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Learning Enhancement and Development

Session 2A - Workshop

Close Encounters of the Emergent Kind: Exploring the educational potential of 360° video, 3D scanning and virtual reality

Session Slides

Mr Morris Pamplin - Learning Enhancement and Development (LEaD) City, University of London
Jo Richardson - Learning Enhancement and Development (LEaD) City, University of London

This workshop will allow participants to work with the session facilitators and with other attendees, sharing ideas and feedback about the potential  for innovative uses of TEL in their teaching practice.

Key ideas to be addressed are:

  • Definition and examples of emerging technologies
  • Barriers to adoption in higher education curricula
  • LEaD’s role in helping academics to innovate and adopt new technologies
  • A chance to trial and experience technologies, and apply them to learning activities

Staff and students have access to an unprecedented range of technologies for consuming, sharing and creating digital media (Andrist et al, 2014). Each year, emergent technologies, which are defined by the New Media Consortium as “important developments in technology poised to have a large impact” on the HE sector, change the landscape further and introduce new opportunities and challenges (NMC, 2017). While today’s graduates require the skills and literacies to navigate this new, complex digital world, practices and policies in higher education are slow to adapt (Smythe et al, 2016).

This workshop contributes to LEaD’s role in supporting the trial and adoption of innovative technologies. Participants will be introduced to a range of emerging consumer technologies identified in the NMC’s 2017 Horizon Report, made available to staff through the LEaD Innovation Budget. We use the concept of “serious play” (Rieber et al, 1998) to provide participants with a structured opportunity to experience virtual reality, 360° video or 3-D scanning. They will then share their ideas and work in groups to consider potential practical applications from a range of pedagogical perspectives: simulated practice, flipped learning, and experiential learning.

The workshop will be relevant to colleagues in all disciplines including quantitative, creative, vocational and discursive subjects. Participants will develop at least one idea for enhancing their teaching practice through incorporating one of the technologies they have explored during the session.  They will also have access to LEaD’s services after the conference, to follow up with the Educational Technology Team and develop their idea further.


Andrist, L., V. Chepp, P. Dean, M. V. Miller (2014). “Toward a Video Pedagogy: A Teaching Typology with Learning Goals”. Teaching Sociology 42(3): 196-206.

New Media Consortium (2017). Horizon Report: 2017 Higher Education Edition. Online at http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf. Accessed February 2017.

Rieber, L. P., L. Smith, D. Noah (1998). “The Value of Serious Play”. Educational Technology 38(6): 29-37.

Smythe, S., K. Toohey, D. Dagenais (2016). “Video Making, Production Pedagogies, and Educational Policy”. Educational Policy 30(5): 740-770.