5: Yvonne Crotty
  • The importance of assessment for learning when creatively using digital technology and web 2.0 technologies in a research based masters programme
• PA6: Eduardo Perez
  • The pedagogical role of asynchronous communication in face-to-face and distance education: a comparative study
• PA7: Palle Qvist
  • Video exams and the external examiners: results from a questionnaire
• PA8: Alena Hradilova, Libor Stepanek
  • The use of videoconference recordings database in academic writing classes
• PA9: Maria Hadjipavlou, Chris Comber
• Video conferencing in initial teacher training: does it make any difference in the construction of student teachers’ pedagogical knowledge?  
• PA10: Clive Holtham
  • Achieving the potential of web-conferencing:  lessons from media synchronicity theory
• PA11: Koos Winnips, Gert-Jan Verheij
• Didactic models for the use of videolectures
• PA12: Roy Williams, Regina Karousou, Simone Gumtau,
• Beyond text: interactive and collaborative reflective practice
• PA13: Mark Hoeksma, Ries Sieswerda
• Learning from practice to improve practice in various African cultures
• PA14: Tricia Thorpe, Jane Williams
  • How should we create video resources to enhance teaching and learning
• PA15: Bruce Nightingale
  • Much Ado About iPods: digital literacy and teaching Shakespeare

Tools and content oriented applications

• TC1: Dov Campbell, Kyle Beatty, Dan Crowley, Mary Fran Torpey
  • Strategies and tools for successful video-based projects 
• TC2: Frans Ward, Ivo Reints
• SURFmedia & SURFmedia Core: platform, architecture and features
• TC3: Mark Childs
• "I just don’t get it!” structuring learning in immersive virtual worlds
• TC4: Erik Boon
• Zoep: the engine
• TC5: Stephen Hull
  • Improving the quality of visual media in education, or anyone can make a movie
• TC6: Jan T.Goldschmeding
• Zoep: all your streaming content is only one click away
• TC7: Paul Bonnett
• The JANET Videoconferencing Service – milestones and new VC features for UK education
• TC8: Ton Uffink, Hans Maier
  • The use of an interactive screencas
• TC9: Sophie Alder & Carl Flattery
• Symbiosis (learning science through dance and learning dance through science)
• TC10: Michael Liebe, Mathias Fuchs
  • Ludic interfaces
• TC11: Johan Oomen
  • Video Active: European television heritage online

Projects and cases: implementation and sustainability

• PC1: Olaf Schulte
  • The Opencast Communit
• PC2: David Seume
• iPhone: cool tool for learning?
• PC3: Jean-Marc Dubois, Agnès Larcher, Philippe Isidori
• WebTV and strategic development: an opportunity for our University Media Centre
• PC4: Margunn Rommetveit
• The student as a facilitator in groupbased video conferences 
• PC5: H. Lori Schnieders, Sheila Buckingham
  • Using Skype for supervision of distance field placement with counseling and pre-service student teaching graduate students
• PC6: Hana Katrnakova
  • Communication technologies and acquiring academic and professional 
    communication skills: an interactive learning infrastructure and new methodology
• PC7: Deborah Arnold, Catherine Demangeon
  • Prolonging the enjoyment of light: VITRA and the contribution of audiovisual media to virtual training in glass art
• PC8: Kristi Jauregi, Lex Hermans
  • Video web- communication and 3D virtual worlds: two distinct environments which may contribute to enrich academic contexts for teacher training and foreign language learning and teaching programs
• PC9: Stewart Nixon, Catherine Chambers & Nicholas Watson
  • iTunes U at The Open University: developing an editorial framework and scaleable production workflows: a case study for an online platform
• PC10: Mathias Fuchs
  • Virtual knowledgespaces

People and technology: societal aspects

• PS1: Sally Reynolds, Mathy Vanbuel, Nikki  Cortoos, Helle Meldgaard, Ciaran McCormack
  • Results from the 2008 MEDEA Award
• PS2: Tess Maginess
  • Mentalentity: a preliminary evaluation of a film-based mental health project with rural men
• PS3: Grant Barclay
• Video: a fairy godmother in adult education?
• PS4: Maria Hayes
  • Drawing with light
• PS5: Tim Boundy
• The cultural and educational use of the JANET Videoconferencing Service by UK museums, galleries and archives
• PS6: Rudi Knoops, Sandy Claes, Veronique Vandekerchove
  • Enhancing the educational experience of a museum collection

PS3: Schedule

Video: a fairy godmother in adult education?

• Grant Barclay: St Kentigern’s Church, Kilmarnock, UK

Watch this presentation: link to Echo360 capture

Whilst technically impressive, the fairy godmother's role essentially supported Cinderella's participation with others in appropriate ways following accepted conventions. Adult education encourages appropriate participation, often including discourse, in ways determined by culture and practice which generally support interaction but may preclude some with insufficient confidence or competence, particularly relative newcomers.

Video may support participation in a discourse community as a facilitating technology, an 'early step' towards other engagement, as well as having a more traditional role of supporting presentations or disseminating final products for review or assessment.

This presentation describes a simple use of video to capture 'early thought' contributions of a number of members of a faith community to a subject described in a text. Conversations responding to self-selected open questions were video recorded and clips collected and distributed as a resource to help prepare for group discussion.

Investigating experiences of contributing to and using this resource revealed a range of potentially useful and problematic features of using video to support participation. The presentation suggests that video may play a range of roles toward increasing participation among learners by developing identities of participation, offering rehearsal opportunities, supporting peripheral participation and offering vicarious learning opportunities of observing talk in a familiar style within a subject domain. 

This presentation offers some insights into ways in which informal video communication, which is becoming more prevalent and accessible, may be incorporated to support and stimulate engagement in social and collaborative learning activities while asking if a sufficiently good fit currently exists.