Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
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.
Open and flexible learning opportunities for all? Findings from the 2016 UCIS...RichardM_Walker
This presentation summarises the headline findings from the UCISA 2016 Survey of Technology Enhanced Learning, which tracks developments in the use of learning technologies across the UK higher education sector. In this year's Survey, special attention was directed to open learning activities, ranging from open course provision to badges and open accreditation methods for staff development. The Survey question-set also addressed learner analytics in greater depth than in past Surveys, with a focus on the different types of tool-sets which institutions are using and their deployment across courses. Respondents were invited to comment on how their institution is making use of analytics to evaluate the impact of TEL tools on the student learning experience and what this means for academic practice.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
Using Analytics for Institutional Transformation - Dr. Yvette Mozie-Ross - Un...Blackboard APAC
To achieve its strategic goals, UMBC realized it needed to become a more data-driven institution by deploying more sophisticated tools and procedures to help staff find and analyze data in a timely way. Specifically, the university needed ways that users could develop accurate and easily configurable reports to support operational management decisions and strategic analysis, which a data warehouse made possible. In this talk, Dr. Mozie-Ross will describe how UMBC successfully implemented its data warehouse by resolving campus-wide issues with buy-in, IT partnering with IR, governance, and cost.
Sakai Student Survey Result 2008 & 2010, Claremont ConsortiumSusan Kullmann
The Claremont Consortium administers a biennial survey to the approximately 5,000 Sakai-using undergraduate and graduate students in its member institutions [Claremont McKenna College, Claremont Graduate University, Harvey Mudd College, Keck Graduate Institute, Pitzer College, Pomona College and Scripps College]. The presentation summarizes findings from the 2008 and 2010 surveys. We identify changes in student use of Sakai; student assessment of the benefits and drawbacks of courses that use Sakai; which tools students find most useful in their courses as well as tool usage patterns, and student suggestions to improve Sakai and the ways that it is used in their classes.
Presented at the 2010 Sakai Conference (Denver, CO) on June 17, 2010. (Presentation slightly updated for online viewing.)
Workshop at the annual EADTU Conference in Hagen, Germany
on the ICDE study: Quality models in online and open education around the globe: state of the art and recommendations (Ossiannilson et al 2015
Desire2Learn at the University of Wisconsin-Madison (Nov. 2012)jbohrer
This document discusses the use of the Desire2Learn (D2L) learning management system at the University of Wisconsin-Madison. It notes that D2L is used by all 13 UW system universities and colleges, with over 180,000 students. At UW-Madison specifically, there are about 32,000 D2L users each semester across 2400 active course sites. Surveys found that 98% of UW-Madison students report using the system, called Learn@UW, and 84% report a positive experience. The presentation discusses unique course designs in D2L, its non-curricular uses, plans to expand the platform through single sign-on and web conferencing integrations,
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
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.
Open and flexible learning opportunities for all? Findings from the 2016 UCIS...RichardM_Walker
This presentation summarises the headline findings from the UCISA 2016 Survey of Technology Enhanced Learning, which tracks developments in the use of learning technologies across the UK higher education sector. In this year's Survey, special attention was directed to open learning activities, ranging from open course provision to badges and open accreditation methods for staff development. The Survey question-set also addressed learner analytics in greater depth than in past Surveys, with a focus on the different types of tool-sets which institutions are using and their deployment across courses. Respondents were invited to comment on how their institution is making use of analytics to evaluate the impact of TEL tools on the student learning experience and what this means for academic practice.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
Using Analytics for Institutional Transformation - Dr. Yvette Mozie-Ross - Un...Blackboard APAC
To achieve its strategic goals, UMBC realized it needed to become a more data-driven institution by deploying more sophisticated tools and procedures to help staff find and analyze data in a timely way. Specifically, the university needed ways that users could develop accurate and easily configurable reports to support operational management decisions and strategic analysis, which a data warehouse made possible. In this talk, Dr. Mozie-Ross will describe how UMBC successfully implemented its data warehouse by resolving campus-wide issues with buy-in, IT partnering with IR, governance, and cost.
