Seda paper 2011


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Seda paper 2011

  1. 1. “From Institutional Policy to Individual Practice: Using Learning Technologies to Develop and Assess Essential Learning Skills” Sarra Saffron Powell University of Liverpool
  2. 2. Learning technologies Rationale and drivers Functionality - overview Grade It – overview New iLearn Articulate Questions and comments
  3. 3. Learning technologies: ‘Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment’ (ALT, 2011) Digital Literacies ‘a blend of ICT, media and information skills and knowledge situated within academic practice contexts while influenced by a wide range of techno-social practices involving communication, collaboration and participation in networks’ (JISC Design Studio, 2011) image from
  4. 4. Rationale and drivers “iLearn is a collaborative response to a range of key internal and external drivers, most notably, the enhancement of the student experience and extending Widening Participation provision” (iLearn Working Document) Strategic Plan 2009-2012
  5. 5. Rationale and drivers Research purposes Accessibility/ Inclusivity Digital Literacies Relevance/usability -’in house’ resources Synergise with existing University systems HEA inclusivity Programme Improved interactivity Provide evidence for Access Agreement iLearn Working Document Sound pedagogical principles Provide Feedback Guild/student collaboration Track student progression (alert system)
  6. 6. Rationale and drivers Accessibility/Inclusivity: UoL a top Russell Group WP provision HEA Inclusive Cultures Programme Relevance/usability of resources ‘in-house’ Subject specific activities (
  7. 7. Functionality - overview SPIDER database Skills Diagnostic Data output iLearn database Demographics data Skills profiles Individual Degree pathway New data relationships iLearn (website) Google analytics = workshops
  8. 8. GradeMark - overview VITAL Staff GradeMark iLearn Online comments pallets (UoL) Google analytics Timely, quality and relevant feedback enhanced student experience (Gibbs and Simpson, 2004) articulated at a level that matches the students’ sophistication and understanding (Glover and Brown, 2004)
  9. 9. UoL identity, specific Access level resources (no skills diagnostic) The new iLearn Password protected (ID) Skills Diagnostic Automated marking and immediate feed back Aligns to Online module planner Language of learning Bespoke UoL resources NB:offscreen Workshops Online booking form (tracking) Feedback Search function iLearn resources Access/Edu Apps Recommend a resource
  10. 10. Skills Diagnostic Formative assessment for all students entering UoL at undergraduate level 1 Automated marking instant feedback for students Feedback iLearn system student Email iLearn website email Personal Tutor (Academic Advisor)
  11. 11. Workshops option “Extended Induction Programme” iLearn website workshops Google analytics Booking system Concept testing – if footfall relates to workshop attendance later development of individual tracking system alerts to student need. “needs responsive”
  12. 12. Yet to come All students complete Skills Diagnostic in iLearn during Induction Gateway mechanism (needs thinking about) Subject specific resources – authentic and relevant routes for students Potentiality Useful for PDP/HEAR Workshops + iLearn useful basis for extra/co-curricula development Useful resource for teaching staff
  13. 13. Timelines 26th September 2011 iLearn goes Live November 2011 Evaluations of pilot December 2011 Extended Grade It comments bank February 2012 Humanities and Social Sciences Resources April 2012 Health and Life Sciences Resources June 2012 Science and Engineering Faculty Resources July 2012 Evaluation of subject specific resources August 2012 Potential development Tracking/Alert system
  14. 14. Challenges Articulate package can be troublesome Problems with functionality in networked computer systems Personal incompetence: overwriting files Problems of identifying where data is held Accessing UoL databases Data protection and confidentiality issues Volume of resources required Maintenance/updating Copy write and permissions take time Compatibility Articulate and mac systems (flash issues)
  15. 15. Conclusions
  16. 16. Reference List ALT (2011), [accessed 11/11/11] Allen J and Clarke K, (2007) Nurturing supportive learning environments in Higher Education through the teaching of study skills: to embed or not to embed? International Journal of Teaching and Learning in Higher Education, 19 (1), pp.64-67, [accessed 21/01/2011] Beetham H, McGill L, and LittleJohn A, (2009) Thriving in the 21st Century: Learning Literacies and the Digital Age (LLiDA project), The Caledonian Academy, Glasgow Caledonian University, [accessed 10/02/2011] Biggs J, (2006) Teaching for Quality Learning at University, OUP, Berkshire Cable V, and Willetts D, (2011) Guidance to the Director of Fair Access, Issued by Secretary of State for Business, Innovation and Skills and Minister for Universities and Science [accessed 4/03/2011] Glover C, and Brown E, (2006) Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? [accessed 23/02/2011] Gassler G, Hug T, and Glahn T (2004) Integrated Micro Learning - An outline of the basic method and first results, [accessed 21/02/2011]
  17. 17. Hughes S, (2011) Simon Hughes MP, Advocate for Access to Education and Liberal Democrat Deputy Leader, [accessed 23/02/2011] JISC Design Studio (2011) Digital Literacies Anatomy [accessed 28/09/11] Reeves T. C, Herrington J, and Oliver R, (2002) Authentic activities and online learning, [accessed 25/02/2011] Wingate U, (2006) Doing away with Study Skills, Teaching in Higher Education, Vol 11 (4) pp. 417469 [accessed 23/02/2011] Yorke M, and Longden B, (2008) The first year experience of Higher Education in the UK: Final Report, Higher Education Academy