The document summarizes the findings of a survey conducted by the Faculty of Social Sciences at an unnamed university on student opinions of technology enhanced learning. The survey gathered demographic information and asked students about what technologies they use, how helpful they find various technologies, and their experiences using technologies for learning. Some key findings include that students overwhelmingly like using the university's online learning platform MOLE and want access to course materials anytime through mobile access. They also strongly desire lecture recordings and find benefits to technologies like voting systems when used well. However, students note technologies should be used to enhance learning and not for their own sake. The document discusses implications that technologies should be implemented strategically and with clear pedagogical goals.
Using Google+ Communities to Enhance Student Feedback and Learningtelshef
This session explores some of the Google Tools that support collaboration with students, including Classroom, Sites and Google+. You will learn how colleagues are using these tools in innovative ways to foster interactivity and discussion amongst their learners, and deliver feedback in different learning contexts. You will get the opportunity to interact with these tools and discuss how they could be relevant to your work.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
Using Google+ Communities to Enhance Student Feedback and Learningtelshef
This session explores some of the Google Tools that support collaboration with students, including Classroom, Sites and Google+. You will learn how colleagues are using these tools in innovative ways to foster interactivity and discussion amongst their learners, and deliver feedback in different learning contexts. You will get the opportunity to interact with these tools and discuss how they could be relevant to your work.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
Given the advanced technology available nowadays, teaching is no longer limited to the time spent in class. Well prepared teachers can empower their students with the means to utilize their gadgets to practice and reinforce the material learned in class. In this case, WhatsApp is the medium.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Teaching or Training? Academic librarians’ conceptions of their IL teachingEmily Wheeler
The presentation gives an overview of the findings of my MA Librarianship dissertation research. It was first presented at the LILAC conference on the 9th April 2015 in Newcastle-upon-Tyne, UK.
The research examines the different ways in which librarians conceive of themselves, of their teaching and of information literacy, presenting four different categories of conception ranging from "teacher-librarian" to "trainer". The presentation looks at each category in turn before outlining some conclusions and recommendations.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
Given the advanced technology available nowadays, teaching is no longer limited to the time spent in class. Well prepared teachers can empower their students with the means to utilize their gadgets to practice and reinforce the material learned in class. In this case, WhatsApp is the medium.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Teaching or Training? Academic librarians’ conceptions of their IL teachingEmily Wheeler
The presentation gives an overview of the findings of my MA Librarianship dissertation research. It was first presented at the LILAC conference on the 9th April 2015 in Newcastle-upon-Tyne, UK.
The research examines the different ways in which librarians conceive of themselves, of their teaching and of information literacy, presenting four different categories of conception ranging from "teacher-librarian" to "trainer". The presentation looks at each category in turn before outlining some conclusions and recommendations.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
What is income inequality?
Income inequality is the disparity or gap between the rich and the poor. It is usually measured by
the Gini Coefficient index. This index ranges between 0 and 1. Where the Gini Coefficient is 0
the income levels between the poor and the rich is equal. This means that both the rich and the
poor earn roughly the same amount of money. On the other hand, a Gini Coefficient of above 0
and closer to 1 shows higher disparities between the rich and the poor. A coefficient of 1 in this
case depicts the highest level of income inequality.
- See more at: http://www.customwritingservice.org/blog/an-outlook-on-the-effects-of-incomeinequality-
in-asia/
Презентация Дмитрий Моора, инженера-разработчика Научно-технического центра ИБМ. Презентация была представлена на Дне Студента, прошедшем 7 декабря 2012 года в Научно-техническом центре (НТЦ) ИБМ и организованным совместно командой Академические Инициативы IBM Россия и НТЦ.
This paper takes a look at the increasing implementation and use of technology enabled learning. Since my first paper on the topic a couple of years ago there have been developments and some great examples of organisations driving great multi-modal learning initiatives combining the technology side with a strong human touch....read on...
Prezentace vznikla pro dvacetiminutovou přednášku na WebExpu 2015 v Praze. Je to krátké seznámení se s tématem disertační práce, kterou připravuji na Univerzitě Tomáše Bati ve Zlíně. Dalším výstupem bude nový logomanuál UTB a návrh komunikačních nástrojů, které pomohou řídit vizuální styl UTB.