Sakai Student Survey Result 2008 & 2010, Claremont ConsortiumSusan Kullmann
The Claremont Consortium administers a biennial survey to the approximately 5,000 Sakai-using undergraduate and graduate students in its member institutions [Claremont McKenna College, Claremont Graduate University, Harvey Mudd College, Keck Graduate Institute, Pitzer College, Pomona College and Scripps College]. The presentation summarizes findings from the 2008 and 2010 surveys. We identify changes in student use of Sakai; student assessment of the benefits and drawbacks of courses that use Sakai; which tools students find most useful in their courses as well as tool usage patterns, and student suggestions to improve Sakai and the ways that it is used in their classes.
Presented at the 2010 Sakai Conference (Denver, CO) on June 17, 2010. (Presentation slightly updated for online viewing.)
Workshop at the annual EADTU Conference in Hagen, Germany
on the ICDE study: Quality models in online and open education around the globe: state of the art and recommendations (Ossiannilson et al 2015
Desire2Learn at the University of Wisconsin-Madison (Nov. 2012)jbohrer
This document discusses the use of the Desire2Learn (D2L) learning management system at the University of Wisconsin-Madison. It notes that D2L is used by all 13 UW system universities and colleges, with over 180,000 students. At UW-Madison specifically, there are about 32,000 D2L users each semester across 2400 active course sites. Surveys found that 98% of UW-Madison students report using the system, called Learn@UW, and 84% report a positive experience. The presentation discusses unique course designs in D2L, its non-curricular uses, plans to expand the platform through single sign-on and web conferencing integrations,
Increasing student satisfaction by closing the feedback loopJisc
One of the biggest challenges universities and student unions’ face today when enhancing the student experience is closing the feedback loop between students and staff. With a constant stream of survey and systems, university staff struggle to demonstrate how they are acting on student feedback in a timely and relevant manner. As a result this leads to students feeling further disengaged and dissatisfied as they feel their voice is not heard or do not adequately supported.
Unitu aims to provide an effective way for universities to engage with the student voice and close the feedback loop. We will present findings, best practices, potential consequences of an ineffective feedback system and how we've discovered a great way to close the feedback loop and improve the student experience.
This document summarizes a requirement review meeting for e-textbooks (EDUPUB) held in Tokyo in 2014. It lists panelists who attended in person and online to discuss e-textbook requirements. The goal was to review functions specified for e-textbooks over the past 11 months based on standards groups and user needs. A list of 73 e-textbook requirements compiled by Yasuhisa Tamura's lab was presented for discussion. Panelists were asked to comment on the list's coverage, priorities, and existing specification coverage.
The document summarizes Sakai adoption and usage at the University Fernando Pessoa (UFP) in Portugal. UFP implemented Sakai in 2004 on a small scale and it has since expanded to cover around 50% of the university population. Key tools like Assignments and Resources are heavily used. UFP has developed additional tools like Site Stats and Summary Calendar to meet user needs. Moving forward, UFP aims to develop quiz/testing tools and improve group/resource management as they continue expanding Sakai adoption to support blended learning and Bologna process goals.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
The document summarizes the use of the Sakai collaborative learning platform at the University Fernando Pessoa (UFPUV) in Portugal. It discusses how UFPUV uses Sakai to support higher education and provide electronic mediation for education community interaction. It has supported blended and distance learning, with around 50% of students and staff currently using the platform. UFPUV aims to further develop virtual university services and a business approach moving forward.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
The bedford college moodle grade tracker analyticsPaul Bailey
The document discusses Bedford College's development of modules for the Moodle learning management system including the GradeTracker and ePLP. The GradeTracker allows for management of grades for qualifications like BTECs and A-levels. The ePLP tracks student attendance, targets, tutorials and destinations. The modules provide integrated tools for managing all aspects of teaching and learning. Bedford College has made the GradeTracker available to over 80 other organizations and aims to provide ongoing support and release other modules to the wider community.
This document discusses a school's implementation of the Doddle assessment system to improve tracking of student progress. It describes the school's current assessment practices and challenges with consistency. A pilot was conducted with English and maths departments to test Doddle's online tests and competency mapping. Based on conclusions from the pilot, the full rollout will begin with year 7 in fall 2015 and involve determining test formats, timing, and data sharing for different subjects. Communication with parents and students about student progress and areas needing improvement will also be part of the new system.
