Different channels of communication have an effect on what is said, and what can be said, in any forum. This pilot explores this argument by allowing the medium to become part of the message--by allowing the technology itself to become a subject in the course. It provides UWS students with a unique opportunity to evaluate and engage with a technology that will increasingly define the horizon of their teaching and learning.

Ideally, the pilot should be seen as a laboratory for developing a range of models of teaching and learning that will assist the UWS community in its future applications of this technology.

Video-conferencing is an excellent vehicle for articulating and extending the issues with which a course like Videography seeks to engage. Video-writing, or more broadly, the whole set of practices associated with the 'Audio-Visual' represents a complex transformation of what can take place in the classroom, and the very meaning of the classroom itself. This complexity provokes both excitement and anxiety on the part of academics and students. Against a model of technological determinism which sees pedagogy moulded to the demands of technology, to 'course delivery', this pilot attempts to provide academics and students with an opportunity to shape the technology in order to enhance innovative teaching and learning.