Predicted project Hatfield UK 2015 M GlynnMark Glynn
A copy of the slides produced to highlight the Predicted project that is mining data from our VLE and using it to predict academic success for students
Wearable Technology in the Lab - a useful new perspective?Clare Gormley
Presentation delivered by Patrick Doyle & Clare Gormley at ECEL 2015 on use of wearable technology in a laboratory context. Note that a short video demo of the wearable camera in action is available through a link within the presentation.
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
BEST PRACTICES IN MAXIMIZING LEARNING THROUGH ICTLee Fernandez
Integrating the INTEL Teach Program Essentials to the Curriculum; One very important program to promote learning through the use of ICTs is the Intel Teach Program Essentials. It is an organized approach to teaching where progressive pedagogy and content are given emphasis.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Case Studies in Teaching and Learning with Social Media in Higher EducationMichael Johnson
In this session the presenters shared best practices in using social media by presenting data derived from multiple case studies at a large university in the western United States. The researchers will discuss the effects of these technologies on students’ learning experiences, general principles for successful use of social media, challenges encountered by their use, and ideas for improving the use of social media in higher education courses from both the instructor and student perspectives.
For more information on our cases, see http://spreadsheets5.google.com/a/byu.edu/ccc?key=tponeuwhMQ-XEY2p0c5i02A&hl=en
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Ap...telshef
This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.
Developing and Assessing the Digital Curriculum: Taking a Programme-Level App...telshef
One of two presentations.
This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.
Media rich feedback using Explain Everything and MOLE - Aidan Hoggardtelshef
Part of the Innovation in Media Case Studies presentations.
This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.
Part of the Kaltura Digital Media Launch presentations.
This presentation concerns the use of Video feedback andhow it enhances the experience of both Staff and Students
Innovation in Video Case Studies - Loo Yeo, Darahgh O'Reilly, Jesse Armstrong.telshef
This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.
Kaltura Digital Media Hub Launch - Graham McElearney et. al.telshef
This session sees the launch of the Kaltura Digital Media Hub, a new platform that supports the increasing use of video across learning and teaching, research, public engagement and communications. Hear from academics who have been piloting this new platform to share and create media resources and enable students to submit video assignments.
Part of the Innovation in Video Case Studies presentations
This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.
"Is There Anybody Out There?" - Claire Beecroft, Luke Millertelshef
Part of the Online Communities Case Studies presentations.
This session includes case studies themes around the creation of online communities for learners. Claire Beecroft and Luke Miller (ScHARR) use their extensive experience of delivering distance learning courses to discuss what motivates students within an online learning environment, and how the development of ‘teacher immediacy behaviours’, and of innovative online pedagogy, can help to maintain establish and sustain genuine relationships between online learners and teachers. Sarah Moore and Layla Croll (Academic and Learning Services) will introduce colleagues to the skills of facilitating discussion among learners in an online environment such as a MOOC or a distance learning course. It will start with a short exercise that raises some of the challenges of facilitating discussion about experiences of working with learners from across the world on a MOOC.
Lecture Capture - Student and Staff benefits. - Louise Robsontelshef
Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations.
Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.
MOLE Refresh - What is it and what does it mean to me?telshef
This bitesize session looks at MOLE Refresh, the new way courses on MOLE, the University’s VLE, will be created for the forthcoming term. It will look at why the changes have taken place, the new templates that are being used, and the steps to take to get your courses ready for the 2017/18 term
Identifying the right voting systems for you - Simon Warwicktelshef
Tools for classroom engagement can add interactivity and engagement, even in the largest lecture theatres. In this session we will look at different voting systems available at the University, and discuss the best tools for your learning and teaching.
Exams in MOLE - Danny Monaghan, David Markhamtelshef
Formal examinations in MOLE are becoming increasingly common at the University, with thousands of students now taking exams online using the Virtual Learning Environment. In this bitesize session Danny Monaghan (CiCS TEL Team) and David Markham (Exams Team) will give an overview of how MOLE exams work, and how you can use them for your own assessments.
Exemplary Course Design: Hands on Refresh - Danny Monaghantelshef
New MOLE courses will have a new template for the forthcoming term - but how can you take this further and make your VLE course more engaging and even… beautiful?! This practical session will take elements of the MOLE Exemplary Course Programme to show what can be achieved in MOLE, using available tools and no specialist technical knowledge.
This bitesize session will look at new features coming in future MOLE updates, including the system’s new look and feel, drag and drop functionality and more.
