1. The University of Northampton has been working to transition fully to electronic submission and feedback using Blackboard since 2007, starting with small pilots and moving to institution-wide adoption between 2010-2012.
2. Surveys found that most students appreciate the convenience of electronic submission and feedback, though some miss aspects of paper-based feedback. Staff also generally adapted to providing feedback electronically.
3. The university provides training and resources to support effective assessment practices using technology, and continues refining processes based on survey feedback. Tips include piloting widely, having consistent policies, mandatory training, and clear instructions for students.
LAK '17 Trends and issues in student-facing learning analytics reporting sys...Bob Bodily
This presentation was given at the 7th Learning Analytics and Knowledge conference (2017) in Vancouver, BC. It presents the trends and issues in student-facing learning analytics reporting research as identified by a literature review including over 90 articles.
Using real-time dashboards to improve student engagement in virtual learning ...Bob Bodily
In this presentation, I discuss the technical requirements for collecting learning analytics data in an open environment, the analytics system we have created to facilitate real-time data collection, screenshots of our student and instructor dashboards, and some statistical analyses conducted to improve our dashboards.
Visit BobBodily.com for more information about my research.
The RISE Framework: Using learning analytics for the continuous improvement o...Bob Bodily
We present the Resource Inspection, Selection, and Enhancement (RISE) framework, a learning analytics framework designed to enable teachers to engage in the continuous improvement process. This framework helps identify resources that should be evaluated by a teacher or an instructional designer.
Visit BobBodily.com for more information about my research.
Designing, developing, and evaluating a real time student dashboardBob Bodily
We discuss the technical infrastructure needed to capture student data in an open learning environment (beyond the LMS), our iterative design process along with dashboard prototypes, and our dashboard evaluation results from focus groups and a survey.
Visit BobBodily.com for more information about my research.
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...Blackboard APAC
Are you spending lots of time conducting and marking formative assessments, tracking the learning progress of your students, and providing early intervention so as to help them learn and achieve better grades? If so, using a Learning Management System (LMS) together with a data analytics tool may help to increase your productivity. In this session, we will cover how Blackboard tools can help you conduct assessments in a paperless manner and automate the marking. You will also learn how data analytics can help you turn raw assessment data into meaningful information which will help you identify the 'at-risk' students that need your extra help, the better ones that need more challenging tasks, and the chapters that may need to be delivered with a different pedagogical approach. Hence, with a robust LMS and a data analytics tool, your quality of teaching and students' learning will help to bring about a higher student success rate.
LAK '17 Trends and issues in student-facing learning analytics reporting sys...Bob Bodily
This presentation was given at the 7th Learning Analytics and Knowledge conference (2017) in Vancouver, BC. It presents the trends and issues in student-facing learning analytics reporting research as identified by a literature review including over 90 articles.
Using real-time dashboards to improve student engagement in virtual learning ...Bob Bodily
In this presentation, I discuss the technical requirements for collecting learning analytics data in an open environment, the analytics system we have created to facilitate real-time data collection, screenshots of our student and instructor dashboards, and some statistical analyses conducted to improve our dashboards.
Visit BobBodily.com for more information about my research.
The RISE Framework: Using learning analytics for the continuous improvement o...Bob Bodily
We present the Resource Inspection, Selection, and Enhancement (RISE) framework, a learning analytics framework designed to enable teachers to engage in the continuous improvement process. This framework helps identify resources that should be evaluated by a teacher or an instructional designer.
Visit BobBodily.com for more information about my research.
Designing, developing, and evaluating a real time student dashboardBob Bodily
We discuss the technical infrastructure needed to capture student data in an open learning environment (beyond the LMS), our iterative design process along with dashboard prototypes, and our dashboard evaluation results from focus groups and a survey.
Visit BobBodily.com for more information about my research.