Deakin University Presentation Academic Adoption - Talis Aspire User Group fe...Talis
The document summarizes feedback from a user group meeting and survey about the implementation of the Talis Aspire reading list management software at Deakin University. Key points include: academics have provided positive feedback on Talis and only a few opted out; a survey of 10 academics found the software met teaching needs and they were open to creating their own lists or wanting support; and one respondent commented that Talis was user-friendly and helped avoid issues with linking readings.
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
mElimu is a digital university platform that provides learning management solutions and student relationship management tools to universities in East Africa like Kenyatta University and the Catholic University of Eastern Africa, as well as to the Young African Leaders Initiative, addressing limitations of traditional learning systems like lack of personalized learning and feedback. The mElimu platform offers benefits to teachers like tools for content development and analytics as well as benefits to universities like increased student-teacher ratios through modern tools and real-time analytics.
The document describes mElimu, a digital university platform. It provides:
1) A learner relationship management system and learning management system to support students from admission through alumni networks.
2) Benefits for students, teachers, and management including mobile access to interactive content, assessments, analytics and increased student-teacher ratios.
3) How the platform provides affordable, accessible education for universities like CUEA while improving quality, increasing revenue, and enabling consistent service delivery.
Host: Sue Attewell, head of change - further education (FE) and skills, Jisc
Speakers:
Priyanka Agarwal, founder, Connect2Teach
Claudia Stankler, chief operating officer, Tlero
Jonathan Haralamabakis, co-founder, Pinboard.me
Andrew Markwick, director, Third Floor Systems Ltd
Rachel Burgon, co-founder, UNI4U
Isla Reddin, founder, PocketConfidant AI SAS
Alexander Young, CEO, Virti
Daniel Hinkley, founder and director, CampusConnect
Gemma Hallett, founder, miFuture App
Phil Gooch, founder, Scholarcy
This year’s startup competition entries will pitch their new and innovative early-stage ideas that could go on to improve, evolve and change UK education and research. Listen to the ideas and vote for your favourite.
What is effective technology integration for 21st century learnersrstryb
This document discusses how technology can support inquiry-based teaching and learning through providing online curriculum, resources, and data. It also describes how technology can deepen the curriculum by allowing students to ask broader and deeper questions. Finally, it outlines how technology can lead professional development by forcing teachers to research more and allowing students and teachers to become more professional.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
This document discusses assessment in distance learning. It begins by stating the objectives of identifying guiding principles of assessment in distance learning, discussing formative assessment provisions in DO 31, and sharing insights from last school year's assessment results. It then discusses that assessment should inform and improve practices to promote learning outcomes. Formative assessment in distance learning should include clearly communicating assessment tasks, conducting assessments remotely with flexibility, and providing timely and meaningful feedback as well as remediation. The document emphasizes that feedback is crucial for student learning and improvement. It concludes by thanking participants.
Awareness of open educational resources (OER) and open educational practice (...OEPScotland
The document reports on the results of a survey assessing awareness of open educational resources (OER) and open educational practices (OEP) among educators in Scotland's colleges. Key findings include very low awareness of OER, with over half of respondents unaware of OER. Quality and accuracy were the most important factors for educators in choosing teaching materials. Lack of awareness and not knowing how to use OER were seen as the top barriers. The report recommends efforts to raise awareness of OER/OEP among college educators and provide development opportunities on using OER.
Using GradeMark to engage students in the feedback processSara Marsham
The document discusses a project at Newcastle University to improve feedback and engage students in the marking process using GradeMark. The project aimed to 1) involve students in writing marking criteria, 2) engage students with criteria before submitting assignments, and 3) provide feedback linked directly to criteria using GradeMark. Feedback from students found the electronic feedback easier to understand and more specific. The approach was then expanded across the university and disseminated more widely. Benefits included more detailed feedback for students and markers. Questions remain around further engaging students and managing challenges of staff and student adoption.