Part of the Lightning Strikes presentations
This session sees a number of short sessions, followed by the opportunity to learn more about chosen topics, and is a great opportunity to find out a wide range of activities happening at the University. Talks include:
The Use of Technology in Teaching and Assessments (Ash Self & Amir Burney, Medical Education)
Historical Adventures with Digital Objects: Sharing Findings from Working Beyond The Classroom (David Vessey, Lifelong Learning)
Summative peer assessment of e-poster presentations using iPad (Anne Bjerre, Ophthalmology and Orthoptics)
Using technology to reduce maths anxiety and increase maths confidence (Ellen Marshall, Maths & Statistics Help)
Surfacing learning through digital badges (Fern Merrills, Academic & Learning Services)
Engaging students online: How do ur students rate FutureLearn? (Layla Croll, Amanda Crawley-Jackson, Alastair Buckley, Marie Kinsey, Gillian Dinsey
Anonymous Marking in MOLE- Danny Monaghan, Simon Warwicktelshef
This bitesize session looks at the options for anonymising student submissions in MOLE, and explores some of the benefits and challenges that can arise.
Delegated Marking in MOLE - Danny Monaghan, Simon Warwicktelshef
In this bitesize session, we will look at the ability in MOLE to distribute marking around a group of markers, or allow more than one marker to a student submission. This will introduce you to how it can be done, and the possibilities this brings.
Capturing your Media Item with your Mobile Device - Tom Foster, Jonny Hootontelshef
This workshop will explore ways of harnessing the power of your mobile device to create high quality, engaging media content. Learn some practical tips on how to use your smartphone or tablet to record video, and discover how this can be used in conjunction with our new digital media hosting system - Kaltura.
Virtual Reality offers the opportunity to create highly immersive experiences and can transport learners to different environments such that they genuinely feel like they are there. Already there are innovative examples of practice taking place across the institution. The cost to create and view these experiences, previously meant that this method of teaching has been limited to those with ample resources. In this session you will design a VR experience and discover how, with no technical expertise you can create Virtual Reality experiences for your students. You will also hear from students who have been creating VR experiences to educate others about their discipline.
The Crys-TEL maze requires attendees to complete a number of challenges in groups to attempt to figure out a pressing learning and teaching issue. Along the way, participants will experience different learning and delivery styles, with the aim of promoting appropriate use of technology, and take some ideas / information that they can feed into their teaching. Prizes will be awarded to the winning team! Harmonicas are optional. To the Diamond Dome everyone…
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Advantages and Disadvantages of CMS from an SEO Perspective
Student Opinions of Technology Enhanced Learning
1. Student Opinions of Technology Enhanced
Learning
Faculty of Social Sciences Student TEL Survey
Julia Davies, Faculty Director of TEL
Farzana Latif, TEL Manager
Graham FX McElearney, Senior Learning Technologist
2. Background
Why we wanted to do the survey - Faculty of Social
Science (FSS)
CiCS Collaboration - “Wanted to assess delivery of our
services”
but also…..
Research Questions
Same questions asked of all students whether on f2f,
distance or blended learning courses
3. Background - Research Questions
What forms of technology use do students report as being
helpful?
How do students characterise the benefits of the technology
they use?
Are the ways in which students perceive these benefits
consistent with the aims of their teachers in using those
technologies?
Are students and teachers using technologies in ways that
open out new possibilities for learning and teaching?
Do most uses of technology reinforce traditional roles and
practices for learning and teaching?
4. Activity
From your own observations and interactions with
students:
- what areas would you think are relevant as part of TEL
- what knowledge do you already have of students’ uses
and opinions of TEL.
- Have you ever asked students specifically about TEL?
https://www.polleverywhere.com/survey/ze2nIR6PO
10-15 mins
8. General observations about the results
How do we interpret the answers in which there are a
great number of respondents that select N/A?
These responses indicate that a student has not encountered that particular
technology
Should we identify what technologies we are not using and ask the question, ‘Why not?’
