This paper details how early-capture survey data and continuous student feedback has informed practice within a social science department at the University of York. It will show how results from a survey of first year students at the very start of their degree course, loosely based on the ECAR studies in the US (Smith and Caruso 2010), have fed into departmental teaching strategy and provided a solid knowledge-base for academic staff to understand the way students engage with ICT and their expectations of how technology-enhanced learning should be included within degree programmes. This increase in understanding is hypothesised to be a contributory factor to the high buy-in from academic staff in the use of learning technologies within this department. Presented at ALT-C 2012.
Presentation of Paul Bacsich, EDEN Fellow, Matic Media Ltd and Sero Consulting Ltd, for the Open Education Week's first day webinar on "Education 2030 ā Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
ā¢ feedback to students
ā¢ feedback to instructors
ā¢ feedback to course designers
ā¢ feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington Stateās Open Course Library project.
Presentation of Paul Bacsich, EDEN Fellow, Matic Media Ltd and Sero Consulting Ltd, for the Open Education Week's first day webinar on "Education 2030 ā Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
ā¢ feedback to students
ā¢ feedback to instructors
ā¢ feedback to course designers
ā¢ feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington Stateās Open Course Library project.
Mind the gap: modeling learning in a professional curriculumJo Smedley
Ā
Presentation from EURO 2011 (European OR Conference) held in Lisbon, July 2011. The content focuses on using podcasting and vodcasting in assessment feedback using problem structuring methods.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Ā
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Presentation from Centre for Distance Education RIDE conference (19 October 2012).
Niall Winters, London Knowledge Lab, Institute of Education.
Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or āMy Nursing Care Planā), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
The Effectivenees of Using E-learning Towards Students Performance (mini rese...Hedi Fauzi
Ā
This is my final presentation in EAP (English for Academic Purposes) class. This presentation is about mini research with the title The Effectivenees of Using E-learning Towards Students Performance.
Slide: PowerPoint 2013
Design by: Hedi Fauzi
Image: Freepik, Google Image, Made by myself
If you need the original file for your reference, feel free to ask me via email: hedi.fauzi@hotmail.com with subject [SlideShare] (Your Subject)
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
Japanese requirements corpus - Yasu Tamura
Q&A with audience: ecosystem prioirities and way forward
Panelists
F2F
Markus Gylling, IDPF
Colin Smythe, IMS GLC
Arete Xavier Mequi, Vibal Group
Online
Yong-Sang Cho, KERIS
Wu Yonghe, East China Normal University
Jing Du / Zhujun Yang, Tsinghua University
A fortnightly newsletter covering developments in the Yellow Pages industry. The newsletter is free and is also available for download at G2Mi.com. G2Mi.com is a leading website providing information and analysis on the global media industry.
Mind the gap: modeling learning in a professional curriculumJo Smedley
Ā
Presentation from EURO 2011 (European OR Conference) held in Lisbon, July 2011. The content focuses on using podcasting and vodcasting in assessment feedback using problem structuring methods.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Ā
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Presentation from Centre for Distance Education RIDE conference (19 October 2012).
Niall Winters, London Knowledge Lab, Institute of Education.
Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or āMy Nursing Care Planā), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
The Effectivenees of Using E-learning Towards Students Performance (mini rese...Hedi Fauzi
Ā
This is my final presentation in EAP (English for Academic Purposes) class. This presentation is about mini research with the title The Effectivenees of Using E-learning Towards Students Performance.
Slide: PowerPoint 2013
Design by: Hedi Fauzi
Image: Freepik, Google Image, Made by myself
If you need the original file for your reference, feel free to ask me via email: hedi.fauzi@hotmail.com with subject [SlideShare] (Your Subject)
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
Japanese requirements corpus - Yasu Tamura
Q&A with audience: ecosystem prioirities and way forward
Panelists
F2F
Markus Gylling, IDPF
Colin Smythe, IMS GLC
Arete Xavier Mequi, Vibal Group
Online
Yong-Sang Cho, KERIS
Wu Yonghe, East China Normal University
Jing Du / Zhujun Yang, Tsinghua University
A fortnightly newsletter covering developments in the Yellow Pages industry. The newsletter is free and is also available for download at G2Mi.com. G2Mi.com is a leading website providing information and analysis on the global media industry.
