As capture technologies become commonplace internationally across higher education institutions it has contributed to a growing realisation that learners require more opportunities for engagement in class (1), more effective feedback from instructors (2), and more authentic learning activities (3). In response, educators are seeking new solutions to combine these technologies with emerging polling, discussion and note-taking tools to enhance active learning for in-class and online learners (4). Students can benefit from this new focus on their metacognitive skills to improve how they learn across different settings by learning at their own pace, using note to synthesis knowledge and engage in live discussion to check their understanding. Similarly, academics can begin to consider how they can seamlessly engage with learners both within and outside of the classroom, using digital technologies to enable peer-peer and instructor-peer communication for sequencing learning as flipped activities or offering live classes to distance learners (5). This conversation will outline the benefits arising from adopting these active learning approaches, but also highlight how these new, exciting opportunities are presenting important challenges to education providers. Connecting learning requires a new mindset to enable learners to have consistent opportunities for capturing content, interactions and experiences from all teaching contexts. These challenges include capturing multi-user experiences from active learning settings, linking the physical and digital in our learning spaces, and support for teachers to build our teaching programmes to be suitable for the emerging demands of an increasingly globalised learning community and preparing them for future work environments. [1] S. Freeman, S.L. Eddy, M. McDonough, M.K. Smith, N. Okorafor, H. Jordt & M.P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics”, Proceedings of the National Academy of Sciences, 111, 23, 8410–8415, http://www.pnas.org/content/111/23/8410.full, 2013. [2] F. Krasaze. DFW Rates Decline by More than half to 9% in Political Science Course with Video and Active Learning, https://echo360.com/dfw-rates-decline-half/, 2017. [3] C. Harvey, K. Eshleman, K. Koo, K.G. Smith, C.J. Paradise & A.M. Campbell. Encouragement for Faculty to Implement Vision and Change. CBE Life Sciences Education, 15(4), es7. http://doi.org/10.1187/cbe.16-03-0127 2016. [4] M.M. Gross, M.C. Wright. & O.S. Anderson, Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course. American Association of Anatomists, 10: 444-455. doi:10.1002/ase.1684, 2017. [5] D. White. Coalescent spaces. Blog post, http://daveowhite.com/coalescent/, 22 January 2016 Keywords: Active learning, learning capture, engagement, analytics, pedagogy, collaboration, learning spaces.

1. Six institutional challenges
Connecting learning
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

2. A well-designed campus allows seamless
integration between different types of
learning activity: between formal and
informal learning and between group and
individual learning (JISC, 2017)
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

3. Lecture Library Labs Collaborative Personal
How do we support learners across different learning spaces?
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #icer2018

4. Photo by Jordan Madrid on Unsplash
Campus-wide capture: 400 rooms (University of Edinburgh)
Opt-out policies for capture (University of Sheffield)
Institutional move to ‘active blended learning’ (University of Northampton)
‘Intelligent campus’ initiative to monitor learner analytics (JISC)
>95% personal device ownership (ECAR, 2017)
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

5. What’s wrong with
the broadcast
lecture? Probably
what’s wrong is
the understanding
that “same place
same time” seems
to be equated with
quality.”
https://www.jisc.ac.uk/news/t
he-large-lecture-theatre-is-
dead-11-jan-2018
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

6. Teaching
activities
Connecting Learning
Flipped teaching
Team based learning
Blended learning
Learner
InteractionsPeer-Peer
Peer-Instructor
Polling
Discussions
Confusion alerts
In-Class
Before/after class
Lectures Simulations
Practicals
Online
SGTs
Learning
analytics
Student engagement
Curriculum design
Course
recommendation
Early alerts
Learning
Spaces

7. Connecting learning
with technology
Capture (hardware
and software)
Enable learner
engagement with
social learning tools
Search, save, share
content
Access online
or offline

8. Photo by Quino Al on UnsplashPhoto by Quino Al on Unsplash
Connecting learning
What are the institutional
challenges…and solutions?
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

9. • Capturing multi-user experiences
Institutional challenges (and some solutions)
Project aims, capturing active learning in
Engineering, City, University of London
• To enable wireless presenting for staff in
learning spaces
• To enable wireless presenting for students in
learning spaces
• To allow staff and students to annotate content
displayed on the main projector on their mobile
devices
(Dom Pates, 2018)
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

