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As higher education courses are increasingly expected to have an online presence, academic staff are faced not only with workload challenges but also with changes to the type of work in which they are involved and consequently the skills, dispositions and support that is required. Within the Faculty of Education at Queensland University of Technology, several mini-cases relating to micro-innovations in the design of video in online teaching were examined for the purpose of understanding these challenges. The investigation is significant in that it takes a broader view of the learning communities involved in design to include academic peers, technical support staff and facility managers. In considering this broader learning community, it is clear that a proactive approach is needed at the faculty level to ensure that the work of innovators and early adopters is recognised and shared in a way that contributes to wide scale and sustainable implementation of new ideas.