This document discusses how Leeds Beckett University customized their learning platform to inspire a sense of educational community for different student groups. They created unique branded experiences for different student types (distance learners, franchise students, continuing professional development students) by assigning them different roles, tabs, themes and modules tailored to their needs. Examples are provided of customized platforms for distance learners, franchise courses, continuing professional development, research students and an international study center. Usage data suggests the personalized platforms increased student engagement with the learning resources.
Presenter: Joseph Gliddon
Organisation: Bristol University
Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online.
The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses.
This work was done to address key challenges in this area, including:
-meeting complex requirements in a consistent way
-needing a standard approach which is scalable across multiple courses
-ownership of the process by Schools to ensure sustainability
-easily updating content across many courses with minimum editing
Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.
Bb w ppt_what happens in blackboard p raymentEesySoft
Peter Rayment is the Learning Technology Manager at Cardiff University in the UK. He discusses how the university uses analytics, specifically EesyAnalytics, to gain insights into how their learning management system (LMS) is used. Analytics helps the university understand tool usage patterns over time, see the impact of training and engagement activities, and optimize resources. It allows them to identify areas of good and bad practice and share lessons learned. The university has started to more fully understand LMS usage and can now reflect on how to improve based on data-driven insights.
The University of Derby has experienced significant campus and program growth over the past two decades. It has 15,935 higher education students based in the UK and 8,380 students at overseas franchised institutions. The University of Derby Online (UDOL) program was created in 2011 and has around 3,000 unique part-time students. To support this diverse student body, the university library provides services both on and off campus, including email and phone support, online guides and videos, library visits to collaborative partner institutions, and interlibrary loans. Library staff also engage in ongoing training, quality monitoring, and collaboration to ensure high-quality support for all students.
The document summarizes the results of a longitudinal study conducted by Katie Burn and Matt Cunningham on why students use university libraries and what they use them for. They surveyed students at Loughborough University and the University of York in 2015 and 2016. Some key findings were that students primarily use libraries for individual study and to access resources, with undergraduates using libraries more frequently than postgraduates. Differences between the universities included York students prioritizing individual study more and using libraries for social purposes. The collaboration provided insights to inform space planning and demonstrated the value of libraries.
The document discusses a user experience project conducted by six colleges of the University of the Arts London to inform the development of new library spaces. The project used various methods like mapping, observing, and focus groups to understand how students currently use and experience library spaces. Key methods included observing student movement and static behaviors in existing spaces over two weeks, conducting touchstone tours to gather opinions on most and least used areas, and holding focus groups with observers and college students. The project was conducted in phases from April 2015 to October 2015. One case study highlighted was the London College of Communication library, where the UX report findings were analyzed using maps, observation data, and focus group feedback to develop solutions to improve existing spaces.
This document discusses blended learning at HOW College and the Blended Learning Consortium. It provides reasons for adopting blended learning including making use of technology, developing independent learning skills, and maintaining programmes with less funding. It describes how the consortium works, with member colleges voting on and developing online content to share. It outlines the roles of different groups in supporting blended learning. The consortium has grown to include 63 colleges and has funded the development of over 750 hours of online content in areas like digital literacy, employability, and engineering.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Personalized Learning Made Simple & Affordable: Waymaker Lumen Learning
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
Presenter: Joseph Gliddon
Organisation: Bristol University
Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online.
The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses.
This work was done to address key challenges in this area, including:
-meeting complex requirements in a consistent way
-needing a standard approach which is scalable across multiple courses
-ownership of the process by Schools to ensure sustainability
-easily updating content across many courses with minimum editing
Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.
Bb w ppt_what happens in blackboard p raymentEesySoft
Peter Rayment is the Learning Technology Manager at Cardiff University in the UK. He discusses how the university uses analytics, specifically EesyAnalytics, to gain insights into how their learning management system (LMS) is used. Analytics helps the university understand tool usage patterns over time, see the impact of training and engagement activities, and optimize resources. It allows them to identify areas of good and bad practice and share lessons learned. The university has started to more fully understand LMS usage and can now reflect on how to improve based on data-driven insights.
The University of Derby has experienced significant campus and program growth over the past two decades. It has 15,935 higher education students based in the UK and 8,380 students at overseas franchised institutions. The University of Derby Online (UDOL) program was created in 2011 and has around 3,000 unique part-time students. To support this diverse student body, the university library provides services both on and off campus, including email and phone support, online guides and videos, library visits to collaborative partner institutions, and interlibrary loans. Library staff also engage in ongoing training, quality monitoring, and collaboration to ensure high-quality support for all students.