10. Preliminary Findings
Students:
• overwhelmingly like MOLE
• want MOLE on the move –
mobility & flexibility
• want access to content before
and after lectures
• value what lecturers have to say
• Expect lecturers to use
technology effectively
• value education as content
• value material in a range of modes,
media and formats
• want the materials fast
• judiciously select what they read
• make quick decisions
• value technology
• seem less interested in collaboration
and content sharing
• seem less interested in new ways of
learning
11. Code Examples
Mobile App Windows 8 will not run in; no updates; terrible; can’t see Turnitin;Didn’t know
about the App till did this survey; too slow; temperamental;
Quality of MOLE technology
(Backboard)
Temperamental; does not always display; sometimes can only see last year’s
content
Lecturers’ competence Some don’t use it; some keep it in a mess; can’t locate materials;
Scheduling of resources being placed
online
These are highly valued; After the lecture is no good; should not remove
material as punishment;
Type of content being shared Should use fuller scope of tools – eg podcasts, video, links, eBooks, reading lists
etc
eBooks Love these; all compulsory reading should be available electronically
Reading lists Love these; should be up to date and easy to find
Discussion boards Like these to be anonymous and will then we will use them more often
Number of emails Too many – need to give clear subject in subject line
Findings 1 - 48 Open Comments
12. Findings 2 - Tech Used in Lectures
Areas covered (technologies):
Voting system
Lecture capture
Skype
13. Findings 2 - Tech Used in Lectures
Highly Desired
All modules should be recorded; being able to watch lectures again at home is
fantastic;
Value
catch up on missed lectures; miss information or falling behind; learning
outside of lecture and revision; hard to concentrate in 3 hour lectures;
facilitate revision
14. Findings 2 - Tech Used in Lectures
Voting system was very useful, helped to keep individuals awake and test to know if they were
understanding the lecture materials
I like the voting clicker because it mixes things up from just lecture slides all the time
they're a bit of a gimmick waste time and don’t add anything, but maybe I just haven't seen
them used effectively - added value
Did not work very well and entire lectures were affected by it. - technology and skills
15. Findings 2 - Tech Used in Lectures
Other Findings
Interaction During Lectures
The important part was being able to interact with the tutor. (minority point of view).
Having readings available before the lecture was useful because you could pre-
read and engage more effectively.; We never had any of the above technologies,
they would allow the teaching to be more engaging though so would have been
useful.
Technology in Classrooms/Tech Fail
crackling microphone; recording cut off before the end; please replace slow
computers; computers didn’t have the programmes we needed
16. Finding 3 - Working with Others
Questions Explored:
MOLE discussions
Social Media
twitter
facebook
Google Docs
Skype
Blogging
Wiki
Hangouts
Social Bookmarking
17. Findings 3 - Working with Others
The lecturers never checked the discussion board and didn't answer questions on it
Not a lot of people used the discussion boards on MOLE, perhaps we should introduce
another social friendly platform to discuss ideas
It would be useful if somebody could moderate the board and merge threads
19. Findings 3 - Working with Others
The Facebook group for our
course has been invaluable.
It'd be great if they were set
up automatically.
· I think
student-made groups
and chats work
better than ones put
together by lecturers.
Not sure why this is
20. Findings 3 - Working with Others
The Facebook group for our
course has been invaluable.
It'd be great if they were set
up automatically.
I think student-made groups
and chats work better than
ones put together by
lecturers. Not sure why this
is
21. Findings 3 - Working with Others
Social Media Successful Examples of Practice:
Twitter: Gary Wood(English), Ruth Stirton (Law), MOOCs
new opportunities - open up learning e.g. invite an author to a tweetchat
Facebook: Thanos Hatziapostolou (Computer Science)
Be clear on purpose - (not just about going to the
students)
Interesting Resources:
Twitter for teaching: Can social media be used to enhance
the process of learning?
26. Findings 5 e - Technology used in assessment
- quotes
“I did not like that I had to submit paper copies of my assignments. I am sure the
university has the resources to print them out themselves “
“Should be able to submit work into turnitin alone and not also handing in a
physical copy”
“Online feedback was very helpful.”
27. Findings 5 e - Technology used in
assessment - quotes
“Provisions should be made so that most modules have e-Feedbacks”
“Be good to just be able to submit our work online and receive our marks
online - as a student that commutes into University it would be much more
convenient”
“Typed comments on work are far better. Online submission is very welcome
and far easier.”
28. Findings 5 e - Technology used in
assessment - quotes
“Turnitin is unreliable. Submitting an assignment via MOLE is extremely
confusing and not user friendly. The latter, as much as it is useful in terms of
saving us the trip to School, definitely needs to be fixed.”
“When uploading my essay for this module to Turnitin I experienced problems
and it was so slow that I ended up with a 5% deduction in marks for a late
submission.”
“E-feedback was a system tragically worse than written feedback. If a system
isn't broken it doesn't need fixing.”
29. Covered Later
Findings 4 - Research for Learning
Findings 6 - Personal dev and reflection
Findings 7 - devices I use
30. Some contradictions - we have a diverse student body:
Don’t Use Google docs!