CampusOnline and quality in online teaching - OOFHEC 2019eamkhanke
This document discusses quality in online teaching through the CampusOnline program in Finnish universities of applied sciences. It provides an overview of the CampusOnline coaching program for teachers, which includes self-evaluation, webinars, meetings and badges. It also outlines the criteria for teachers to become CampusOnline experts and develop high quality online courses accessible to students across universities. Feedback from students on the technical support and quality of online courses is positive overall. The document advocates for collaboration across institutions to ensure quality standards and share resources for online learning.
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
Increasing student satisfaction by closing the feedback loopJisc
One of the biggest challenges universities and student unions’ face today when enhancing the student experience is closing the feedback loop between students and staff. With a constant stream of survey and systems, university staff struggle to demonstrate how they are acting on student feedback in a timely and relevant manner. As a result this leads to students feeling further disengaged and dissatisfied as they feel their voice is not heard or do not adequately supported.
Unitu aims to provide an effective way for universities to engage with the student voice and close the feedback loop. We will present findings, best practices, potential consequences of an ineffective feedback system and how we've discovered a great way to close the feedback loop and improve the student experience.
This document summarizes a requirement review meeting for e-textbooks (EDUPUB) held in Tokyo in 2014. It lists panelists who attended in person and online to discuss e-textbook requirements. The goal was to review functions specified for e-textbooks over the past 11 months based on standards groups and user needs. A list of 73 e-textbook requirements compiled by Yasuhisa Tamura's lab was presented for discussion. Panelists were asked to comment on the list's coverage, priorities, and existing specification coverage.
The document summarizes Sakai adoption and usage at the University Fernando Pessoa (UFP) in Portugal. UFP implemented Sakai in 2004 on a small scale and it has since expanded to cover around 50% of the university population. Key tools like Assignments and Resources are heavily used. UFP has developed additional tools like Site Stats and Summary Calendar to meet user needs. Moving forward, UFP aims to develop quiz/testing tools and improve group/resource management as they continue expanding Sakai adoption to support blended learning and Bologna process goals.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
The document summarizes the use of the Sakai collaborative learning platform at the University Fernando Pessoa (UFPUV) in Portugal. It discusses how UFPUV uses Sakai to support higher education and provide electronic mediation for education community interaction. It has supported blended and distance learning, with around 50% of students and staff currently using the platform. UFPUV aims to further develop virtual university services and a business approach moving forward.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
The bedford college moodle grade tracker analyticsPaul Bailey
The document discusses Bedford College's development of modules for the Moodle learning management system including the GradeTracker and ePLP. The GradeTracker allows for management of grades for qualifications like BTECs and A-levels. The ePLP tracks student attendance, targets, tutorials and destinations. The modules provide integrated tools for managing all aspects of teaching and learning. Bedford College has made the GradeTracker available to over 80 other organizations and aims to provide ongoing support and release other modules to the wider community.
This document discusses a school's implementation of the Doddle assessment system to improve tracking of student progress. It describes the school's current assessment practices and challenges with consistency. A pilot was conducted with English and maths departments to test Doddle's online tests and competency mapping. Based on conclusions from the pilot, the full rollout will begin with year 7 in fall 2015 and involve determining test formats, timing, and data sharing for different subjects. Communication with parents and students about student progress and areas needing improvement will also be part of the new system.
Deakin University Presentation Academic Adoption - Talis Aspire User Group fe...Talis
The document summarizes feedback from a user group meeting and survey about the implementation of the Talis Aspire reading list management software at Deakin University. Key points include: academics have provided positive feedback on Talis and only a few opted out; a survey of 10 academics found the software met teaching needs and they were open to creating their own lists or wanting support; and one respondent commented that Talis was user-friendly and helped avoid issues with linking readings.
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
mElimu is a digital university platform that provides learning management solutions and student relationship management tools to universities in East Africa like Kenyatta University and the Catholic University of Eastern Africa, as well as to the Young African Leaders Initiative, addressing limitations of traditional learning systems like lack of personalized learning and feedback. The mElimu platform offers benefits to teachers like tools for content development and analytics as well as benefits to universities like increased student-teacher ratios through modern tools and real-time analytics.