Data2U: Scalable Real time Student Feedback in Active Learning EnvironmentsAbelardo Pardo
Ā
Active learning environments require sustained student engagement in learning scenarios. Can we use data to provide feedback in real time about this participation?
Using Google+ Communities to Enhance Student Feedback and Learningtelshef
Ā
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.
Social media impact on leisure travel: The case of the Russian market and th...John Fotis
Ā
This presentation was delivered in the 3rd Annual Euromed Conference of the Euromed Academy of Business, November 4th-5th 2010, at Nicosia, Cyprus.
The paper was submitted in the form of an abstract and is published in the Conference Readings Book Proceedings.
PresentaciĆ³n de la charla 'Madres y blogs, una relaciĆ³n enriquecedora', de Idoia Arraiza (yademasmama.wordpress.com) en el I Encuentro de mamĆ”s y showroom infantil de Pamplona #mumsontherocks
Serious Games und Social Media: Ein ZukunftsmarktJohannes Konert
Ā
Die Verwendung von user-generated Content und Interaktionsformen aus Social Media Anwendungen ermƶglicht einen Wissensaustausch und Interaktion der Spieler (bspw. eines Lernspiels) untereinander. Mit der Verbindung von Serious Games (Computerspielen die fĆ¼r einen weiteren Zweck als reines Entertainment eingesetzt werden) und Social Media erƶffnet sich das Forschungsfeld der "Social Serious Games".
Der Vortrag auf der Learntec 2013 in Karlsruhe erƶrtert Definitonen, Marktvolumen, nƶtige Komponenten und zeigt erste Implementierungen und Evaluationsergebnisse.
THE USE OF COMPUTER-BASED LEARNING ASSESSMENT FOR PROFESSIONAL COURSES: A STR...IAEME Publication
Ā
Background/Objectives: While the increase in classroom technology, it is necessary to examine how assessment is administered through technology. The purpose of this study is to understand how students and faculty are perceived and examine the effectiveness of the computer-based assessment in professional education courses (Educational Technology) at Northern Iloilo Polytechnic State College, Iloilo, Philippines. Methods: The research design utilized in this study is mixed-method research. A computer-based assessment was utilized to assess students' performance in educational technology. This instrument was validated, and pilot tested to establish reliability. Each campus of NIPSC selected ten students of 70 as respondents during Academic Year 2016-2017. Frequency count, mean, standard deviation, and Wilcoxon signed-rank test were statistical tools used for data analyses. Findings: The study's finding showed a high score of students in the posttest ensured better performance of the students in educational technology. The increase in the posttest per performance level of the students was due to an accurate measure of what they have learned in educational technology. The majority of students users agreed that online assessment was fasters than the paper and pencil form. Also, users agreed that online assessment is contemporary and more systematic. They also stated that online assessment is consistent with the teaching style, but they are less anxious. Furthermore, according to faculty and students, ninety percent (90%) believed that computer-based assessment accurately measures what they are teaching and what they learned in school, respectively. Novelty: With the current situation that the education system is in new normal, computer-based learning is important in flexible learning. And assessment using technology is a great help to both faculty and students. Thus, state universities and colleges (SUCs) should adopt this innovation to help teaching and learning.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Ā
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
Closing the Gap - flexible approaches to adult learningDiana Andone
Ā
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Developing digital and information literacies in LSE undergraduate studentsMaria Bell
Ā
Paper presented at the European Conference on Information Literacy, Istanbul, 22 - 25 October 2013
Jane Secker and Maria Bell reported on work undertaken at London School of Economics and Political Science to enhance the information and digital literacy support for undergraduate students.
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Ā
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
How do you upskill a team in mooc design: a workshop-based approachMatt Cornock
Ā
workshop-based approach to team professional development. Applies to university technology-enhanced learning and faculty teams, and non-university institutions.
