Abstract

Learning Glass offers a visually engaging and inclusive way to support teaching by creating short video content that can be accessed asynchrony by learners. The teacher remains central to the video which is best used with explaining key concepts in a visual format such as a model or diagram. Think of it as a see through whiteboard. This paper demonstrates how Learning Glass was introduced at LCC through pilots and initial recordings. Drawing on staff experience and student feedback, the key message is that Learning Glass strengthens clarity, accessibility and connection, particularly for visual learners, students with ADHD and those with English as an additional language.

Session and activities

This session explores the introduction and early use of Learning Glass technology at London College of Communication (LCC), focusing on how it supports engaging, accessible and visually rich asynchronous teaching. Learning Glass is a transparent lightboard that allows educators to face learners while writing and drawing, combining verbal explanation with visual representation in a single recording. The session shares practical insights from implementation, staff experience and student response.

The paper begins by outlining what Learning Glass is and the pedagogic motivations behind its adoption at LCC, particularly in relation to explaining visual processes, frameworks and concepts common in creative education. It then describes how the technology was acquired and piloted through collaboration between academic staff and the Digital Learning team.

The first pilot phase will be discussed, supported by brief clips from early recordings that highlight how staff initially engaged with the technology and how it could influence teaching approaches. The paper then reflects on the development of a dedicated Learning Glass space, including the introduction of blackout curtains, and how this improved recording quality, clarity and staff confidence.

A focused case study example will then be presented, sharing staff reflections on ease of use, preparation and teaching presence, alongside student reactions. Student feedback points to increased clarity, engagement and usefulness for revisiting key concepts, particularly where complex ideas benefit from visual anchors and spoken explanation.

The paper concludes with a short recap of key lessons learned and outlines the digital learning support offered at LCC, including inductions, consultations and post‑production processes. The session positions Learning Glass not as a replacement for teaching, but as a supportive, sustainable tool that enhances blended and inclusive learning design.