The University of Sheffield has recently moved to improve its digital offer for students within learning and teaching. Lecture capture was introduced in 2016/17, and this was recently followed by the University of Sheffield Digital Media Hub to host and disseminate

video content. Although helpful to all students, the move is particularly beneficial to those not predominantly based in Sheffield: distance and off-campus learners, international

partners and part-time students. In this environment of change, the University Library’s Faculty Engagement Team (FET) decided to develop our digital offer and increase the number of students able to access library support. This article outlines the ‘Digital Delivery Project’, established by FET to explore, test and implement strategies for expanding the Library’s learner support online

Allchin, O.

Bullingham, L.E.

Stock, E.

White Rose Research Online

This is a repository copy of Using Adobe Connect to deliver innovative learner support.White Rose Research Online URL for this paper:http://eprints.whiterose.ac.uk/125279/Version: Accepted VersionArticle:Allchin, O., Bullingham, L.E. orcid.org/0000-0003-1777-5825 and Stock, E. (2018) Using Adobe Connect to deliver innovative learner support. ALISS Quarterly, 13 (2). pp. 11-14. ISSN 1747-9258 © 2017 The Authors. This is an author-produced version of a paper subsequently published in ALISS Quarterly. For re-use permissions, please contact the Authors.eprints@whiterose.ac.ukhttps://eprints.whiterose.ac.uk/Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Using Adobe Connect to deliver innovative learner support  Oliver Allchin, Liam Bullingham and Emily Stock, The University of Sheffield  Introduction  The University of Sheffield has recently moved to improve its digital offer for students within learning and teaching. Lecture capture was introduced in 2016/17, and this was recently followed by the University of Sheffield Digital Media Hub to host and disseminate video content. Although helpful to all students, the move is particularly beneficial to those not predominantly based in Sheffield: distance and off-campus learners, international partners and part-time students. In this environment of change, the University Library’s Faculty Engagement Team (FET) decided to develop our digital offer and increase the number of students able to access library support. This article outlines the ‘Digital Delivery Project’, established by FET to explore, test and implement strategies for expanding the Library’s learner support online.   The Digital Delivery Project  The overarching goal of the project was to enhance FET’s learning, teaching and research support offer through online channels. The first step in this process was to identify digital solutions that could help us reach the following goals:  More efficient use of staff time. FET’s face-to-face information and digital literacy (IDL) teaching is concentrated at key points in the academic year. We sought platforms to allowing us more flexibility and the opportunity to develop materials which can be created in advance and then shared, embedded and disseminated at the point of need.   More flexible, richer learning experiences for students. Our teaching is often delivered through large-group lectures, which position librarians as ‘content directors’ (Kelly et al., 2005) and limit scope for interactivity or learner-centred pedagogy (Rabe-Hemp, Woollen, & Humiston, 2009). Due to timetabling pressures, IDL sessions are often scheduled too early/late in a programme, potentially limiting their impact or perceived relevance (Kavanagh, 2011). We were keen to explore ways in which digital delivery could empower learners to take control of their own development, and foster higher quality learning experiences through a more active approach.  Expand and extend our support. We wished to reach a greater number of learners, particularly those marginalised by in-person sessions such as distance, international and part-time learners, as well as researchers and academic staff who may be unable to attend workshops in person due to professional commitments; teaching online provides an opportunity to reach such library users (Crawford-Ferre & Wiest, 2012). We sought solutions to remove barriers created by room capacity, timing and audience location. In doing so, we also hoped to meet the expectations of our full-time on-campus students who increasingly request simple, seamless, 24-hour access to IDL support throughout their studies.  Assessing the technology    Following adoption by several academic departments, Adobe Connect was identified as a suitable platform for delivering Library teaching online; the platform addresses pedagogical needs and its use provides a consistent experience for learners, from the academic department to the Library.  Adobe Connect is designed as web conferencing software and supports virtual classrooms (Adobe Systems Incorporated, 2017) it can be used to host live webinars, hold virtual meetings, or pre-record presentations for embedding in a VLE. Its flexibility means users may record audio, webcam footage, and run live demonstrations. Adobe Connect also features several built-in tools to enable audience engagement or gather real-time feedback, including polls, questionnaires and live chat.  The platform provides a balance of reasonably advanced functionality whilst being intuitive enough for users to learn quickly with minimal need for technical support. Certain aspects of the interface were felt to be somewhat unwieldy by Library staff, with some features such as the interactive whiteboard failing to reach their potential, meaning session leaders felt less confident using them in a live setting.  Staff training The Digital Delivery Project Group provided a training programme for Library colleagues with responsibility for skills support. Each session focussed on a different theme or technology, and provided hands-on experience of using the platform whilst also allowing attendees to consider its suitability and potential applications within their role.  For the Adobe Connect session, we created a ‘sandbox’ area for attendees to experience the whole process of setting up, delivering, recording and editing webinars. Working in pairs, attendees alternately delivered short live webinars whilst their partner acted as a participant, trying interactive elements such as polls and live chat. This was a valuable exercise which enabled us to build staff confidence and identify aspects of the platform which would be most useful, as well as how to troubleshoot technical issues.  