Strategies for supporting effective student engagement with lecture recordingsMatt Cornock
Ā
An approach to engaging students with lectures, lecture captures and using them effectively and efficiently as part of their private study practice. Presented at ALT-C 2016, University of Warwick, 8 September 2016. Abstract available at http://bit.ly/altc-2016-1359
Scaling up the service and supporting student learningMatt Cornock
Ā
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
Supporting student learning with lecture captureMatt Cornock
Ā
A critical introduction to lecture capture and how it, as a learning technology, may be embedded to support student learning. Invited talk to the School of Physical and Geographic Sciences, Keele University, 9 June 2016.
Understanding how and why students use lecture capturesMatt Cornock
Ā
A recap of my ALT-C presentation on the research into students' use of lecture captures from a qualitative and context-centred perspective. Presentation to the TEL Research Group at the University of Liverpool. 6 June 2016.
Peer Assessment with Yorkshare Blackboard Learn VLEMatt Cornock
Ā
This webinar will look at the ways peer-assessment is facilitated using supported learning technologies, with a focus on the toolset of Blackboard Learn 9.1. The basic workflow for peer-assessment is where students submit a piece of work, then that work is assessed by another student, then the feedback is shared back. Peer-assessment can also operate for group-work and presentations.
How students use lecture captures as part of their studyingMatt Cornock
Ā
Nine study workflows that use lecture capture to enhance student learning. Suggestions and quotes from students interviewed as part of our lecture capture research in 2015, updated based upon focus group feedback Spring 2016. Further information at http://bit.ly/replay-research-nov15
Is there a place for Blackboard Collaborate in blended learning design?Matt Cornock
Ā
Durham Blackboard Users Conference 2016. Does Blackboard Collaborate and similar synchronous collaborative technology has a justifiable place contributing to blended learning and teaching or will forever remain in the distance learning
domain? Please feel free to share your suggestions to the padlet at http://bit.ly/durbbu-collab-ws - abstract available at http://bit.ly/1UzRQJ1
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Justifying lecture capture: the importance of student experiences in understa...Matt Cornock
Ā
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 ā Shaping the future of learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK. Abstract [PDF].
An overview of Blackboard Collaborate online seminar (webinar) and synchronous learning platform. Collaborate is available to all Departments, including non-academic teams, who are looking for an online presentation, discussion and collaboration tool. If you are an instructor on a Yorkshare VLE site, you can already use the tool. Simply follow the guidance at https://bit.ly/eldt-webinars.
If you haven't got instructor access to a VLE site, or you would like a separate space to manage Collaborate, contact us at vle-support@york.ac.uk.
The Paperless Student - Skills and Confidence Reading on ScreenMatt Cornock
Ā
Presented at ALT-C 2014, University of Warwick, 1-3 September 2014. Paper 592. The Paperless Student: The impact of an intervention addressing digital study competencies. Matt Cornock and Blayn Parkinson, University of York, UK. Do we make too many assumptions about students' confidence and competence with digital literacy? Are the problems reading on screen based on technology or behaviours? What approaches can we use to support students and help them realise new skills to engage with digital documents? This paper aims to address these questions drawing upon survey and small scale feedback from the readingonscreen.com website.
Social media for social policy: working together for creative employability s...Matt Cornock
Ā
Session presented at the University of York Learning and Teaching Conference, 8 May 2013. Overview of the social media project which gives students the opportunity to learn new skills within a social science subject context.
Creating rich resources with free tools: Customised Google Maps for Learning & Teaching. Presented at the Durham Blackboard Users Conference, January 2013.
