This document summarizes an empirical study that evaluated the use of digital pens and associated technologies to enhance the assessment feedback process. The study found that digital pens allowed lecturers to provide feedback more conveniently while maintaining their preferred paper-based marking style. Students received feedback more quickly through this new process. Both students and lecturers provided positive feedback on the digital pen technology, finding benefits like personalized feedback, portability, and reduced administrative burdens. However, some limitations with the pen technology and software were also identified.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
Exploring Teachers’ Adoption of iPads in Higher Education: Case Studies at th...CITE
CHURCHILL, Daniel (The University of Hong Kong)
WANG, Tianchong (The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_615.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
Exploring Teachers’ Adoption of iPads in Higher Education: Case Studies at th...CITE
CHURCHILL, Daniel (The University of Hong Kong)
WANG, Tianchong (The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_615.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
Summary of webinar given by Warren Wiechmann, MD MBA Faculty Director, Instructional Technologies, University of California, Irvine, School of Medicine
Feb. 2011 for NSU-HPD iPad Initiative Group
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.
This presentation was delivered as part of an event at the University of the Highlands and Islands in August 2012. The presentation gives a number of examples of how mobile technology was being used in the UK tertiary education sector.
Students and Recorded Lectures - can you count on them?Pierre Gorissen
Presentation used during the Media and Learning conference 2013 in Brussel
(note: I did not show the last 2 slides, they were there in case I needed to explain the tagging experiment).
Implement digital pen and paper solutions that simplify electronic data capture and automated forms processing for sales, inspections, surveys, insurance and clinical applications with significant benefits and a rapid return on investment.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
Summary of webinar given by Warren Wiechmann, MD MBA Faculty Director, Instructional Technologies, University of California, Irvine, School of Medicine
Feb. 2011 for NSU-HPD iPad Initiative Group
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.
This presentation was delivered as part of an event at the University of the Highlands and Islands in August 2012. The presentation gives a number of examples of how mobile technology was being used in the UK tertiary education sector.
Students and Recorded Lectures - can you count on them?Pierre Gorissen
Presentation used during the Media and Learning conference 2013 in Brussel
(note: I did not show the last 2 slides, they were there in case I needed to explain the tagging experiment).
Implement digital pen and paper solutions that simplify electronic data capture and automated forms processing for sales, inspections, surveys, insurance and clinical applications with significant benefits and a rapid return on investment.
Making Connections: How Students Use Feedback to Inform Future LearningBlackboardEMEA
This session will share findings and recommendations from a research study at Sheffield Hallam University aimed at creating a better understanding of the connections students make between their assessment feedback and future assignments, and what impact staff practice has on this process. The presentation will cover each stage of the assessment process for both students and staff, and make specific reference to how identified issues have been addressed through technology elsewhere in the UK Higher Education sector.
The main element of the presentation will be a detailed explanation of the recommendations resulting from the research, and the policy, practice and technology changes required to implement them.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
Lessons from the Frontier of Courseware DevelopmentDani Nicholson
This is a presentation I did last week (6/16/16) at the New Media Consortium (NMC) summer conference: The number of ed tech startups and the significant investment in adaptive courseware solutions can remind people of the 1860s gold rush: some prospered, but many failed. In the past two years of developing OpenStax Tutor, the OpenStax team has learned several valuable lessons that can benefit educators, digital courseware providers, and students from making costly miscalculations. Lessons learned and presented are 1) technology with high-quality content and assessment is most valuable; 2) instructor workflow is a highway, not a fork in the road; 3) emergence of data privacy standards can accelerate acceptance of digital courseware; and, 4) it's not about price, it's about value.
The aim of our study is to extract the profiles of students activities, performed during the training sessions of a course of logic networks, and to relate such activities with the students’ performance at intermediate verification tests. In this course, undergraduate students learn and practice the concepts of logic networks with Deeds Simulator.
The Deeds is a set of educational tools for digital electronics, which stands for "Digital Electronics Education and Design Suite". It is used in courses of Electronic Engineering at DITEN, UNIGE.
By applying learning analytics methods to the data captured from activity logs and questionnaires, we aim to understand the learning behavior of students.
This project was presented at Learning Analytics Data Sharing – LADS14 Workshop at EC-TEL.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...Jason Rhode
During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Empirical study to evaluate the use of
Digital Pens and its associated technologies to
enhance the assessment feedback process
Innovations in Technology Supported Learning (ITSL)
Rapid innovation in the use of Emerging Technologies to enhance educational practice 2009-10
2. Where the project idea came from?
2
• Communicating with academics
• Analysing the situation
• ‘ViewFinder’ University student survey
• Levels 4 and 5
• National Student Survey (NSS)
• Level 6
“ ....I can’t keep staring at the monitor for hours and hours
to mark and give feedback on each assignment.... especially
when I have more than 8 modules to mark...I prefer to use an
alternative medium!...I am more comfortable with paper as I can
carry it everywhere with me”
6. Project Team
Lesley Drumm
Award Leader
Faculty of Computing, Engineering
and Technology
Students
“Applied Research Methods and
Professional Development” module
Hamza Badenjiki
Learning Development Specialist
Academic Development Unit
6
8. Original Methodology
Semester 1 group will receive
a paper-based feedback
Semester 2 group will receive
an electronic feedback
Gather students evaluation feedback through a
questionnaire and interviews.
Gather tutors evaluation through interviews. 8
9. Modified Methodology
• Due to the delay of the
equipment's arrival, the
methodology was modified.
• The tutor had to experiment the
technology with semester 2
group
Gather students evaluation feedback through a
questionnaire and interviews.
Gather tutors evaluation through interviews. 9
13. Evaluation
• Tutors perspective:
– Benefits:
• Personalised feedback
• No changes for working practice
• Short learning curve
• Portable and convenient
• Cheaper than a tablet PC
• Ability to view document on-line as handwriting
– Limitations
• The pen is rather chunky and is strange to write with initially
• Battery life
• Pens are easy to lose
• If the memory in the pen is full, data may be over-written
• Printing setup issue
13
14. Students perspective:
• Benefits:
• The students gave positive feedback about the speed of receipt of
feedback
• The majority of students approved the new method of receiving the
feedback
• Nearly all the students felt that the new method did not affect the
personalisation aspect
• Limitation:
• Screen Reader issue
• Clarity of handwriting
14
Evaluation
15. Further Development
• Text recognition feature should be developed in ‘fastdox’
application – “Inkwork”
• Workflow functionality has to be enhanced to enable tutors to
submit all documents from ‘fastdox’ to a shared drive
• Integration with Blackboard
15
16. Lessons Learned
• Emailing the feedback sheets through
Blackboard was the quickest option
• For future similar projects, the University
procedures should be streamlined.
16
17. Would the technology be useful in
other disciplines?
• When lecturers want to mark paper assignments (for modules
with small numbers)
• For marking presentations in class – the sheet can be handed
immediately to students and a copy is stored on the digital pen
17
18. Dissemination
• The outcomes of the project was disseminated to teaching staff
across the University
– Project Blog
– Academic Development Unit events
– Online case study
18
19. Conclusion
• Digital Pens and Paper technology was evaluated from various
stakeholders perspectives.
• Students: This new approach by and large enhanced students
experience, they received a rapid and convenient feedback without
the need to travel,
• Staff: It allowed further mobility and convenience, it increased their
engagement with the feedback process
• Admin: It also reduced the administrative burdens associated with
providing feedback to students.
19
This pilot project was funded by Staffordshire University. ‘Rapid innovation in the use of Emerging Technologies to enhance educational practice’ 2009-10