Technology Update: E-Guidance, Digital Footprints & Feeding the Web


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Presentation given with Judith Baines (LSE Careers Service) at Graduate Careers Ireland Biennial Conference 2010.

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  • It is not long since we were introduced to email guidance. It contributed to providing flexible and accessible services. But it proved difficult to type an email response to a query such as a CV review within the 15 minute slot that was allocated for a one to one appointment. Earlier this year I attended a multimedia Show and Tell at my institution, intended for academics to showcase best practice and innovation. I felt inspired by the potential of the media demonstrated and explored these more with a focus on the use of audio feedback.
  • Went to teaching day and heard about this research This fitted with the research by the “Sounds Good” project at Leeds Metropolitan University. The research, based on 1200 students, found that 90% preferred audio to traditional feedback with the “personal” aspect particularly valued. Studies from Sheffield Hallam University, UCLAN, Staffordshire University and Chester University drew similar conclusions.
  • Students would be from different courses presenting timetabling issues and room space would be problematic. Whilst written skills would be assessed, the focus would probably be on oral skills, pronunciation, use of careers related terminology and increased confidence through practice. Audio feedback would enable the tutors to record feedback on assignments addressing the oral skills, with students able to play it back and review it. The students would also record themselves for the introductions, presentations and interview modules to practice their oral skills, hear themselves back and receive audio feedback from the tutors.
  • 2 stages Recording the feedback Delivering the feedback How did I go about it? If I take a CV as an example I found that it was easiest to just simulate a one to one and to not re-record if I stumbled, paused or corrected myself, much as would happen in reality. I tried 3 different options all of which take around 15 minutes with practice: 1. Audio only: I read through printed CV putting a note here and there as a prompt. Then I recorded my feedback. 2. Audio plus word document: I annotated the word document and then recorded my feedback before sending both to the student with instructions to open the word document and then play the audio 3. Screen capture: I recorded both the screen and audio using Jing. This allowed me to comment on aspects of the CV as I highlighted them on the screen. It looked impressive but required more dexterity and the file sizes were problematic as 5 minutes worked out at around 3.5 MB!
  • Link to real one
  • So far so good. But what are the drawbacks? Quiet space to record feedback can be difficult to find. The files sizes of the recordings can be a challenge when it comes to delivering them to students. Feedback from fellow AGCAS members has been around the difficulty of archiving the audio within existing student records. Also not being able to review the feedback as quickly as scanning a written document prior to seeing a student could be problematic.
  • Whose responsibility is it to help students to be thoughtful in their use of the internet? students about social networking Increasing number of services running workshops on how to take advantage of digital footprint and privacy settings, netiquette etc. What Is Your Digital Footprint? Your digital footprint is everything on the Internet that’s about you. This could include your profile on Facebook or MySpace, photos that you or your friends & family have posted online, as well as anything you have ever written on discussion boards, blogs or anywhere else. What are you doing already? What should you be doing? What’s the key advice for students? How will you get the message across? Online resources? New workshop? Incorporate into existing workshops?
  • Feeds & Embeds Blog to twitter face, web Twitter <> Facebook Twitter > Blog RSS Blog to websites Delicious to blog Slideshare, Youtube embeds Timed, multiple accounts - HootSuite
  • Technology Update: E-Guidance, Digital Footprints & Feeding the Web