Tablets run the risk of being gimmicky or misused for the likes of Facebook without a well-structured learning activity that has a defined output. This activity needs to relate to the lecture/seminar and the output then needs to be fed back to the tutor/rest of the class to create a meaningful learning experience. This presentation shows seven ways that tablets can be used with free Apps or web-based resources to encourage engagement and interaction in teaching sessions. The screenshots use an Android tablet, but the Apps are also available on iPads.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
Ā
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Ā
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
Ā
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
Ā
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Ā
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 wasnāt 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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation āBlue Starā 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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
Ā
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Unravelling student expectations
The use of early data and student feedback
to inform implementation
ALT-C, University of Manchester, 11 September 2012
Matt Cornock
University of York
Complete presentation notes available at mattcornock.co.uk
This presentation outlines the approach taken in the Department of Social Policy and Social Work (SPSW) at the University of York to engage staff in technology-enhanced learning. The Department has a ābaselineā approach which requires every module to have a site on the VLE. Within this site are some required elements: module outline, announcements to communicate with students, reading list, lecture slides and assignment information with online submission point (students have to submit one paper copy to Department Reception and the digital file online). The Department is small, with approximately 40 teaching staff, 350 undergraduate students and 120 taught postgraduate campus-based students. The initial roll-out of the baseline was in 2010 and since then all staff have been trained in the minimum technical skills required to meet the baseline. A significant proportion of staff also use collaborative tools and an appreciation of online learning design to provide blended learning at varying levels of consequence for the module outcomes. The approach detailed in this paper is designed to help other Department coordinators think of how they can increase staff engagement with technology-enhanced learning. The underlying principle is the use of data to inform practice and obtain buy-in from staff. Eric Mazur (Keynote Speaker at ALT-C 2012) suggested that scientific study of the learning and teaching processes we use can help inform practice and improve our methods. Whilst Mazurās approaches are academically rigorous, I am proposing here a more āquick and dirtyā approach with a fast turn around time so that a difference can be more immediately felt in the adoption of technologies for teaching and learning, and the supporting of both staff and students in their use.
The large scale national surveys like Horizon Reports, ECAR (Smith and Caruso 2010) and the recent HEFCE/NUS report on student perspectives (2010) all suggest that students are on average more confident with technology and have an expectation for technology to be used as part of their learning process. For a small Department, I want to be able to support the individual differences of the small cohorts. Much of our teaching is in small groups also, therefore there is a greater impact on the whole of individual studentsā experiences and preferences towards learning technologies. As such, we cannot depend on these national trends to reflect the unique make-up of our teaching groups. For example, we cannot assume that all students have access to smart phones, confidently use MS Office products, desire to use Facebook for teaching and learning or even know what to do with books. Having a better understanding of our individual learners informs the approaches we take, not by limiting us, but by highlighting where supporting training and guidance needs to be provided.
The results here come from my Learning Technologies Survey of all first year undergraduate and first year MA Social Work students. This survey is conducted during a VLE induction session in the first week of the academic year and helps provide information to do with device ownership, experience of TEL in school and confidence with IT. The results showed that roughly a third lacked confidence in using MS Office, in particular Word and more so (40-45%) with PowerPoint. As a good grasp of Word is useful for essay writing (our main form of assessment) and PowerPoint the centrally-provided presentation programme (students are required to do presentations regularly throughout their degree), this survey flagged up a particular skills shortage we were able to address with additional training provision. Word mini-tutorials delivered through screencasting software provided guidance for formatting assignments and a PowerPoint training session was provided. Interestingly, a large proportion of students were keen to create an online presence via blogging, something that was not taught last year but can now be delivered to students through the creation of a workshop over the summer. Worryingly (as it goes against some of our ill-informed assumptions about ātech-savvyā students), a third were also wanting training on online identity management, presumably because of the increased awareness over privacy concerns and the social/professional balance on social networking sites. Again, a workshop has been devised to address these skills gaps. Whilst these skills are not explicitly linked to academic study, by supporting students in developing these skills and becoming confident with the technology, technology becomes one less barrier to overcome both for their study and future career prospects.