The document summarizes the results of a longitudinal study conducted by Katie Burn and Matt Cunningham on why students use university libraries and what they use them for. They surveyed students at Loughborough University and the University of York in 2015 and 2016. Some key findings were that students primarily use libraries for individual study and to access resources, with undergraduates using libraries more frequently than postgraduates. Differences between the universities included York students prioritizing individual study more and using libraries for social purposes. The collaboration provided insights to inform space planning and demonstrated the value of libraries.
The document discusses a user experience project conducted by six colleges of the University of the Arts London to inform the development of new library spaces. The project used various methods like mapping, observing, and focus groups to understand how students currently use and experience library spaces. Key methods included observing student movement and static behaviors in existing spaces over two weeks, conducting touchstone tours to gather opinions on most and least used areas, and holding focus groups with observers and college students. The project was conducted in phases from April 2015 to October 2015. One case study highlighted was the London College of Communication library, where the UX report findings were analyzed using maps, observation data, and focus group feedback to develop solutions to improve existing spaces.
This document discusses blended learning at HOW College and the Blended Learning Consortium. It provides reasons for adopting blended learning including making use of technology, developing independent learning skills, and maintaining programmes with less funding. It describes how the consortium works, with member colleges voting on and developing online content to share. It outlines the roles of different groups in supporting blended learning. The consortium has grown to include 63 colleges and has funded the development of over 750 hours of online content in areas like digital literacy, employability, and engineering.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Personalized Learning Made Simple & Affordable: Waymaker Lumen Learning
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
Labelling digital learning materials so that teachers can find themwimdboer
The document discusses labeling and categorizing digital learning materials to help teachers more easily find and use them. It proposes using the IEEE Learning Object Metadata standard to catalog materials in databases according to fields like title, description, subject, and intended user. Research with teachers found they spend time searching for additional materials and would use a site with a complete overview of available materials categorized by standard metadata. Open questions remain around publisher participation and the quality and usefulness of metadata for teachers.
Welcome to MnSCU! New Faculty OrientationLynda Milne
A conference session to introduce faculty to the purposes and roles of the statewide system, and to the resources available (both on campus and from the system) for early teaching success.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
Advanced commenting capabilities using the Moodle Media Collection activity -...Blackboard APAC
The University of New South Wales Australia has developed advanced commenting features for the Moodle Media collection activity. This allows comments and likes to be added to audio, video and image files in Moodle Media Collections. With audio and video files, comments can be added to specific points in the media item's timeline.
Different comment types allow you to control who sees your comments. This includes the whole course, just you or a person you send feedback to and you.
This document discusses obstacles and strategies for using Massive Open Online Courses (MOOCs) in campus education. It identifies key obstacles like permission, language barriers, adoption challenges, and assessing MOOC quality. It then outlines strategies used by various universities, where most MOOCs are being incorporated into existing campus courses through flipped classroom models. MOOC content is often used directly in campus learning management systems. Teachers note benefits like increased student engagement and grades when MOOCs are integrated into campus courses, but challenges remain around rethinking contact hours and assessment. The document provides examples of universities successfully using MOOCs and suggests resources for finding suitable open courses.
Waymaker courses provide powerful, next-generation personalized learning experiences with low cost, day one access. This presentation provides an overview of Lumen’s new Waymaker Microeconomics and Macroeconomics courses, which are designed using open educational resources. Both use peer-reviewed OpenStax College economics textbooks as primary source materials.
Waymaker Economics Courses: Personalized Learning in 5 Simple StepsLumen Learning
Waymaker courses from Lumen Learning combine personalized learning with open educational resources, to provide a powerful and affordable learning experience. These slides introduce two Waymaker economics curriculum courses now available: Macroeconomics and Microeconomics. Both are designed using the OpenStax College OER textbooks for these subjects. The presentation walks through the simple process of setting up a Waymaker course and beginning to teach.
Increasing student satisfaction by closing the feedback loopJisc
One of the biggest challenges universities and student unions’ face today when enhancing the student experience is closing the feedback loop between students and staff. With a constant stream of survey and systems, university staff struggle to demonstrate how they are acting on student feedback in a timely and relevant manner. As a result this leads to students feeling further disengaged and dissatisfied as they feel their voice is not heard or do not adequately supported.
Unitu aims to provide an effective way for universities to engage with the student voice and close the feedback loop. We will present findings, best practices, potential consequences of an ineffective feedback system and how we've discovered a great way to close the feedback loop and improve the student experience.
