1. Implementing Wimba: A Few Words in Your Ear! Alice Bird & Alex Spiers

2. Who are we? Where are we from?

3. Raising awareness and dissemination Promoting early stage adoption

4. Traditional approach Wimba Create

5. Promoting to students

6. Wimba Classroom Exemplary case: Advanced Paediatric and Neonatal Practice Exemplary case: Advanced Paediatric and Neonatal Practice

7. What about the students? What do Students Say? Survey of course students 16 out of 29 responses (55.2%) For those respondents with prior experience of other distance learning software (25%), all said Wimba Classroom was ‘much better’ in comparison. 100% of respondents thought that Wimba Classroom had a ‘very positive’ (62.5%) or ‘positive’ (37.5%) impact on their learning. Given the choice to study on a course with or without Wimba Classroom, 100% of respondents would choose to study on the course with Wimba Classroom. Overall, the students gave Wimba Classroom an average rating of 8.75/10 as a learning tool. Learning Technology Audit for Advanced Paediatric and Neonatal Practitioner Students (Nicola McGovern, Learning Technologist, LJMU)

8. Focus: Voice Tools

9. LJMU – pre Wimba

10. Key pedagogical points Feedback – personalised Community Building Employer Q & A Flexible delivery Revision Authentic voices Subject expert debates

11. Barriers of Audio Unlike text, an audio file cannot be searched. Length of recordings vs engagement. Large/group discussions are not appropriate. Could have accessibility issues for some learners

12. Dissemination

13. Case Studies Carol Maynard George MacGregor Carol Maynard George MacGregor

14. Student Feedback “I felt that the feedback was much more personal and therefore much more helpful; it also meant that I got the grade that I achieved much earlier and thus putting my mind to rest. You are also able to access your mark wherever you which is much more convenient” “To be honest, at first, it made me giggle just because it was a new concept. However, I thought it was better than just getting written feedback, it makes you feel that the tutor has taken more time to record the message for you “The voice feedback, as you probably know by now, worked. However, there was occasions were it faltered and went quiet. I could here footsteps when you finished speaking and then a guitar. Turned out it was Roxy Music, starting in my iTunes! I thought you'd attached a song to it! Ha”

15. v

16. Next steps

17. Alice Bird A.bird@ljmu.ac.uk Alex Spiers A.Spiers@ljmu.ac.uk Thanks for listening