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A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University. Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.

Beyond the blend: practical approaches to designing fully online learning

A presentation from Connect More 2020 by Kate Lindsay, head of digital education, University College of Estate Management. The University College of Estate Management has been delivering remote teaching and learning for over a century. Their current programme of digital transformation puts their students learning experience at it heart with a focus on flexibility and embedding active online pedagogies. Based on experience and evidence from practice, this presentation will outline the changes and methods we have put in place to design online education, along with a set of resources to share with the sector.

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The document discusses the University of Nottingham's strategy for developing students' digital capabilities before, during, and after the COVID-19 pandemic. It outlines the institutional context and governance structure, recommendations from a secondment on digital literacy, and the transition to emergency remote teaching in March 2020 using various online tools. Going forward, the strategy involves moving from emergency remote teaching to a blended model combining online and face-to-face learning, with a focus on pedagogy, student experience, and engagement. A steering group will reassess recommendations and adjust the approach to ensure students develop the digital skills needed for the workplace.

Enabling and enhancing student learning and support through technology

A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University. In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting. But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler. In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.

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A presentation from Connect More by Paula Philpott, head of learning academy, South Eastern Regional College. Coronavirus-related disruption has given the South Eastern Regional College time to rethink teaching and learning and how it looks in this space. What needs to change to better prepare students for an as yet unknowable future? Technology has stepped into the breach and harnessing available tools we exploited these to engage learners and support staff. The technical aspects of the response have been the most straightforward: they know who the experts are in their organisations, the resources available, and how to harness the growing internal data to guide decisions. More challenging has been the human dimension of the response. They are experiencing new possibilities to do things differently and adjusting to help students continue to learn and interact. Resilience and adaptability are essential skills to navigate this new norm. Many organisations would have viewed a wholesale shift to online working, teaching and learning as untenable and impossible, yet this is what many did. Every crisis has a narrative and this one is still being written. In this session, Paula looked at the approaches taken and their impact.

Our journey: representing, reflecting on and learning from student journeys

A presentation from Connect More by Tim Coughlan and Kate Lister from The Open University Every student has unique circumstances, experiences, challenges and goals, and these are often invisible to educators and staff working to support them. Our Journey is a creative and flexible tool for students to map, log, plan and represent their study journey. This enables students to reflect on their experiences, celebrate their achievements and identify skills gained through overcoming challenges, all of which contribute to positive mental wellbeing and growth mindset. Meanwhile, educators can learn from representations of student journeys, meaning the design of programmes, classes and study support can be informed by student voice and experience. Finally, when student journey representations are shared by students and educators as a co-owned artefact, this can build a powerful, reciprocal learning relationship in which students are supported to succeed.

Reflecting on the pivot

This document summarizes Amber Thomas' reflections on transforming teaching and assessment at the University of Warwick during the COVID-19 pandemic. It discusses how the pandemic necessitated moving teaching online quickly at scale with huge coordinated efforts. This included new policies, increased online support services, and training for staff and students. It also addresses some misconceptions about educational technology and the role of learning design. It acknowledges alternative assessment methods that were used and reflects on how online engagement and pedagogy may continue evolving beyond the pandemic.

In this presentation, we report findings from on-going questionnaire/student-based primary research to shed light on hidden learning spaces and the key non-VLE factors identified, for example attendance. Our paper will be of interest and benefit to other institutions seeking to evaluate and optimise learning analytics to build a more holistic picture of student learning, thereby enhancing student outcomes.

Embedding digital discovery in an HE foundation year

The document discusses embedding digital discovery in the foundation year at Bishop Grosseteste University. It describes having students complete a digital discovery tool in their first semester to introduce digital skills and again in their second semester where it is incorporated into an assessment task. The foundation year curriculum covers topics like self as learner, critical thinking, and the digital learner across two semesters. Digital discovery is included in two summative assessments, where students must engage with digital activities and reflect on the experience, and create an action plan to develop additional digital skills based on self-evaluation results. Future plans include further embedding digital capabilities into degree programs and offering graduate attributes awards and digital badges.

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Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care. In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence. - The 3rd campus, and insight into QUT's cohort - Digital at heart vs digital in part - Equitable student support, Studiosity - Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.

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For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality. After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.

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Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.

Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...

In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices. The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.

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The presentation discusses digital assessment strategies in online learning. It outlines key considerations for assessment like constructive alignment between learning outcomes, content, and assessments. Digital forms of assessment are explored like quizzes, ePortfolios, discussions, and online proctoring. The benefits of digital assessment include greater variety, authenticity, and efficient marking. Challenges include a focus on lower-order thinking and less flexibility with large student numbers. An effective digital assessment strategy requires addressing elements like teaching approach, class size, skills development, quality assurance, and staff training.

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This document summarizes Professor Philippa Levy's presentation on embracing and leveraging online student support at the University of Adelaide. The key points are: 1. The University of Adelaide has a diverse student population and aims to provide flexibility, quality, relevance, inclusion and employability in its education. It offers various on-campus academic support services and has embraced online support through Studiosity. 2. A 2019 pilot of Studiosity was successful and its services were rolled out university-wide. Engagement was higher among certain student groups. Students who used Studiosity generally had positive experiences and outcomes. 3. Moving forward, the university plans to continue expanding online and blended learning, informed by student feedback.

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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.

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The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.

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Students First 2020: Digital Campus, A program to empower & enable digital ed...

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