As an example of just one quality agenda, this case study uses a different mix of information to inform practice on a more iterative and longer-term project. The University has developed an institutional road map of how students should be welcomed to the institution and introduced to their studies (this policy developed from work done by pioneering Departments in Welcome Sites). SPSW was an early adopter and a little ahead of the institutional expectations, but our prior work put us in good stead to provide a quality ātransitionā for our students into the University. Our initial designs were informed by student focus groups, but each year student feedback is collected to ensure that the Welcome Sites remain current to students needs and adapt to different provisions centrally which negate the need to duplicate the information at a Department level. These sites also included blog spaces to allow new students to talk to each other, current students and staff. This itself provided evidence about how students interact on blogs, evidence produced at a Departmental level which could be used as an example of practice to inform staff thinking of including such approaches in their modules. Find out more about the conclusions drawn from interactions on these blogs here: http://www.mattcornock.co.uk/reports/four-types-of-students-posts-in-introductory-online-activities . A second key development point was that around the use of video, with anecdotal evidence suggesting students appreciate seeing and hearing Department staff pre-arrival. As such, our sites now include a number of videos to complement the text-based information available.
A second learning point from the Learning Technologies Survey was that of studentās receptiveness to the use of Facebook for teaching and learning purposes. The chart above clearly shows ambivalence, with only a third of students in favour. Of note is the way this result is pretty consistent even if the students didnāt come straight from school into their degree (about 15-20% of our students are ānon-school leaversā). For information also, though almost all school-leavers used Facebook (97%), 90% of their non-school leaver counterparts also did. Suggesting that regardless of whether students used Facebook socially or not, they were still less likely to be comfortable with its use in an academic context. This information proved particularly useful when a learning activity was designed with Facebook in mind as the platform (albeit for different cohorts). Knowing that there may be apprehension over the use of Facebook allowed us to design in additional support, opt-out activities, and clear guidance as to the role of Facebook for the activity.
This slide just shows a sample of the guidance provided to support the Facebook activity (Wenham and Cornock 2012). The activity guide places particular emphasis on the rationale of using Facebook as well as the āterms of engagementā to be relaxed and informal. A YouTube video was also recorded to provide detailed support on controlling Facebookās complicated privacy settings. This video and supporting documentation can be found here: http://www.mattcornock.co.uk/guides/controlling-your-online-identity
The figure here is a summary of the different points that Departmental TEL coordinators could intervene and obtain information. Covered in this presentation are the first two blocks, but Module Feedback is also an essential tool for TEL coordinators. Every module feedback form in the Department has a question which allows students to comment specifically on the use of the VLE. This helps highlight inconsistencies (a key quality improvement area) and examples of good practice that can be shared with other staff, potentially increasing buy-in.
Pulling together all the threads of the approach taken in SPSW, this model is its representation. At the base, the stakeholders (apologies for the business-lingo): students, staff and the institution. Each drivers, providing input and information. Then a level of āquick and dirtyā information gathering processes, plus āInnovationā that comes from students (usually student representatives) and staff with teaching ideas. Thus, this base level is comprised of processes which facilitate proactive, reactive and ad hoc information gathering. These then feed into a Department Strategy (something which we are institutionally encouraged to produce, and acts as a useful steering mechanism for the Department overall ā reviewed and reflected upon annually) and the learning designs of individual modules. The final step is implementation, reflecting upon students expectations and experience with TEL in particular and how we may support it. These stages are driven through proactively, either by the Department coordinator or by the module staff themselves.
The final step though is to ensure proactive feeding back, disseminating the implementation to students, staff and institution to showcase the use of TEL with the intention of increasing buy-in from staff. There was much discussion in the sessions I attended on the first day at ALT-C which disregarded staff who werenāt willing to embrace technology (those referred to as laggards). For me, this process of toe-dipping, informed by simple evidence, trialling and learning from experience encourages staff to make more informed decisions about the role of TEL in their courses. At the end of the day, as TEL coordinators, we are not looking for ubiquitous adoption of TEL in all modules, but a balance across the curriculum which draws on TEL strengths only where it is shown to improve the student learning experience. However, without offering opportunities to provoke and encourage staff, we run the risk of only supporting those that wish to push on with TEL, leaving an ever increasing chasm between those that do and those that donāt.
The final slide just summarises the approach again and the key benefits to small Departments.