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...Blackboard APAC
Are you spending lots of time conducting and marking formative assessments, tracking the learning progress of your students, and providing early intervention so as to help them learn and achieve better grades? If so, using a Learning Management System (LMS) together with a data analytics tool may help to increase your productivity. In this session, we will cover how Blackboard tools can help you conduct assessments in a paperless manner and automate the marking. You will also learn how data analytics can help you turn raw assessment data into meaningful information which will help you identify the 'at-risk' students that need your extra help, the better ones that need more challenging tasks, and the chapters that may need to be delivered with a different pedagogical approach. Hence, with a robust LMS and a data analytics tool, your quality of teaching and students' learning will help to bring about a higher student success rate.
Recording student clinical experiences as potential future learning resources to support practical skills in veterinary science and dentistry education at the University of Bristol. A talk about software developed by the Institute for Learning and Research Technology, presented at the Higher Education Academy (HEA) science, technology, engineering, and mathematics (STEM) workshop on Crowdsourcing in Higher Education in February 2014, in Bristol.
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...Blackboard APAC
The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.
ASAC Presentation for 2015 WSHETC (Final)Dave Dean
Overview of Academic Systems Advisory Committee at Eastern Washington University. Presented at 2015 Washington State Higher Education Technology Conference.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Online writing feedback: A national study exploring the service and learning ...Studiosity.com
Professor Chris Tisdell, Scientia Education Academy Fellow at the University of New South Wales (...and YouTube star, mathematician, former DJ...) kicked off the day by talking student word choice, feedback, and psychology, and wellbeing.
Chris presented findings from a national study which used the feedback from students from more than 20 universities. Why? After every Studiosity session, students give feedback. That feedback from students needs to be analysed and used in practical ways (especially recalling Associate Professor Phill Dawson on Day One, who discussed the importance of feedback literacy and translating it into action.) Online, 24/7 support is needed as much to fulfil student expectations for their overall university service experience, as it is needed for delivering learning outcomes.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Preview of 2020 technology developments - Adam McNeil, Studiosity, CTOStudiosity.com
At the 'Students First' Symposium, Adam McNeil, Chief Technology Officer at Studiosity, discussed a critical part of improvement: data.
Adam first explained that the opportunities for Studiosity data also expanded with the services' move to 24/7. Adam also reminded us that data is only as good as the action it informs, and that Studiosity student data helps improve student engagement in other ways across the university, too. Drawing on examples of industries outside the education sector, the point was clear - do something with your data.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
Recording student clinical experiences as potential future learning resources to support practical skills in veterinary science and dentistry education at the University of Bristol. A talk about software developed by the Institute for Learning and Research Technology, presented at the Higher Education Academy (HEA) science, technology, engineering, and mathematics (STEM) workshop on Crowdsourcing in Higher Education in February 2014, in Bristol.
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...Blackboard APAC
The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.
ASAC Presentation for 2015 WSHETC (Final)Dave Dean
Overview of Academic Systems Advisory Committee at Eastern Washington University. Presented at 2015 Washington State Higher Education Technology Conference.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Online writing feedback: A national study exploring the service and learning ...Studiosity.com
Professor Chris Tisdell, Scientia Education Academy Fellow at the University of New South Wales (...and YouTube star, mathematician, former DJ...) kicked off the day by talking student word choice, feedback, and psychology, and wellbeing.
Chris presented findings from a national study which used the feedback from students from more than 20 universities. Why? After every Studiosity session, students give feedback. That feedback from students needs to be analysed and used in practical ways (especially recalling Associate Professor Phill Dawson on Day One, who discussed the importance of feedback literacy and translating it into action.) Online, 24/7 support is needed as much to fulfil student expectations for their overall university service experience, as it is needed for delivering learning outcomes.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Preview of 2020 technology developments - Adam McNeil, Studiosity, CTOStudiosity.com
At the 'Students First' Symposium, Adam McNeil, Chief Technology Officer at Studiosity, discussed a critical part of improvement: data.
