Classroom response systems (CRS) are frequently introduced in classes and live sessions as tools to increase participation (Kay & LeSage, 2009). However, staff adoption is often hindered by time constraints and a lack of structured, sustained support beyond introductory demonstrations.

This paper presents a SATLE-funded initiative, From Zero to Vevox Hero, designed to move from one-off exposure to long-term capability building in the use of Vevox. Central to the project was the design and development of a bespoke, self-paced online course (built in Articulate RISE), created to support staff at different stages of confidence and experience. The course was intentionally structured as an on-demand resource, enabling learning at the point of need. Rather than relying solely on attendance at a single workshop, participants can revisit concise demonstrations, feature walkthroughs, and practical examples whenever they are preparing a session or experimenting with new functionality.

This asynchronous foundation was complemented by a series of live, hands-on workshops delivered across campuses and online. A key design principle underpinning the initiative was intentionality (Bennett et al., 2018). Recognising that staff are time-poor and often leave technology sessions feeling overwhelmed, the workshops were deliberately structured as participant-led, practice-based experiences. Rather than just observing a demonstration, participants designed, created, and facilitated their own Vevox sessions within the workshop environment. By the conclusion of the session, participants had developed and run a live activity, shifting the experience from passive exposure to active competence and emerging confidence.

The presentation will outline the design rationale behind integrating asynchronous and synchronous supports, offering a replicable model for institutions seeking to scaffold staff development and support meaningful pedagogical integration of educational technologies.

References

Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems. Computers & Education, 53(3), 819–827.

Bennett, S., Lockyer, L. and Agostinho, S. (2018), Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49: 1014-1026.