Use cases The below table illustrates how Adobe Connect was utilised to provide online delivery of two different sessions:  ‘Introduction to Endnote’ ‘Key Tools for Engineering’ Programme Doctoral Development Programme,  Information and Digital Literacy Workshops PhD student induction (Faculty of Engineering) Face-to-face session format 120 minute workshop in computer lab 90 minute workshop in classroom Online session format 60 minute webinar Approach used Flipped learning, live session Flipped learning, live session/pre-recorded session Pre-task completed by students Register for EndNote, watch training videos Practise literature searching in a range of databases Webinar benefits Increased reach: distance learners able to attend, students from International Faculty included for the first time Offer a mixture of face-to-face/online delivery options, students can view at the point of need  Webinar drawbacks Lower attendance figures  some learners drop out,  little observable interaction with recording Adobe Connect tools used Slides, chat box, polls Recording dissemination Shared with learners, uploaded to webpages Shared with learners Webcam/audio Instructor webcam/audio only   We provided webinars across multidisciplinary training programmes and also faculty-specific teaching. In both cases, shorter contact time in the webinar was offset by asking learners to complete a pre-task. Creating pre-recorded sessions allows learners to view at their convenience, however scope for learner interaction is lost. Attendance has been lower for webinars, but this may change as they become more established. Instructors shared their webcam and audio to establish a feeling of connection and build on the relationship with learners which had been established during the pre-task email exchanges (Falloon, 2011).  Reflection, impact and challenges  Session design: We find Adobe Connect sessions work best with two staff members: one to present, while the other manages chat dialogue, polls, etc. Engagement can be enhanced by swapping presenters frequently. Incorporating interactivity helps engage learners, but we recommend making participation voluntary to allow attendees to ‘lurk’ depending on their learning style/preference. Flipped learning allows learners to build upon and evaluate new knowledge acquired during the pre-tasks (Bergmann & Sams, 2014) but we must gather evidence that learners are undertaking these tasks and the possible negative impact if they do not undertake the preparation.  Practical considerations: Attending the webinar 15-20 minutes early can give learners time to accustom themselves to Adobe Connect in advance, and try a ‘dry run’ poll. Since audio/visual problems can cause significant disruptions, we recommend asking a colleague to join the webinar to ensure they can see and hear you. Computers with in-built webcams and microphones can be easiest to use as a headset is not required.   Ensure attendees are aware in advance when the session is being recorded, a slide may help here; Connect can hide attendees’ names when sharing recordings. Evidence from academic colleagues suggests audiences are more likely to engage if they can see the presenter (even with a pre-recording) but conversely prefer to not share their own image (Holdridge, Pinfield Stordy, 2016).  Attendance: Webinars may suffer from a high dropout rate, with a relatively small percentage of learners attending on the day. The web environment also provides more opportunities for learners to become distracted and disengaged. As such, sessions need to be short but substantial enough to be worth attending. Unlike face-to-face activities, webinar recordings can be shared with students after the event, reaching those unable to attend on the day and allowing learners to revisit the content at their convenience.    Future developments  The Digital Delivery project has led to positive change, both in terms of our confidence in using new delivery methods, and in improving our offer to learners on and off-campus. Positive feedback has been consistently gathered, but we feel that more work is needed to assess the long-term impact of digital delivery. It would be beneficial to develop our understanding of how learners build knowledge in this environment and whether there are significant differences in the style and nature of remote learning experiences. Adobe Connect is likely to play a key role as part of a wider suite of digital delivery methods, but as this is a fast-moving arena we must keep up-to-date with emerging technologies and pedagogical approaches.    References  Adobe Systems Incorporated. (2017). Adobe web conferencing software | Adobe Connect. Retrieved December 13, 2017, from http://www.adobe.com/products/adobeconnect.html  Bergmann, J., & Sams, A. (2014). Flipped learning蔀: gateway to student engagement. Eugene, Oregon: International Society for Technology in Education.  Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. Quarterly Review of Distance Education, 13(1), 11–14.  Falloon, G. (2011). Making the Connection. Journal of Research on Technology in Education, 43(3), 187–209. https://doi.org/10.1080/15391523.2011.10782569  Holdridge, P., Pinfield, S., & Stordy, P. (2016). Online learning case studies: delivering the new LISM (Library and Information Services Management) distance learning programme. Presented at TELFest 2016, Sheffield, UK. Retrieved from https://www.slideshare.net/telshef/online-learning-case-studies  Kavanagh, A. (2011). The evolution of an embedded information literacy module: using student feedback and the research literature to improve student performance. Journal of Information Literacy, 5(1). https://doi.org/10.11645/5.1.1510  Kelly, P. A., Haidet, P., Schneider, V., Searle, N., Seidel, C. L., & Richards, B. F. (2005). A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the strobe classroom observation tool. Teaching and Learning in Medicine, 17(2), 112–118. https://doi.org/10.1207/s15328015tlm1702_4  Rabe-Hemp, C., Woollen, S., & Humiston, G. S. (2009). A comparative analysis of student engagement, learning, and satisfaction in lecture hall and online learning settings. Quarterly Review of Distance Education; Charlotte, 10(2), 207–218.        Word count: 1400 (1255 if table is discounted)    

Using Adobe Connect to deliver innovative learner support

The University of Sheffield has recently moved to improve its digital offer for students within learning and teaching. Lecture capture was introduced in 2016/17, and this was recently followed by the University of Sheffield Digital Media Hub to host and disseminate video content. Although helpful to all students, the move is particularly beneficial to those not predominantly based in Sheffield: distance and off-campus learners, international partners and part-time students. In this environment of change, the University Library’s Faculty Engagement Team (FET) decided to develop our digital offer and increase the number of students able to access library support. This article outlines the ‘Digital Delivery Project’, established by FET to explore, test and implement strategies for expanding the Library’s learner support online

Using Adobe Connect to deliver innovative learner support

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