A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
Presentation at MoodleMoot AU 2015 at Monash University Melbourne in July. The presentation demonstrated a holistic support model for Moodle both for staff and students, using Moodle as the platform
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
Moving a School Library Toward a Learning CommonsSandra Gallipeau
Presentation given to St. Paul School Parent Council in February of 2014. The goal of the presentation was to introduce myself and outline my goals for the reorganization of the physical layout of the library and of the resources in the library. Contains before and after pictures of the library as well as followup of the new moveable furniture which arrived after the presentation.
Presentation at MoodleMoot AU 2015 at Monash University Melbourne in July. The presentation demonstrated a holistic support model for Moodle both for staff and students, using Moodle as the platform
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
Moving a School Library Toward a Learning CommonsSandra Gallipeau
Presentation given to St. Paul School Parent Council in February of 2014. The goal of the presentation was to introduce myself and outline my goals for the reorganization of the physical layout of the library and of the resources in the library. Contains before and after pictures of the library as well as followup of the new moveable furniture which arrived after the presentation.
This is the Panel Session for the Openness in Education session.
In this session, we will discuss how our academic content can be shared with our colleagues, and the wider community. How and why should we be collaborative in an increasingly competitive environment? What are the benefits of an open attitude to our resources and approaches, how can we reach a wider and meaningful audience, and what licensing issues and opportunities exist? Are the potential threats of openness perceived, or real? This session will look at these issues and more.
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Enhancing the student experience' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
Presentation from 'Enhancing the Student Experience' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Allison Littlejohn (Director, Caledonian Academy, Glasgow Caledonian University)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Group Presentation 2 Economics.Ariana Buscigliopptx
Introduction to Info Skills
1. Info skills @ UEL
Cathy Walsh
Ella Mitchell
26th July 2011
2. At UEL
• „Get that Job‟ tool
• Open access
• Professional looking
• Highly accessible for students
• Established brand
3. Why we needed a new resource
• What we had was good but difficult to find
• We wanted a refresher for students
• A resource to suit different learning needs of
our students and students that are not always
on campus
• Available 24/7 to match many of our services
and to meet students‟ expectations
• A resource that was not too dictatorial: to suit
our „strategic learners‟
4. Why this approach?
• Focus on level one learners due to cost and
time restrictions
• Information skills and academic integrity the
priority
• Making information skills relevant to the
student / assignment-focussed
• Students sometimes respond better to their
fellow students
• Professional-looking resource
5. Creative commons
• This is an Open Access Educational
Resource.
• Open Educational Resources tend be
more geared towards reusable objects….
• Videos on Youtube: can link to, embed etc.
• PDFs downloadable
• It is openly available on the internet.
6. Other benefits?
• Open access enables collaborative partners
and pre entry students to use the resource
• Contributes to the transition to UK HE for
international students as well as home
students
• Preparation for the expectations of HE
learning
• Addressing the expectations „gap‟ for
academic staff
7. What we had already
• UEL Library webpages
• Information on the VLE
• A lot of great information….. gently hidden!
• Not a very clear layout
• Site reliant on having had some guidance
in how to use it
8. What we liked out there
• Staffordshire Assignment Survival Kit
• Cardiff Information Literacy Resource Bank
• Leeds Skills@Library
• OU Safari
There are many other examples of good practice in this
area.
10. How we did it
• Getting funding
• Setting up project team
• Consultations
• High level design
• Content map
• Prototype
• Detailed design
• Content collection from SMEs
• Intensive development
– web design – video production – guides – demonstrations – quizzes -
writing pages
• Uploading content
• Summative evaluations
• Final version and launch
• Copyright
• Marketing
11. Feedback
www.uel.ac.uk/infoskills
• We are always happy to hear your
feedback about the site:
• Would you use it? How? Who with?
• How might your students use it?
12. What do you think?
• “Found Info skills very useful – great idea to put it all together” D. Patel
UEL student
• “I have had another look at your Info skills pages and they are very
impressive” K. Virdee, Academic Liaison Librarian
• “p.s. I only discovered the eBook thanks to the InfoSkills website - very
useful!” An e-mail from a student support officer, at one of our collaborative partnership
institutions.
• „UEL‟s new information literacy site looks good. Does what it says on
the tin.‟ Tweet
• Library staff have already started using the site and there has been
some good feedback from students in information skills sessions.