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
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.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
TLC2016 - A search engine for Blackboard Learn, the impossible made possible.BlackboardEMEA
Presenter: Machiels Wim
Organisation: KU Leuven
Description: Search engines have become an essential tool in our daily lives and anno 2016 we cannot imagine a system - which stores a large amount of documents - that is not searchable. Unfortunately Blackboard Learn doesn’t offer this functionality yet and it hasn’t been on the companies roadmap for years. Since students and staff at KU Leuven requested a search engine for their LMS for many years we decided to develop this functionality in-house.
In this talk we will demo our solution and show how we can index all content of a large Blackboard Learn deployment and provide personalized search results for all our users.
The North Tyneside Learning Platform was launched in 2004 as an information sharing portal for 14-19 education alongside the Blackboard VLE, and has since expanded to serve the entire school system. It averages 60,000 secure logins per month with over 100,000 additional hits on hosted websites, and is used across 11 secondary schools, 4 middle schools, and 57 primary schools. The platform provides a highly valued support structure, large content library, and community aspects while facing risks regarding staffing, coding, and hosting dependencies.
Embedding Library Services in Blackboard Learn. Presented at Educate and Innovate Teaching and Learning Conference in Liverpool. 15th April 2015.
Authors: B S Becker & A.A. Watson.
Leeds Beckett University
Beatriz Daniela Gabriel Campos es el nombre de una persona. El documento proporciona un nombre completo en una sola oración sin ninguna otra información contextual.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
Labelling digital learning materials so that teachers can find themwimdboer
The document discusses labeling and categorizing digital learning materials to help teachers more easily find and use them. It proposes using the IEEE Learning Object Metadata standard to catalog materials in databases according to fields like title, description, subject, and intended user. Research with teachers found they spend time searching for additional materials and would use a site with a complete overview of available materials categorized by standard metadata. Open questions remain around publisher participation and the quality and usefulness of metadata for teachers.
Welcome to MnSCU! New Faculty OrientationLynda Milne
A conference session to introduce faculty to the purposes and roles of the statewide system, and to the resources available (both on campus and from the system) for early teaching success.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
Advanced commenting capabilities using the Moodle Media Collection activity -...Blackboard APAC
The University of New South Wales Australia has developed advanced commenting features for the Moodle Media collection activity. This allows comments and likes to be added to audio, video and image files in Moodle Media Collections. With audio and video files, comments can be added to specific points in the media item's timeline.
Different comment types allow you to control who sees your comments. This includes the whole course, just you or a person you send feedback to and you.
This document discusses obstacles and strategies for using Massive Open Online Courses (MOOCs) in campus education. It identifies key obstacles like permission, language barriers, adoption challenges, and assessing MOOC quality. It then outlines strategies used by various universities, where most MOOCs are being incorporated into existing campus courses through flipped classroom models. MOOC content is often used directly in campus learning management systems. Teachers note benefits like increased student engagement and grades when MOOCs are integrated into campus courses, but challenges remain around rethinking contact hours and assessment. The document provides examples of universities successfully using MOOCs and suggests resources for finding suitable open courses.
Waymaker courses provide powerful, next-generation personalized learning experiences with low cost, day one access. This presentation provides an overview of Lumen’s new Waymaker Microeconomics and Macroeconomics courses, which are designed using open educational resources. Both use peer-reviewed OpenStax College economics textbooks as primary source materials.
Waymaker Economics Courses: Personalized Learning in 5 Simple StepsLumen Learning
Waymaker courses from Lumen Learning combine personalized learning with open educational resources, to provide a powerful and affordable learning experience. These slides introduce two Waymaker economics curriculum courses now available: Macroeconomics and Microeconomics. Both are designed using the OpenStax College OER textbooks for these subjects. The presentation walks through the simple process of setting up a Waymaker course and beginning to teach.
Increasing student satisfaction by closing the feedback loopJisc
One of the biggest challenges universities and student unions’ face today when enhancing the student experience is closing the feedback loop between students and staff. With a constant stream of survey and systems, university staff struggle to demonstrate how they are acting on student feedback in a timely and relevant manner. As a result this leads to students feeling further disengaged and dissatisfied as they feel their voice is not heard or do not adequately supported.
Unitu aims to provide an effective way for universities to engage with the student voice and close the feedback loop. We will present findings, best practices, potential consequences of an ineffective feedback system and how we've discovered a great way to close the feedback loop and improve the student experience.
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
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.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
TLC2016 - A search engine for Blackboard Learn, the impossible made possible.BlackboardEMEA
Presenter: Machiels Wim
Organisation: KU Leuven
Description: Search engines have become an essential tool in our daily lives and anno 2016 we cannot imagine a system - which stores a large amount of documents - that is not searchable. Unfortunately Blackboard Learn doesn’t offer this functionality yet and it hasn’t been on the companies roadmap for years. Since students and staff at KU Leuven requested a search engine for their LMS for many years we decided to develop this functionality in-house.