The document describes mElimu, a digital university platform. It provides:
1) A learner relationship management system and learning management system to support students from admission through alumni networks.
2) Benefits for students, teachers, and management including mobile access to interactive content, assessments, analytics and increased student-teacher ratios.
3) How the platform provides affordable, accessible education for universities like CUEA while improving quality, increasing revenue, and enabling consistent service delivery.
Host: Sue Attewell, head of change - further education (FE) and skills, Jisc
Speakers:
Priyanka Agarwal, founder, Connect2Teach
Claudia Stankler, chief operating officer, Tlero
Jonathan Haralamabakis, co-founder, Pinboard.me
Andrew Markwick, director, Third Floor Systems Ltd
Rachel Burgon, co-founder, UNI4U
Isla Reddin, founder, PocketConfidant AI SAS
Alexander Young, CEO, Virti
Daniel Hinkley, founder and director, CampusConnect
Gemma Hallett, founder, miFuture App
Phil Gooch, founder, Scholarcy
This year’s startup competition entries will pitch their new and innovative early-stage ideas that could go on to improve, evolve and change UK education and research. Listen to the ideas and vote for your favourite.
What is effective technology integration for 21st century learnersrstryb
This document discusses how technology can support inquiry-based teaching and learning through providing online curriculum, resources, and data. It also describes how technology can deepen the curriculum by allowing students to ask broader and deeper questions. Finally, it outlines how technology can lead professional development by forcing teachers to research more and allowing students and teachers to become more professional.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
This document discusses assessment in distance learning. It begins by stating the objectives of identifying guiding principles of assessment in distance learning, discussing formative assessment provisions in DO 31, and sharing insights from last school year's assessment results. It then discusses that assessment should inform and improve practices to promote learning outcomes. Formative assessment in distance learning should include clearly communicating assessment tasks, conducting assessments remotely with flexibility, and providing timely and meaningful feedback as well as remediation. The document emphasizes that feedback is crucial for student learning and improvement. It concludes by thanking participants.
Awareness of open educational resources (OER) and open educational practice (...OEPScotland
The document reports on the results of a survey assessing awareness of open educational resources (OER) and open educational practices (OEP) among educators in Scotland's colleges. Key findings include very low awareness of OER, with over half of respondents unaware of OER. Quality and accuracy were the most important factors for educators in choosing teaching materials. Lack of awareness and not knowing how to use OER were seen as the top barriers. The report recommends efforts to raise awareness of OER/OEP among college educators and provide development opportunities on using OER.
Using GradeMark to engage students in the feedback processSara Marsham
The document discusses a project at Newcastle University to improve feedback and engage students in the marking process using GradeMark. The project aimed to 1) involve students in writing marking criteria, 2) engage students with criteria before submitting assignments, and 3) provide feedback linked directly to criteria using GradeMark. Feedback from students found the electronic feedback easier to understand and more specific. The approach was then expanded across the university and disseminated more widely. Benefits included more detailed feedback for students and markers. Questions remain around further engaging students and managing challenges of staff and student adoption.
CampusOnline and quality in online teaching - OOFHEC 2019eamkhanke
This document discusses quality in online teaching through the CampusOnline program in Finnish universities of applied sciences. It provides an overview of the CampusOnline coaching program for teachers, which includes self-evaluation, webinars, meetings and badges. It also outlines the criteria for teachers to become CampusOnline experts and develop high quality online courses accessible to students across universities. Feedback from students on the technical support and quality of online courses is positive overall. The document advocates for collaboration across institutions to ensure quality standards and share resources for online learning.
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
Strijker, A. (2005 12 06). Piloting Sakai In A Master Course Does It Really...Saxion
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing course materials.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improved documentation and interface consistency were seen as needed.
Piloting Sakai In A Master Course Does It Really WorkSaxion
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing student assignments.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improvements to the interface and documentation were needed.
