If we're going to have a video, then people need to understand that the maximum length of a video is ten minutes. You cannot expect someone to watch more than a ten minute video online. So if you're purpose-building an online course, you cannot stand at the bottom of a classroom and be recorded, that's just not going to work. So our filming lectures here is not going to replace the lecture. That's really for a student who wants to refresh or catch up, but we all know that students are using those lecture recordings because they can't be bothered to go to the lectures. They think that sitting in bed watching someone talking for 45 minutes is a replacement, when it's not, it's an additional learning tool.
- Alison Meadows, School of Management Studies

If one’s going to have stuff online, its very much out there, in a way that it isn't so much when you're going into a traditional lecture, so how do you quality-control that, do you have a system of someone in the department checking it? I mean that I find involves a huge amount of time, checking stuff, in a way that one never did with traditional lectures. There were mistakes that you corrected, but it wasn't as though it was 'up there' for thousands of people to see.
- A/Prof Leanne Scott, Department of Statistical Sciences

[So] although using third party materials, such as journal articles, book chapters, diagrams, photographs or videos, can enrich people’s teaching and make it easier for the students to understand, I probably have a few words of advice. Firstly, not everything on the internet is actually legally licensed to be reused or adapted for teaching purposes. I know it sounds a bit completely illogical that people upload materials to the internet, but don’t allow for the reuse of the original or an adapted form, it really is a bit odd, but nevertheless, the current default intellectual property regulations that are enshrined in the International Berne Convention, actually hold that the default position for all materials is full copyright, with all the permissions reserved. So in short, everything on the internet is actually copyrighted to the authors or the publishers, unless formerly requested and permission granted or if the materials have open licenses that actually stipulate their reuse permissions up front. So that is the benefit of a system for example like Creative Commons where the licenses can actually be provided upfront, so that people know exactly how they can actually be used.
- A/Prof Cheryl Hodgkinson-Williams, Centre for Innovation in Learning and Teaching

So what I want to talk about is two kinds of materials: teaching materials and learning materials. Oftentimes when we’re thinking about going online, we look for the materials we already have, and we want to just upload those or transfer those into an online environment. But when it comes to creating learning materials, we have to have the learner and their particular activities in mind when we design things. So teaching materials typically need some kind of mediator - a teacher, notes, etc. - to make sense of what’s happening in the material, whereas a learning material can be used and understood by a learner independent of a teacher's input. A good example of teaching materials are PowerPoint slides. So, we do our lecture, we take out slides and we put them online. But when a student goes to interact with those slides, if they haven’t attended our lecture, they’re not going to be able to make much sense of the files, without either a voice note or an added voice file. Or some form of long-form notes. Similarly, another example of teaching materials that we’ve seen is people taking pictures of an illustration on the board. This can be very useful to a learner as a learning material but only if that illustration is accompanied by notes, an audio recording, or some additional material that can help them understand or make sense of what’s going on in the image they're looking at. So the critical distinction is that teaching materials face a teacher - they allow a teacher to teach a particular section better. On the other hand a learning material allows a learner to interact with a particular content to learn a new skill or pieces of knowledge without necessarily the presence or assistance of a teacher.
- Shanali Govender, Centre for Innovation in Learning and Teaching

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