In this talk we will demo our solution and show how we can index all content of a large Blackboard Learn deployment and provide personalized search results for all our users.
The North Tyneside Learning Platform was launched in 2004 as an information sharing portal for 14-19 education alongside the Blackboard VLE, and has since expanded to serve the entire school system. It averages 60,000 secure logins per month with over 100,000 additional hits on hosted websites, and is used across 11 secondary schools, 4 middle schools, and 57 primary schools. The platform provides a highly valued support structure, large content library, and community aspects while facing risks regarding staffing, coding, and hosting dependencies.
Embedding Library Services in Blackboard Learn. Presented at Educate and Innovate Teaching and Learning Conference in Liverpool. 15th April 2015.
Authors: B S Becker & A.A. Watson.
Leeds Beckett University
Beatriz Daniela Gabriel Campos es el nombre de una persona. El documento proporciona un nombre completo en una sola oración sin ninguna otra información contextual.
La calidad es una propiedad inherente que permite comparar cosas de una misma especie. Se logra con una definición clara de lo que quiere el cliente, un proceso de fabricación adecuado, especificaciones cumplidas escrupulosamente y un buen servicio postventa. La auditoría de calidad busca obtener evidencia de los registros emitidos para determinar si se cumplen políticas y procedimientos.
El documento describe la historia de la inflación en Colombia desde la década de 1960. Inicialmente, Colombia tuvo uno de los niveles más moderados de inflación en América Latina, pero en la década de 1970 comenzó a acelerarse. En la década de 1980, la inflación alcanzó niveles elevados de más del 32%. Aunque en los años 90 se redujo a casi la mitad, la dura política monetaria de finales de esa década provocó una recesión con alto desempleo y baja demanda. El estado ha intervenido más en
El documento describe la historia de la inflación en Colombia desde la década de 1960. Inicialmente, Colombia tuvo uno de los niveles más moderados de inflación en América Latina, pero los precios comenzaron a acelerarse en 1971. En la década de 1985 se inició un nuevo período de alta inflación, la cual superó el 32% para luego reducirse a 10 puntos porcentuales en la década de 1990. Para 1999, la dura política monetaria del Banco de la República redujo la inflación al 11%, pero provocó una dep
This document discusses INEGI's use of Twitter as a source of big data. It outlines INEGI's process for collecting over 260 million geo-tagged tweets from Twitter's API and analyzing them using Apache Spark. The tweets are analyzed to extract sentiment indicators and examine mobility patterns. INEGI has also integrated tweets with other data sources and is exploring various applications of the Twitter data like tracking tourism, migration, and subjective wellbeing.
The document appears to be a catalog of clothing items from Bershka and Stradivarius brands. It includes listings and product links for various jackets, coats, sweaters and other apparel with descriptions of materials, colors and details. The items span both men's and women's styles and sizes.
Este documento proporciona una breve historia del deporte desde la antigüedad hasta la actualidad. Explica que muchos deportes ya se practicaban en culturas antiguas como China, Egipto, Persia y Mesoamérica. Destaca que los griegos crearon los Juegos Olímpicos y aumentaron la organización de los deportes. También señala que con la industrialización creció el tiempo libre y la participación deportiva, y que hoy en día el deporte se considera una actividad saludable.
El documento habla sobre las herramientas web y las características de la Web 2.0. Explica que la Web 2.0 permite a los usuarios interactuar y colaborar generando contenido, a diferencia de solo observar. También describe los canales de comunicación sincrónicos y asincrónicos utilizados y algunas aplicaciones comunes como redes sociales, blogs y wikis.
El documento introduce el aprendizaje automático y la inducción. Explica que la inducción implica generalizar una función desconocida a partir de ejemplos específicos, y que existen múltiples soluciones posibles. Recomienda seguir el principio de Ockham de preferir la hipótesis más simple que sea consistente con los datos.
El documento presenta varios mapas conceptuales sobre los principales nutrientes: carbohidratos, proteínas, grasas y vitaminas hidrosolubles. Explica la clasificación, fuentes, función y efectos de déficit y exceso de cada nutriente de manera detallada.
El documento proporciona un tutorial para navegar en la comunidad estudiantil. Explica los pasos para ingresar con usuario y contraseña, verificar el correo electrónico, y acceder a informes de asistencia, notas y avance académico para clases y alumnos específicos en formato PDF.