10. • Capturing multi-user experiences
• Enabling diverse teaching and learning spaces
Institutional challenges (and some solutions)
Martin Hill, Curtin University of Technology
• A multi-camera clinical installations across 9 different
health specialties, including: Pharmacy, Occupational
therapy, Social Work, Nursing and Medicine
• Using an in-room control system and switching
equipment, they can change camera angles or switch
cameras during class, all of which can be recorded and
reviewed afterwards
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

11. • Capturing multi-user experiences
• Enabling diverse teaching and learning spaces
• Promoting peer-peer and peer-instructor
interactions
Institutional challenges (and some solutions)
Glisser
Echo360
Mentimeter
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

12. • Capturing multi-user experiences
• Enabling diverse teaching and learning
spaces
• Promoting peer-peer and peer-instructor
interactions
• Changing the way we teach
Institutional challenges (and some solutions)
University of Ottawa, Colin Montpetit
• Introduction to Genetics, Year 1 module,
• 10% overall grade score dedicated to
participation marks
• “Students felt that the instructor was
listening to them during lectures.” – the
engagement tools give instructors live
access to Q&As and Activity Poll results
• Learning gain increased from 36% to 59%
over 4 yrs
• More students achieved higher grades
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

13. • Capturing multi-user experiences
• Enabling diverse teaching and learning
spaces
• Promoting peer-peer and peer-
instructor interactions
• Changing the way we teach
• Blending personal and institutional
technologies
Institutional challenges (and some solutions)
Coalescent spaces
Create hybrid virtual/physical learning
spaces with digital tools
http://daveowhite.com/coalescent/
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

14. • Capturing multi-user experiences
• Enabling diverse teaching and learning
spaces
• Promoting peer-peer and peer-instructor
interactions
• Changing the way we teach
• Blending personal and institutional
technologies
• Linking curricula, learning experiences
and student support
Institutional challenges (and some solutions)
Learning analytics has the power to provide
just-in-time support, especially when
predictive analytics is married with the way
teachers have designed their course” Nguyen
et al, 2017.
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018

15. Six institutional challenges
Connecting learning
Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018
Conclusions
• We need to enable active learning across ALL learning spaces;
• Technologies can capture learning, interactions and analytics;
• Connecting learning offers staff new teaching opportunities;
• Connecting learning provides students with a holistic learning resource.

16. Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018
Find out more….
http://bit.ly/echo360_21ways

17. Dr John Couperthwaite, Education Consultant, Echo360 @johncoup #iceri2018
Some references
• D. White. “Coalescent spaces”. Blog post, http://daveowhite.com/coalescent/, 22 January 2016
• L. Phipps, R. Allen & D. Hartland. “Next generation [digital] learning environments: present and future” JISC
Report, January 2018. http://repository.jisc.ac.uk/6797/1/JR0090_NDGLE_REPORT_FIAL.pdf
• UCISA. “UK Higher Education Learning Space Toolkit”. 2016. Retrieved from
https://www.ucisa.ac.uk/learningspace.
• JISC. “Recording lectures: legal considerations. June 2018. Retrieved from
https://www.jisc.ac.uk/guides/recording-lectures-legal-considerations
• A. Armellini, “The large lecture (theatre) is dead…”, JISC, 2018, Retrieved from
https://www.jisc.ac.uk/news/the-large-lecture-theatre-is-dead-11-jan-2018.
• D.C. Brooks, J. Pomerantz, “ECAR Study of Undergraduate Students and Information Technology”, Educause,
2017, Retrieved from https://www.educause.edu/ecar/research-publications/ecar-study-of-undergraduate-
students-and-information-technology/2017/introduction-and-key-findings.
• Q. Nguyen, B. Rienties & L. Toetenel. “Unravelling the dynamics of instructional practice: a longitudinal study
on learning design and VLE activities”. In: Proceedings of the Seventh International Learning Analytics &
Knowledge Conference, LAK 17,2017, ACM, New York, NY, USA, pp. 168–177. Retrieved from
http://oro.open.ac.uk/48838/1/LAK17_Revised_Quan%20Nguyen_Bart%20Rienties_Lisette%20Toetenel.pdf