Using Glow Meet (Adobe Connect)

I had reason this week to set up a three-way video conference with two other directors of education from other parts of Scotland.  I have to say that this was my first experience of using such technology for such a purpose and I’m now officially a fan.  If they had come to visit me it would have taken the best part of day’s travel time and a combined journey distance 0f over 900 miles.

I asked my colleague David Gilmour to describe the techie bit; but I’m seriously thinking about using this for some face-to-face meetings in East Lothian. Anybody out there interested in taking part in my first GLOW MEET Listen and Learn?


It’s a very up-to-date, good quality web conferencing system which enables Glow users to hold online meetings between any number of participants, in any location. It’s used to link classes hundreds of miles apart, offer national teacher CPD sessions and simply to share events and performances within individual schools. It can be used from any computer on the web, in or out of school.

Often people think it’ll be awkward to use, but the new version, based on Adobe Connect, is proving easy to use and popular with staff. There’s no longer any need for special software to be installed, and no complicated start-up wizard to get through.

Most of the time, people just use it in a Skype-like way, with voice, video and perhaps a simple chat box. But it’s capable of much more than that: participants can share presentations, sketch on a whiteboard and even share a view of applications running on their desktop. The meetings can be recorded, too, for replay in the Glow Group or for sharing more widely as a simple video.

What do you need to take part?

You can join a Glow Meet with as little as the URL of the right Glow Group, and your Glow username and password. If you want to talk, or to be seen, you’ll need a microphone and webcam, but they’re not essential. You click a link, Adobe Connect starts up, and you’re in.

Here’s a “Getting Started” guide:, or contact David Gilmour or Shirley Lawson in Curriculum ICT at East Lothian Council.

TESS Article 12: Giving Up Control

I was chatting recently with a former colleague about “A Curriculum for Excellence“. He has responsibility for developing learning and teaching at his school and was telling me that they are going to give every pupil comprehensive course support materials for each of their certificated subjects – once the course has been completed. The teachers didn’t want to put it out before they taught the course as they wanted to “remain in control”. For me it was a timely reminder about how much work is still to be done in terms of changing our approach to learning.

In the past week I’ve come across three personal examples of how the delivery of learning is changing – firstly, my brother is taking a work related course at St Andrew’s University – he will be following the entire course on-line; secondly, I’ve just started a on-line course to improve my French; and thirdly, I was speaking to the one of my son’s friends who just got a an “A” in one of his Highers and had to teach himself two of the units, which had not been covered by the teacher, by accessing materials available on the web. If these examples seem anecdotal and hardly scientific then I plead guilty but perhaps it is their very ubiquity which lends them weight in supporting a growing realisation that “we” can no longer remain in control of the learning process.

The common arguments against such a phenomenon are that “children can’t learn by themselves” and “You can’t transfer university type learning to a school environment”. However, to accept such statements is to accept the status quo where the learning process is essentially controlled and governed by the teacher – especially in terms of the content, rate of progress and depth of content.

If we are going to change the way in which we work then perhaps we need to destabilise the status quo thereby freeing teachers to adopt different roles and engage learners in learning as opposed to absorbing information?

Keeping this in mind I wonder if David Eaglesham, the General Secretary of the Scottish Secondary Teachers’ Association, perhaps provides the catalyst when he said he doubted whether A Curriculum for Excellence could live up to its aims without the provision of curricular resources.

I agree that there is a need to provide resources but I wouldn’t provide them in the form that they have come in the past. My alternative approach would be to create a virtual learning environment for every certificated course provided by the SQA. These course materials could be accessed by students at a place and time of their choosing – I’d like to think GLOW could play an important role here. The key point here is that the materials are for the student – not the teacher.

Over the course of the last year I’ve spoken to senior students from many schools and without exception they all said they would have welcomed the chance to access their entire course on-line. That’s not to say that they didn’t want a teacher but that they wanted their teacher to work in a different way.

So what would be the outcome of such a step – surely it will replace one form of spoon-feeding with another? Well not if we prepare for such a change in a gradual, well managed and progressive manner – the teacher would take on much more of a tutor’s role where students have to use their tutor to expand and deepen their knowledge. In so many ways this ties in with what Jerome Bruner spoke about recently at the Tapestry Conference in Glasgow when he said that educational systems were “too easily routinised” (sic) and that there were too few opportunities for students to “share hypotheses”, “reflect upon alternatives ” or “reflect upon controversy”.

Bruner wants teachers to seek out “inter-subjectivity” (I think I prefer this term to inter-disciplinary) by contextualising their subject within the wider world – but how often do teachers manage to do this in the pressure to get through the content of a course?

Such a shift in the model of certificated course delivery would also influence the type of learner that a young person would need to be before commencing such courses. The requirement for children to be ready to operate as independent, metacognitively aware, and technically able learners will in it’s own way provide further impetus for the radical changes that are required in the first three years of secondary education.