iSpring: Video Case Study 3 of 3

iSpring Early Adopters Project: Video Case Study 3

In the Learning Technology Development team we’ve recently completed the early adopters’ project in the use of iSpring. Following on from Sertip and Maggies previous videos, we would now like to introduce Carl Simmons from the Faculty of Education.

Carl shares his experience and advice from the iSpring Early Adopters project. He tells us how his department uses iSpring to transform their existing traditional external facing resources into a format that supports accessibility for students out on placement. Carl also describes how support from Learning Technologists can help you overcome any obstacles and enhance the students’ learning experience. Take a few moments to view our third and final video case study.

Carl Simmons Case Study 3click_to_open






iSpring Early Adopters Project: Video Case Studies 1 & 2







Case Study 2











The video case studies powerfully illustrate the positive effect that technology can have.  Their words describe how the use of iSpring can offer huge benefits to the student learning experience. 

At Edge Hill we have built up a critical mass of good practice that can be accessed by staff who are thinking of incorporating these technologies into their courses. If you have been inspired and would like to learn more your Learning Technologist can help.

…and you have access to a wide range of user guides on eShare and beyond:


Mark Wilcock
Learning Technology Development Officer



Come and join us for a Nepal Earthquake Mapathon!

CaptureThursday 14th May 12-2 pm E10
Monday 18th May 12-2 pm E4

Saddend by the suffering in Nepal, and inspired by stories of ‘crisis mapping’ – where volunteers all over the world are helping to digitise satellite imagery to provide maps and data that can be used by rescuers and aid groups on the ground, I organised a lunchtime mapathon with my team yesterday.

Learning Technology Development got together in an IT room over lunch to learn how to map and contribute to the Humanitarian OpenStreetMap inititative.

In just 30 minutes we had created accounts, worked through the training videos, practiced adding and editing points, lines, shapes and custom information to the OSM (used to mark locations, roads, paths, rivers, buildings, lakes, fields, etc), and were ready to begin contributing to the international relief effort. We then spent the rest of our lunch working on the, ‘Gorkha, residential areas and buildings’ task, examining satellite imagery to look for hamlets and trace any buildings and paths or roads that connect to these residential areas.

Blake Girardot, activation coordinator of the initiative says, “Any mapping that people can contribute helps,” he adds. “It matters. It’s surprising that it matters so much, but it matters. People can feel good about half an hour of mapping, or 10 minutes. Every click turns into a data point. You do 20 clicks, that’s three buildings that nobody knew about, nobody had access to until you put it in there. Now suddenly those things are on the map.”

As a learning technology team this seemed like a fitting response to the terrible news of a second earthquake – working together and doing something to help.

9 people x 1.5 hours = ‪#‎contributing‬

We’ll be volunteering our time again on Thursday and Monday over lunch, and you are very welcome to join us. No experience necessary! We’d like to see you there.

Meg Juss, Learning Technology Development Manager

Meg Juss
Learning Technology Development Manager