O documento discute o estresse no trabalho e a síndrome de burnout, afirmando que cerca de 70% dos brasileiros sofrem com estresse no trabalho e 30% desenvolvem burnout. Burnout é um esgotamento físico e mental causado por estresse ocupacional que afeta profissionais como médicos, enfermeiros e professores. O documento também lista sintomas e causas de burnout em professores.
Uso pedagógico de materiales y recursos educativos de diapositivasluzmilaalvarez1507
Este documento describe las principales características de los materiales educativos de las TIC, incluyendo la integración de códigos, la navegación no lineal y la interactividad. También discute cómo las TIC pueden usarse para proyectos colaborativos entre estudiantes y escuelas, y los desafíos de integrar las nuevas tecnologías en la educación tradicional. Finalmente, resalta la importancia de capacitar a los maestros en el uso pedagógico efectivo de los recursos digitales.
A União Europeia está enfrentando desafios sem precedentes devido à pandemia de COVID-19 e à invasão russa da Ucrânia. Isso destacou a necessidade de autonomia estratégica da UE em áreas como energia, defesa e tecnologia digital para tornar o bloco menos vulnerável a choques externos. A Comissão Europeia propôs novas iniciativas para fortalecer a resiliência econômica e de segurança da UE nos próximos anos.
Tarea televisión educativa clara beatriz herrera g.Beclahe
El documento habla sobre la televisión educativa como una herramienta que apoya los procesos de enseñanza y aprendizaje. Explica que la televisión educativa tiene contenidos educativos que no forman parte del sistema escolar formal y que buscan influir en el conocimiento y valores del espectador. También describe las etapas de la televisión educativa como la teledifusión, evaluación y explotación; e incluye referencias bibliográficas sobre el tema.
Este documento introduce el aprendizaje automático y la inducción. Explica que el aprendizaje automático se usa para descubrir conocimiento útil para la toma de decisiones y modificar los mecanismos de toma de decisiones para mejorar el rendimiento. La inducción implica generalizar una función a partir de ejemplos, y el desafío es encontrar la hipótesis que mejor aproxime la función desconocida. El criterio de Ockham sugiere preferir la hipótesis más simple que sea consistente con los datos.
Lumen model jump starting success with oerLumen Learning
Through years of collaboration with faculty and institutions, Lumen Learning has developed not only a growing catalog of road-tested courses designed using open educational resources, but also an engagement approach that helps institutions make a sustained impact with OER. This webinar shares how we develop OER courses and support institutions and faculty through the processes of course adoption, customization and continuous improvement. Gain insight into Lumen’s support model, pricing, and strategies we recommend to help students, faculty and institutions realize the full benefits of OER.
Learning from Usain Bolt: Integrating Ipsative Assessments Into Our LearningOpus Learning
Opus Learning's Ken Currie spoke at the The e-Assessment Question 2014 Conference and Exhibition in London about the integration of ipsative assessments into our Opus Learning courses. To find out more please email Ken under kwc@opuslearning.com
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Building MOOCs: Scalable Course Development & DeliveryOpus Learning
This document discusses strategies for designing, developing, delivering and assessing online courses at scale. It emphasizes that an engineering approach using standards-based content management and semantic markup is needed to efficiently author, publish and distribute large volumes of online learning materials. It also highlights the need for learning analytics to longitudinally assess student progress and provide formative feedback. A digital workbook is proposed as a way to capture this analytic data and provide a portfolio of student work.
This document outlines the agenda and content for a workshop on re-evaluating online teaching. The workshop aims to enable reflection on learning and teaching experiences, articulate characteristics of good learning, and develop strategies for effective course design, evaluation, and sharing of good practices. The agenda includes discussions of what constitutes good learning, the importance of e-learning, emerging technologies, and strategies for collaborative learning and course evaluation. Resources on open educational practices and a taxonomy of MOOCs are also presented and discussed.
Intro to OER for the University System of MarylandLumen Learning
Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
Moving towards a 21st Century University - Alan Masson, BlackboardVikki Yip
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E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
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Benefits of blended learning
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ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
A principled approach to the design of collaborative MOOC curriculaStian Håklev
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The cost of expensive commercial textbooks a growing barrier to students’ success. Many institutions are now turning to freely available open textbooks and other open educational resources (OER) as a better alternative. Today, a growing number of colleges and universities are eliminating textbook costs in OER-based courses that give students free access to all course materials on the first day of class.
This presentation, prepared by open education innovator Dr. David Wiley and Center for Excellence in Distance Learning director Dr. Kim Long discusses what is OER, how to find and use OER, and the linkage between OER and improvements in student success, with a particular focus on minority-serving institutions.