Use less technology. Communicate
with us instead!
I’m a big fan of Pebblepad….
More ebooks please
Use Googledocs more!
Get lecturers to use technology
more!
Pebblepad is the biggest waste of
money ever and in the four years I
have been here I don’t know one
pgr who uses it
ebooks are a nightmare
31. Students care about TEL:
Students have strong views based on their beliefs about teaching and
learning;
Students tend to prefer ‘traditional teaching’ with tech used to reinforce
traditional teacher/learner relationships;
Students value digital content;
Students appreciate skilful use of technology - but impatient with ‘tech for
tech’s sake’.
Implications:
We need to share our pedagogical intentions with students;
We need to challenge students’ assumptions about learning;
We need to continually check students’ digital skills and access to the
technologies we offer.
32. ● Would you find it useful to carry out a similar questionnaire in your
own faculty?
○ (tell us your faculty)
● How often should a survey like this be conducted?
● Are there additional areas/questions it would be valuable for us to
cover?
● Do you have any suggestions for focus group themes?
https://www.polleverywhere.com/survey/0i0vcUeJR
10 mins
35. GM final question
Are we just using new technologies to reinforce old
pedagogies?
New technology can help us offer ‘polished performances
of traditional practices’ (Davies & Merchant 2009) but can
we take the next step?
36. Findings 2 - Tech Used in Lectures
Code Examples
Desire for more Lecture Capture
or at least powerpoint materials
All modules should be recorded; being able to watch lectures again at home is fantastic; It would have been great to have access to MyEcho; Would like
to see this in all my lectures.; Make recordings of lectures universal across the department.; MyEcho should be more widely
available in all modules; Would like to see this in all my lectures.; All modules should be recorded; I
wish my department can use this.; I think MyEcho should be compulsory for all modules. It makes
life about 10 times easier; Could be useful to have voice recordings with lecture slides online; you
can look back at the presentations if they are on Mole (where applicable), and relate back to the
lecture as a reflective process.;
Value of Lecture Capture if I had missed a lecture and needed to catch up (if I hadn’t missed a lecture I wouldn’t use them); when they lecture so fast it is near impossible to get
everything down; if I'm ill or away I miss all the information and fall behind which is really annoying; My echo is very useful for
learning outside of lectures and revision etc as it allows you to revisit things discussed in the lecture.;
lectures were up to 3 hours long, no-one can concentrate for that long, would have helped so could
look over them; Recording would facilitate better revision.; MyEcho recordings were very useful;
Voting System they're a bit of a gimmick waste time and don’t add anything, but maybe I just haven't seen them used effectively; Voting system was very useful, helped
to keep individuals awake and test to know if they were understanding the lecture materials.; Clickers weren't very good. Did not work very well and
entire lectures were affected by it.; I like the voting clicker because it mixes things up from just lecture slides all the time; We don't have many
times that we use clickers, maybe once a semester.
Interaction during lectures/Increase
Rather than just use powerpoints have more visual aids such as prezis; The important part was being
38. Findings 3 - General Comments
Most of these things listed I am unaware of, yet they all seem as though they
would be very helpful for our learning. I would suggest running training
workshops so all students know how to use/ access and learn from these
tools to better your view and ours.
39. General Comments, FL
Reasons for using TEL not always obvious to students
“Only use them when they actually augment learning”
Consistency vs. Disparity
“Make more of MOLE, and use only one channel - that stops the confusion and lack of intelligent Knowledge Management
at present” vs. “Try and use more, most big organizations flood their environment with useless technologies”
Technology Usability/General dislike to technology
Staff Competency
“be more knowledgeable with technology, but not forced to use it because some lecturers are hopeless and should just
stick to talking instead of fiddling with a computer all day”
“training for teachers need to be differentiated based on experience. Some lecturers cope fine and others need
significantly more to be at the same level.”
Students not aware of what is available to them (e.g. MOLE app)
“Advertise clearly what technology is available to use.”
40. General Comments, GM
Still a huge demand for lecture recordings - mentioned 50+ times
throughout……
…..but also to be book-ended with presentations available before lectures
“Make sure the lecture slides are on MOLE before the lecture and that the echo recording is up
relatively soon after”
41. General Comments, GM
Comments about the overall role of technology enhanced
learning….
“Continue as they do, embracing but not using it as if it were the sole medium”
“Spend more of our money on technology for us! Make lectures interactive and
interesting, rather than just reading off a powerpoint.”