Tunxis CC, Vaughn College, Montclair State UniversityJiyeon Lee
This document summarizes ePortfolio projects at four community colleges: Tunxis Community College, Vaughn College, Montclair State University, and Queensborough Community College. At Tunxis, the ePortfolio project aims to have all students create an ePortfolio while at the college. Goals for 2009 included selecting a new platform, training users, and working with 10 faculty members. At Vaughn College, the plan is to use ePortfolios to enhance student development and assessment. Timelines include choosing a platform in Summer 2009 and piloting courses in Spring 2010. Montclair State University's goals include integrating ePortfolios for pedagogy, assessment, and career development. Challenges included platform selection and faculty
QA in blended and online education: Adapting QA Methodologies to the Educatio...EADTU
This document summarizes a presentation on adapting quality assurance methodologies to educational developments in online and blended programs. It discusses four action lines including surveys of accreditation practices and country reports on quality assurance structures for new modes of teaching. Key challenges for quality assurance in online education are identified, such as pedagogical models, staff support, and including blended programs in quality frameworks. Ways forward are proposed for institutions, quality assurance agencies, governments, and the European Commission to support quality blended and online education through professional development, guidance, funding, and international cooperation. The importance of dialogue between institutions, agencies, and governments on quality assurance policies for innovation is emphasized.
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
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[OOFHEC2018] Hannu Ikonen, Paula Tyrväinen & Helmie Yli-Knuuttila: Quality Criteria for Online Implementations
1. Quality Criteria for
Online Implementations
EADTU
11.10.2018
Hannu Ikonen, Paula Tyrväinen & Helmi Yli-Knuuttila
The workshop is hosted by eAMK project that develops courses for
CampusOnline.fi, a joint and a year-around digital course portal
provided jointly by Finnish universities of applied sciences.
2. • Universities of Applied Sciences in Finland
• eAMK
• CampusOnline.fi – How about quality?
• Group work: Find quality criteria in authentic examples of online courses
Workshop programme
• Quality Criteria for Online implementations
3. Universities of Applied Sciences in Finland
12. South-Eastern Finland University of Applied Sciences,
Mikkeli
13. Oulu University of Applied Sciences, Oulu
14. Karelia University of Applied Sciences, Joensuu
15. Police University College, Tampere
16. Lapland University of Applied Sciences, Rovaniemi
17. Saimaa University of Applied Sciences, Lappeenranta
18. Satakunta University of Applied Sciences, Pori
19. Savonia University of Applied Sciences, Kuopio
20. Seinäjoki University of Applied Sciences, Seinäjoki
21. Tampere University of Applied Sciences, Tampere
22. Turku University of Applied Sciences, Turku
23. Vaasa University of Applied Sciences, Vaasa
24. Novia University of Applied Sciences, Vaasa
25. Åland University of Applied Sciences, Maarianhamina
1. Arcada University of Applied Sciences, Helsinki
2. Diaconia University of Applied Sciences,
Helsinki
3. HAAGA-HELIA University of Applied Sciences,
Helsinki
4. HUMAK University of Applied Sciences,
Helsinki
5. Häme University of Applied Sciences,
Hämeenlinna
6. JAMK University of Applied Sciences, Jyväskylä
7. Kajaani University of Applied Sciences, Kajaani
8. Centria University of Applied Sciences, Kokkola
9. Lahti University of Applied Sciences, Lahti
10. Laurea University of Applied Sciences,
Vantaa/Helsinki
11. Metropolia University of Applied Sciences,
Helsinki
8. Assignments
5 criteria
01
02
03 04
05
..are connected to
the learning goals
and actual working
life situations
..are understandable and
guide the student´s work
..are suitable for online
learning and can be
completed online
The students can use
various technological
solutions
These can be found:
purpose, goals,
methods, evaluation
criteria and schedule
9. 1. Form a groups about 2
or 3 people
2. Suggest how you
would improve this
assignment in order to
have quality?
Group work: Find quality criteria in authentic example of online course´s
assignment
10. Group work: Find quality criteria in authentic example of online course´s
assignment
11. Group work: Find quality criteria in authentic example of online course´s
assignment
1. Form a groups about 2
or 3 people
2. Suggest how you
would improve this
assignment in order to
have quality?
12. Group work: Find quality criteria in authentic example of online course´s
assignment
13. How can we ensure that CampusOnline -
implementations achieve our standards
of quality criteria?
+ eAMK coaching program for teachers