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nursing students
The Saylor Foundation – Their Clinton Global Initiative project to provide open and free career skills training to disconnected youth and adult learners through the creation of multiple professional development modules will be shared. Courses available on on their website as well as options for mobile learners through iTunes will be shown.
Twenty Millions Minds Foundation - Their work with community college faculty to develop open textbooks for the allied health professions including nursing and physical therapy will be shared. Innovative approaches such as faculty hackathons for digital content development will be discussed.
KQED Education - The work voice video series featuring ESL students in Silicon Valley who have achieved new careers through programs and skills received at community colleges will be shared. Additional lesson plans for faculty who work with ESL students will be shown.
The document discusses the role of an instructional designer at the University of Illinois College of Medicine in Chicago. It describes how the instructional designer helps improve the medical school curriculum through evidence-based best practices, feedback loops, and future planning. The designer analyzes course evaluations, observes teaching, and collaborates with faculty to enhance learning materials and instructional methods using frameworks like ADDIE and backward design. Evaluation data is used to identify areas for improvement and gauge the impact of changes made. The goal is to continually refine the curriculum and help faculty develop as effective educators.
Shikkhok.com is an ultra-low cost MOOC platform developed in Bengali to provide educational resources to rural students in Bangladesh and India who lack access to quality education. It uses volunteer educators and crowdsourcing to develop courses at a total cost of only $15, and innovative distribution methods like USB drives and Raspberry Pi computers to deliver content to students without internet access. Evaluation of user engagement found that localization of content to the local language and culture as well as mobile optimization were highly effective strategies for reaching rural audiences.
1. Inspiring a Sense of
Educational Community
B S Becker, J R Gilbert & A A Watson
Libraries & Learning Innovation, Leeds Beckett University
@bsbecker1, @adlab
2. Leeds Beckett University
2
• Two campuses based in Leeds, Yorkshire, UK
• Tertiary education provider for over 100 years
• University status granted in 1992 - we’re ‘New’!
• Staff and students access our learning platform from 161
countries
13. Current University Context
13
~94% of
users, login at
least once
during the
year ~69% of
Courses being
taught use the
VLE
40% of visits
last at least
ten minutes
4 out of 5
users have
downloaded /
used the
Mobile App
Staff:
2,900
Academic:
1,500
Students:
29,000
18. 18
Standard
Franchise
Distance
Learners
CPD
• Is the learning platform
content relevant and targeted
to the right group of students?
• Are all students entitled to
see all the resources that we
provide?
• Are the student’s actually
engaging with the services
provided through the learning
platform?
Our questions…
19. 21
Out of the Box
2010
Standard Brand
2014-15
Customised
2015 →
21. Personalisation Tools
• Blackboard Learn 9.1 Communities
• Institution Roles
– 20 Primary System Instruction roles
– 8 of which are reserved e.g. Staff, Student, Alumni etc.
• Brands
– Associate a Brand with an Institution Role
– Create custom Brand Themes
• Themes & Colour Palette
– Create CSS hacks to modify look & feel
21
22. Planning Process
22
Request for a
new User brand
What Tabs are
required ?
What Theme is
required ?
What Modules
are required ?
Final Content
Plan
23. Typical Content Plan
23
Content Plan: Leeds International Study Centre (Study Group)
General Information Theme Tabs Available Tabs Required Modules Available Modules Required
Number of Students: 200
Number of Staff: 20
To match
colours used on
the Leeds ISC
website.
Collaboration No
Employability No
Files Yes Webfiles
Google Drive
Yes
Yes
Groups Yes
Help Yes
Home No
IT Support Yes
Library Yes Library Website
Search Using Discover
Skills for Learning
My Library Account
Offsite
Yes
Yes
Yes
Yes
No
Modules Yes My Modules
Academic Regulations
Results Online
Exam Papers Online
Yes
Yes
No
No
My Account No
Research No
Timetables No
Welcome No
New Requirements:
New Tab called Leeds ISC with new Modules with link to Study Group Timetables, Attendance Policy,
ISC Announcement Panel
Role ID: Role_20 - ISC Student Primary
Brand Name / Reference Leeds ISC / BKT-ISC-FEB16
24. Technical Process
24
Final Content
Plan
Create a new
Institution
Role_ID
Assign new
Role_ID to
required users
Create a new
Brand
Assign Brand to
Institutional
Role
Create a new
Theme
Assign Theme
to new Brand
1. Snapshot Flat Files
2. Create user - layout owner
1. Develop CSS hacks
2. University Colour Palette
26. Example 1 – Distance Learning
Highlights
• No Timetables Tab!