    1. 1. Technology Update E-Guidance, Digital Footprints & Feeding the Web Judith Baines , Careers Adviser Matt Lingard , Learning Technologist London School of Economics
    2. 2. Topics <ul><li>E-Guidance </li></ul><ul><li>Digital Footprints </li></ul><ul><li>Feeding the Web </li></ul><ul><li>Tools for Interview Practice </li></ul>
    3. 3. Two Quick Demos <ul><li>A text </li></ul><ul><li>A Screencast </li></ul>
    4. 4. Where did that text go? ?
    5. 5. E-Guidance: Beyond Email
    6. 6. Web Chat
    7. 7. Web Conferencing Tools
    8. 8. E-guidance: using audio feedback  
    9. 9. Evidence of benefits to students <ul><li>“ Sounds Good” </li></ul><ul><ul><ul><li>1200 students </li></ul></ul></ul><ul><ul><ul><li>90% prefer audio to traditional feedback </li></ul></ul></ul><ul><ul><ul><li>‘ personal’ aspect particularly valued </li></ul></ul></ul><ul><ul><ul><li>More and better feedback </li></ul></ul></ul><ul><ul><ul><li>Less ambiguity </li></ul></ul></ul><ul><ul><ul><li>Meaning beyond the words </li></ul></ul></ul><ul><ul><ul><li>Empathy </li></ul></ul></ul><ul><ul><li>Similar results from other studies: </li></ul></ul>
    10. 10. Why did I consider it? <ul><li>Departmental work – flexibility </li></ul><ul><li>English for Career Success </li></ul><ul><ul><li>Timetabling issues </li></ul></ul><ul><ul><li>Room space problems </li></ul></ul><ul><ul><li>Focus on oral and listening skills </li></ul></ul>
    11. 11. Recording <ul><li>Audio only : read through printed CV putting a note here and there as a prompt; recorded feedback </li></ul><ul><li>Audio plus word document : annotated the word document and then recorded feedback, sending both </li></ul><ul><li>Screen capture : recorded both the screen and audio using Jing. </li></ul>
    12. 12. Delivering <ul><li>Virtual learning environment (VLE) </li></ul><ul><ul><li>Moodle </li></ul></ul><ul><li>Email </li></ul><ul><li>Hosted </li></ul>
    13. 13. Screencasting
    14. 14. How did I find it? <ul><li>Less ambiguity about the meaning of words; could emphasise points of importance </li></ul><ul><li>More time spent on explaining a concept </li></ul><ul><li>More time acknowledging the well written sections giving more balanced feedback </li></ul><ul><li>Could say more than could have written in the equivalent time </li></ul>
    15. 15. What do the students think? <ul><li>I absolutely loved how this audio feedback works :=) This is great because now I can listen to it several times and make corrections accordingly. </li></ul><ul><li>The audio recording was great … good for people who cannot attend the career meetings in person. </li></ul><ul><li>Received your audio files successfully and found them both to be particularly useful </li></ul><ul><li>Thank you very, very much for your </li></ul><ul><li>great feedback, the effort and this course! </li></ul>
    16. 16. Drawbacks <ul><li>Finding quiet space to record feedback </li></ul><ul><li>File sizes of the recordings can be a challenge </li></ul><ul><li>“ One setback might be that students cannot ask question, however, your critique was brief and clear, and I had no problem with that.” </li></ul><ul><li>Issues raised by others: </li></ul><ul><ul><li>archiving the audio within existing student records. </li></ul></ul><ul><ul><li>reviewing the feedback quickly prior to </li></ul></ul><ul><ul><li>seeing a student could be problematic </li></ul></ul>
    17. 17. Online Networking & Digital Footprints
    18. 19. First Find Your Footprint Google Yourself! Then automate it…
    19. 20. Beware your digital footprint! <ul><li>you should approach blogging with some caution – and be careful not to ruin your career prospects </li></ul><ul><li>Gavin Whenman, Blogger, Diaries of UK Law Students </li></ul><ul><li>We won’t hold drunken pictures against you, it helps build up a picture </li></ul><ul><li>Director of Digital Strategies, Racepoint Group UK </li></ul>
    20. 21. Protect Your Reputation <ul><li>Keep it Private </li></ul><ul><li>Do you want employers, lecturers, colleagues to see it? </li></ul><ul><li>Social Networking Privacy Settings </li></ul><ul><li>Professional vs Social Profiles </li></ul><ul><li>Digital ‘Shadow’ </li></ul>
    21. 22. Taking Advantage <ul><li>Build a positive online presence </li></ul><ul><ul><li>Where and how you can do this </li></ul></ul><ul><ul><li>Privacy settings </li></ul></ul><ul><ul><li>Linking up your image </li></ul></ul><ul><li>Expand your network </li></ul><ul><ul><li>Netiquette </li></ul></ul><ul><li>Learn about job sectors & employers </li></ul><ul><ul><li>How to keep up to date </li></ul></ul>
    22. 24. <ul><li>Should you be advising students? </li></ul><ul><li>Digital ‘Footprints’ & Privacy </li></ul><ul><li>Beneficial uses of online profiles / networking </li></ul><ul><li>Researching labour market info. </li></ul><ul><li>Being net savvy is a lifelong educational process </li></ul>
    23. 25. Feeding the Web
    24. 27. Interview Practice <ul><li>The Interviewer </li></ul><ul><li>Intervisual </li></ul><ul><li>YouTube </li></ul><ul><li>InterviewStream </li></ul>
    25. 28. Links…