Adam first explained that the opportunities for Studiosity data also expanded with the services' move to 24/7. Adam also reminded us that data is only as good as the action it informs, and that Studiosity student data helps improve student engagement in other ways across the university, too. Drawing on examples of industries outside the education sector, the point was clear - do something with your data.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Introduction to Usability Testing for Survey ResearchCaroline Jarrett
The basics of how to incorporate usability testing in the development process of a survey. Workshp first presented at the SAPOR conference, Raleigh, North Carolina USA, October 2011 by Emily Geisen of RTI and Caroline Jarrett of Effortmark.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Rob Howe - The honest journey to full e-submission and feedback using blackboard
1. The honest journey to full e-submission
and feedback using Blackboard
Rob Howe (@rjhowe)
The University of Northampton
Presentation at Blackboard TLC - Milan.
22nd March, 2017
2. Have we got it sorted?
No – but 2% up on HEI sector average
for A&F in NSS
JISC – digital student tracker
2016
Online assessments are delivered
and managed well (%).
Agree – 61.8 (Npton) 54.8 (Sector)
Neutral – 23.6 30.2
Disagree – 5.5 9.5
NSS trend
3. Need to join up University approaches
Timings:
2007 Turnitin introduced to Northampton
<2010 – Small scale trials (Turnitin, SoundsGood Rotheram (2009) and Looks
Good)
2010-2011 – Piloting full e-submission
2012 – Whole University approach to submission and marking
JISC (2016), Assessment and
Feedback Lifecycle.
4. • We know many of the solutions but may be lacking time,
motivation and skills to make a difference
• Quality processes can regulate delivery and provide
consistency but can also restrict innovation – fear of failure!
6. Creating feedback opportunities
Do students value feedback (or just the grade ?)
“Staff complain that feedback does not work
(Weaver 2006) and that students do
not act on feedback (Mutch 2003). It is
claimed that students are only concerned
with their grades (Wojtas 1998; Nesbit and
Burton 2006), see feedback as a means
to justify the grade (Price and O’Donovan
2008; Price et al. 2010) or only read the
qualitative comments if the quantitative mark
is outside of their expectations
(Duncan 2007).”
(Hepplestone et al, 2011)
@rjhowe
7. Some benefits for students
• Allows students to read it at a time convenient to them
• Allows them to concentrate more deeply on the comments
in the absence of their peers.
• Students able to access feedback whenever and wherever
they complete future assessments.
• Where grades are presented alongside feedback, students
can use this information to inform their performance in
future assessment tasks.
• Feedback returned electronically may be returned quicker
as time may be saved during administrative processes.
• Device agnostic
8. Is it working? Feedback from students
•Email
• Blog
• Spot surveys
• Focus groups
I also feel that lecturers
returned grades to students
much more promptly when
they were on paper
I do think that
electronic feedback is
good because it is
easy and quick.
It was beneficial as it is easier
to hand in assignments
instead of having to travel
into the university however
feel there is less feedback
given
It would be better if it
was more uniform.I think its brilliant
and it saves time
and money on
travelling.”
9. Did staff like it ?
• Many did (after adapting their style) – Northampton
Outside the Box Assessment practices:
• Criminal Justice students produce videos and leaflets for
public benefit
• Paramedic Science students use videos to support peer
assessment of applied skills
• Distance Engineering students enjoy creative problem
solving to test their knowledge and understanding
• Engaging and assessing Sport students through digital
storytelling
• Mobile formative assessment for Foundation Art students
• ......others.....
10. Support for assessment enhancement
• JISC – Effective Assessment in a digital age
• JISC - Transforming assessment and feedback with
technology guide
• JISC - Electronic management of assessment readiness tool
http://ji.sc/emaready
• Race (2015) The Lecturer’s Toolkit
• Northampton’s Assessment and Feedback portal
11. Top five tips
1. Pilot extensively on robust tools and ensure all areas of the
institution are represented. Assess your starting point using the
JISC readiness tool - http://ji.sc/emaready
2. Consistent University policies and procedures – do assessments
have to be bunched at the end / moderation or second marking ?
3. Mandatory (re)training for all staff involved and phased rollout.
4. Clear instructions for students.
5. Review survey feedback – and keep refining.
13. References etc.
Useful links
• Hepplestone, S., Holden, G., Irwin, B., Parkin, H., Thorpe, L., (2011) Using
technology to encourage student engagement with feedback: a literature review .