• New Collaboration
Tab
• New module to link
to Google+
Community
• On Modules tab -
Module to alternative
VLE platform!
26
28. Example 2 – Franchise Courses
28
Highlights
• 9 x Global Franchise
Partners
• Very limited Tabs!
• Note VLE dropped
from Brand as
Module to alternative
VLE platform run by
Franchise
• Tailored Library
access to electronic
resources
30. Example 3 – CPD
30
Highlights
• 1700 students
• Specialist CPD
courses for Heads of
School & Teachers
• Limited Tabs!
• 9 x modules all
relating to this
particular student
cohort including
Course list
32. Special Case 1 – Research Students
32
Highlights
• Standard Brand
• No Timetables Tab!
• New Research Tab
• New Module to link
to Portfolio tool
• New Module to
provide Thesis
plagiarism check
34. Special Case 2 – Leeds ISC
34
Highlights
• Partner to Leeds
Beckett University
and Leeds University
• No Timetables Tab!
• New Leeds ISC Tab
• Branded to match
Partner logo
• In development
35. Has it worked?
2014-15
• 94% users logged in at
least once
• 4.5m visits
35
2015-16
• 96.8% users logged in
at least once.
• ~ 4.7m visits forecast
Have we created learning environments that will
inspire a sense of educational community?
Good Afternoon Ladies and Gentlemen. Thank you for attending this Session this afternoon.
My name is Barbara Becker from Leeds Beckett University. (Colleagues from the UK will know us in our previous guise as Leeds Metropolitan University). My co-authors are Jack Gilbert and Adam Watson, but unfortunately they are not able to attend the Conference this week.
Today I will present our work on personalising the University Learning Platform, to provide a unique student experience for a cohesive individual cohort experience.
Before I get into the nitty gritty of my presentation, let me share some interesting facts about my University. Leeds Beckett University is based in the City of Leeds, in Yorkshire, in the centre of the so called UK Northern Powerhouse.
And despite the city being landlocked we do still have the River Aire and the Leeds Liverpool canal running through the City. So like Groningen we have a waterfront – just to the same extent.
We have a split campus, with a city centre location, and around 3.5 miles north of the city is our beautiful Headingley Campus – with the James Graham building as its architectural highlight.
Although, we have been a tertiary education provider for over 100 years, we received our University Chartership in 1992. So a relatively new University. And although our student and staff are in the main campus based, we have a significant, and growing, off-campus population, with logins from 161 countries.
So here’s the thing…. The concept…
An educational institution consists of many types of students… And as an institution we provide one learning platform for everyone to access… But when we started analysing our student base, how were they actually studying?
The majority of students are ‘standard’ students on campus, classroom based.
We have a significant and growing proportion of students who are classroom based, but being taught in their home institutions and accessing the learning platform under Franchise contracts.
Moreover, in the last few years, the University has been growing its distance learning provision, students usually studying at home and fitting in their studies with working, bringing up families. These students can be either be based internationally or in the institution's country.
Finally, we have an established set of continuing professional development courses, where students study a specific set short courses related to their current working career.
But our learning platform initially treated all our institutional students as the same… one size fits all… We came to realise that this was not the case… For instance why would Distance Learning students require access to our institutional timetables when they are off-campus?
So what if we could we personalise our virtual learning environment for each group of students – define them and separate them from the larger body of conventional classroom based students… we started to investigate the possibilities…
So that’s the concept… hold that thought just for a moment…
Before I go any further it might be useful, to provide you with some context to our Blackboard Installation.
We have around 29,000 students, 2,900 staff or which 1500 are academic staff. Our statistical analysis (not taken from Blackboard analytics) shows that 94% of users login at least once during the year, with 69% of courses (of which we have 3500) being taught on Blackboard (so have content and students attached). And 40% of visits last at least 10 minutes or more.
We have the mobile app installed and we know that 4 out of 5 of our users are using the app to access their course materials.
Leeds Beckett University has had a portal/VLE platform for a number of years since bringing in WebCT Campus Edition in 2001, some 15 years ago.
Two years later WebCT was embedded into the first student portal platform supplied by Sungard HE (now Ellucian).
For a number of years this remained the status quo, with the only change a slight upgrade to the portal and WebCT being upgraded to the Vista flavour of the product.
Then in 2010 the decision was made to change the student portal to Blackboard Learn 9.1 Communities, in which the VISTA VLE was embedded.
Finally, VISTA was upgraded to Blackboard Learn 9.1 Courses and the Portal and the VLE were finally on the same platform.