• Web statistics since 1st March:
– 1800 visits (550 returning)
– Average 4.5 page views in 3.5 minutes
– Referencing and Video Library are top entry points after Home Page
13. Looking to the future:
• Planned launch for Semester A 2011/12
• Looking into the use of the site on mobile
devices e.g. the quizzes are not
compatible with Iphones
• Develop more multimedia content
• Conduct further evaluation
• Expand the resource into wider academic
skills
Ella 5 minsWhy we needed it:-We wanted an organised resource that was easy to navigate. The resources that we already had were good, but quite difficult to find….. -A lot of our librarians work with first years; but you can see the glazed look in their eye…. We felt that information literacy needs to be targeted to when the students need it and also we wanted something to act as a refresher for -students, especially the ones with memories like a gold fish.-We wanted a resource that would be useful to students who have different learning styles…. We recognise that our students are not always able to attend the campus on a regular basis. -We wanted an online resource that matched the 24/7 services that we offer as a service. So that students can dip in and out when they need it. Also we recognise that students require help….. when they need it and this might be outside of our office hours. We were keen to give the individual choice on when and how to use the resource for independent learning-We did not want a resource that was too dictatorial: We know that some of our students are what is affectionately known as: “strategic learners”. We didn’t want a tutorial approach, something that compelled the student to finish…..-The key driver for this project was to develop an information skills support resource set firmly within the student perspective of studying in Higher Education. This meant moving away from the traditional ‘how to use the library’ approach towards embedding information skills within the context of academic achievement and integrity, not only defining the key areas and concepts but also conveying their importance – the ‘why’ of learning them – for individualsWe know that students sometimes respond better to their fellow students. We wanted a resource that had a mix of advice from students, lecturers and librarians. The student voice was an important part of our resource. We wanted it to appeal to students and to enhance their learning experience through hearing about other students experiences and voice. -We wanted a professional looking resource to accompany our face to face and also aid our sessions. Teaching information literacy…..…. Can be a little dry. We wanted a resource that was interactive and snazzy. With multimedia… but we also wanted to sneak content in there.
Ella 5 minsLots of information in our VLE: However constrained by the structure of the VLE and also the fact that it is a password protected facility. Not too sure but there is a lot of anecdotal evidence that suggests students do not really spend any great time in the VLE…. They are usually very course focused in their use of the VLE. - All librarians tend to suffer from information hoarding! -there is a lot of useful information on the library webpages-Hidden information… -Navigation not intuitive -A lot of repeated information-not always easy to know you need it, let alone find it.
Erica 5 mins: What we liked that other people had. What have you got?All these online resources for info lit are open, readily discoverable through Google or the institutions Library web pages. Staffordshire ASKEspecially liked the focus on the assignment context. Breaks process down linearly to support planning. Mainly text as web pages to guide on each step.Cardiff ILRBRepository of mainly bite-sized resources for download and use in teaching (egppts, VLE). Quizzes, graphics, animations, tutorials.Leeds Skills@LibraryDetailed library of self-contained resources for students organised in sections for different types of student. Activities and tutorials. Can also be accessed by Delicious bookmarking tool, resources are tagged by topics or by keywords.OU SafariSkills in Accessing, Reviewing and Finding Information. Linear narrative, detailed, text-based pages with some activities. Good intro for those not studied at all before.Q. Do you have online resources at your institution? Share a few examples.
This is how our final resource looks. Will now explain in brief the design and development process we used.