Research in Learning Technology Vol. 19, No. 2, July 2011, 117–127.
• JISC (2010) Effective Assessment in a digital age. HEFCE.
• JISC (2016) Transforming assessment and feedback with technology guide, HEFCE.
• Race, P. (2015) The Lecturer’s Toolkit: A practical guide to assessment, learning and
teaching. 4th edition. Routledge.
• Rotheram, B. 2009. Sounds good: Quicker, better assessment using audio feedback.
JISC funded project. http://sites.google.com/site/soundsgooduk/downloads.
Image credits
• Photography by Rob Farmer, University of Northampton
Editor's Notes
Welcome and introductions
Items considered in the assessment and feedback life cycle;
Basic Comments
Rubrics
Voice Comments
Quickmark comments
Video feedback
Peer Assessment
Second marking
External examiners
Submission points
Letter grading vs numeric grading
Ensure robust functionality of the tools
Archive results in line with University policy
Significant research in the area over a long period. Phil Race (2015) documents many of the common types of assessments – their benefits and their pitfalls.
This was the standard workflow at Northampton where we guided tutors on the stages from creating an assessment to finalising the grades and passing them to the correct records teams.
We have now broadened the range of assessment types:
Computer marked assignments allow you to identify the discrimination index and facility value of the questions to refine the question pools which can be used.
VLEs allow for a standard question to be setup with different variables each time based on a standard calculation.
Peer marking may involve students in the marking process.
Videos can be used in presentations, projects and eportfolios.
Consider gamification – aim for a level then get a reward.
There is a need to educate students about the need to review feedback and not just the grade. We need to consider the turn around times for assessment. 4 weeks can be too long for marking of TCAs. Modular structures can mean that students move onto another unit rather than having the opportunity to build on previous feedback.
Rubrics allow tutors to be explicit with students at the outset about the criteria for marking and what standard is needed to achieve a higher grade. Marking may also be simplified as tutors need to complete the rubric and then provide some comments at the end. Rubrics and marking toolkits may be shared within the teaching tem to improve consistency.
In the module Crime and Criminality, part of the assessment is to produce a 30 second
video and supporting leaflet around a crime prevention strategy. This could be
something already operating, so to raise awareness or a completely new idea about
how the public can protect themselves from being a victim of a particular crime. Once
assessed, Superintendent Dave Hill will be looking at them to choose one that will
feature in the Northants Police Website.
In the Paramedic Science division we use Objective Structured Clinical Examinations
(OSCEs) to assess practical application of skills. For example, advanced life support can
be demonstrated on mannequins using all of the actual equipment required. In practice
sessions we asked the students to video their attempts on SMART phones, iPads or
other devices, which can then be uploaded to NILE (the University’s Virtual Learning
Environment). These could then be viewed for self, peer and tutor review as formative
assessment and feedforward to improve performance. Initially, the students found this
to be daunting but eventually came to value the opportunity to self assess and refer
back to their performance on past videos.
Distance Engineering Students - created assessments that include a range of question types from formulae to essays to cater for students with different skills.
Sport students - a Blackboard journal tool for each group, and they are required to write a formal journal entry for each of the 7 weeks where they document and justify (with the aid of appropriate references) the choices they are making in relation to topic, methodology, design etc.
Upon completion of their journal diaries, I ask them to create a 5 to 10 minute movie
documentary which should present their research project using these 7 stages as ‘chapters’ in their movie. I offer 30% of the mark for creative communication of their work, and students have come up with some fantastically original ideas (last year’s
highlight was the use of Lego figures to present a group meeting with Emile Durkheim, a
famous sociologist).
Attendance for this part of the module is always high, and students often comment that
they have never worked harder than on this assignment (a good thing?!), and take a lot
of pride in getting their movie just right.
There is significant research and support available for A&F.
There can be problems as noted by JISC where there is variation in approach across the institution; technology is bolted on and not blended and there may be organisation myths about policy and process…..it’s always been done that way and hence it must be right? This can lead to variations about how staff apply the policy in the first place.