Erica 10 mins:Run through the key stages of the development process very quickly.Getting funding – from Academic Practice and Student ExperienceSetting up project team - Team of 5 (Associate director, 2x Subject Librarians, e-learning designer, project manager (learning technologist) Consultations – sessions with students and Subject Librarian teamHigh level design – linkContent map – linkPrototype – created a very small rough working site, showing hownavigation would work and links to a few pages and key resourcesDetailed design – using feedback from prototype evaluationContent collection from SMEs – Subject Librarians asked to complete pro-formas with text, key points, links, example resources etc for each section. Variety of approaches, some gave almost finished content, others outline of areas to cover but was all vital part of the process.Intensive development (web design – video production – guides – demonstrations – quizzes - writing pages) – all these activities proceeding concurrently with regular communication between all partiesUploading content – able to do this ourselves as the web design company gave us the ‘empty’ site with the CMS tool to populate itSummative evaluations – Mainly Library staff, unable to get students or academics due to timing but ideally would have got their feedback at this point prior to final version alsoFinal version and launch – incorporating changes from evaluation, added Creative Commons licenseMarketing – range of actions and material, ongoingNext step - Evaluation follow-up planned Sem A with wider group of academics and students, esp the Level 1 target groupThe really key things in the process that underpinned success were:CollaborationThe collaborative nature of the whole project –different skills on the team very important , Library staff acting as SMEs for information skills and the library tools and student needs, e-learning staff for design/development of the resource and project managing the process, some crossover as well.Involving the wider Library team (and some other UEL professionals eg head of academic integrity, student liaison officer) to provide the raw content, appear in the videos and create some of the resources was as important for buy-in as it was for the actual content. Iterative process – continual review and evaluationLooking back it’s never as tidy or step-by-step as this, often several things going on at once and continual review and discussion within the team leading to many iterations of everything – the structure, the graphic design, individual resources and pages. Good communication and project management with regular meetings and reviews allow it to be a flexible process but kept on track within an overall milestone timeline.
This is the design we used to meet the needs outlined at the startDedicated learning resource – Separating the information on the Library website from the support and guidance to make everything easier to find and easier for staff to direct students to. Library website being redesigned as a resultOpen – easiest access 24/7, no issue with login, passwords etc, especially important for distance/part-time learners, opens up to pre-entry groups, good for reputation if high quality, works on mobile devices (except demonstrations on Apple mobile) Creative commons licence good for education community – we also repurposed some of other people’s content (quizzes)Clear structure,Transparent navigation – To make everything easy to find at a high level, and flexible enough to suit different learner situations. Easy to go to specific guidance eg as a refresher or a ‘dip-in’ for the strategic learners – while also making sense as a whole for more in-depth independent study – providing overviews and introductions to all topics that can be followed in linear sequences. Bite-size – text-lite, granular resources – again for quick, easy access to specific guidance or ‘just-in-time’ support, also students frequently say they prefer less text and we wanted to avoid lengthy tutorials we felt most students wouldn’t use. Discrete resources also useful as support for teaching sessions and 1:1s eg download a guide as a handout, use a video to prompt discussion, set a quiz as pre- or post-learning.Variety of types of resources,Content can be used in different ways – To allow for different learner preferences and different kinds of support – eg videos particularly good for motivation and engagement, how-to guides for reference, demos when need to see how to use a specific tool, quizzes to check what you know and don’t know. Can use as a whole with the page text introducing key concepts backed up with resources or go straight to the resource that learner judges they need most at that particular moment.Assignment context – the ‘why’ not just the ‘what’ – keep it focussed on what matters most to students – their marks and final results, did this through the narrative of the text and videos and a photo slideshow on the home pageStudent videos – peer advice and experience as powerful as the ‘expert’ voice, makes it more relevant and more real to our students. Their voices also cover diverse situations eg international students, learners from non-traditional entry routesProfessional web design – students expect high quality web content now as they are used to it in everyday life, attractive design more likely to encourage students to use it, (and others). Working with a professional company also led to functionality we didn’t know we could have – eg a CMS updating tool allowing anyone to edit and update content freely without any web skills
This is the final content map showing the page structure and all the resources on the site. Was refined as we went along.8 versions! Can easily be updated if you add to the site.
15 mins:What do you think?Optional questionnaire?
Both 10 mins: This is what people have said. We’d like your feedback too.Prompt questions for discussion if needed:What do you think of it overall?How does it compare to your resources?Plus pointsMinus pointsAnything missing?Any improvementsHow might you use it?How far do you think it might meet the needs of students in transition from FE?
We have had a soft launch of the project already in Sem B 2011. But are ramping up for a full launch in Sept..If funding becomes available then we would very much like to look into designing more compatible quizzes with mobile devices.The site has been signed off and we now have access to the site and CMS. It is not designed to be a static site. We are thinking about ways to enhance and develop the site in future. We are interested in developing more content for the site. We are very interested to hear from students and users of the site about what they like/don’t like about the site. We are looking to conduct further evaluation and ways to encourage feedback on the site.Already the site is attracting a lot of interest in the university and there is a project group working to develop a similar tool with a wider academic skills remit in line with the new skills curriculum that is being developed in the university.