And in August 2015 we migrated from self-hosting to managed hosting, as well as upgrading. For any Sys Admins out there, we are currently on Blackboard Learn 9.1 October 2014 with CU2.
Our learning platform is branded as MyBeckett and the Login Page is heavily customised using HTML & CSS. All our students and staff see this login page, irrespective of the course program that they are following.
We provide prominent Staff and student help links, these contain our top 9 queries, taken from a tally of the support queries as well as a link to our general online support guides.
The Hot support section, allows the quick posting of a message, or a permanent link to our induction video at the relevant time or year without having to upload a new login page each time.
Finally, we provide a mechanism for students to access the relevant password reset mechanism dependent on their particular registration status.
When a standard staff or student logs into MyBeckett they are presented with a range of tabs. This is a typical student set of tabs, but staff see much the same with a few extras.
Below which are a series of HTML and Building Block communities modules designed to a standard template to produce an accessible layout.
Each module has two title areas to inform users of the modules function, followed with a few lines of text to give further detail of the service provided by the module. A large action button exists, which is this size, so that it can be easily clicked without zoom when mobile users access Communities via a mobile browser. Finally Help & Information buttons embedded into the module provide immediate targeted help either as self-help instructions or help contacts.
For each tab we create a series of modules, which are either Building Blocks or simple HTML channels dependent on the service being provided.
In this example the Password Manager and Web Payments modules are HTML channels that link students through to web-based service, while Enrol Online and Update your Personal Data are Building blocks that pass relevant student information to our SIS allowing the students to perform a number of functions in the SIS.
So we have the concept and we have the customised learning platform, how do we put them together to achieve our aim… we needed a cunning plan!
We started off by asking our selves three questions… In each case we had to turn are initial No’s into Yes’s…
How could we make the content relevant…
How could we only give access to the legitimate resources…?
And how could we provide an engaging learning platform…?
So we knew what we wanted to achieve,
But we had already come a long way from the out of the box product, creating our own Brand, including the required University font, logo and corporate colours.
So the next step was to identify the tools required, to create unique brands, utilising the university colour palette, along with a mechanism to identify the tabs and modules required.
So what did we actually do to actually achieve our end game…
Learn 9.1 communities contains three major tools to allow personalisation of the platform,
The principal one being Institution Roles. In this instance they are 20 Primary Institution roles provided, 8 of which are reserved and you will know them as Staff, Student and Alumni, but this leaves 12 roles available for utilisation.
The second Tool is Brands that you can associate with a primary institution role – so in theory 20 institution roles gives you 20 brands type available!
And the final Tool is Themes & Colour Palette. In essence this is a customisable set of stylesheets that is applied to your Brand to provide the look and feel of the brand.
Combined with the personalisation tools, we can also use this primary Institution Role to identify which Tabs a particular set of students (or staff) require and also which modules should appear on each of those individual tabs.
So we then need to make a series of decisions when defining a new user brand, so we developed a mechanism of drawing up a content plan to detail the exact requirements, in consultation with the departmental or service team.
This is a typical Content Plan for a Brand currently in development, I have cut down a lot of the detail to make it slightly simpler to read, but in essence, there are four points I would like to make:
All the current tabs available in are listed and I have indicated whether these are required in the new Brand. Any that are, are highlighted in grey.
For each required tab, the modules all ready designated to that tab available are listed. In this particular example I have highlighted in red the modules that are not required in both the Library Tab and for the Modules tab, as this cohort of students do not require the offsite registration form, or to access our Exam or Final Results systems.
Any new tabs or module requirements are indicated at the bottom.
And finally (in the grey rows), we identify the Primary Institution role allocated, with the name applied and the Reference file and name.
Obviously, once initially defined these Content Plans can then be updated as required.
With the content plan defined, we can now start building the new Brand, starting off with creating the new primary institution role and assigning this role, initially with a single user account which we call the Layout Owner.
Later on in the process, on live production data, required students can be assigned the new role, using snapshot XML flat files.
The next stage is to create the Brand and assign this to the institutional role.
Then perhaps the most complicated part of the process is to alter the theme stylesheets, to match the requirements of the new theme. The process that we adopted was to create a ‘hacks’ stylesheet that contained all the alterations to the default theme, which was combined with a customised palette, that sits alongside the inbuilt Bb palettes.
Finally, the Tab options and chosen modules are added to the Institutional role.
And so what do our new Brands look like….I am going to show around 5 examples pointing out some of the highlights of each. In each case I will compare the new Brand to our existing standard student Brand so you can compare for yourselves.
My first example is for our Distance Learning students. Here our Brand colour compliments the colours chosen by the DLU to identify their course content, and if you would like to know more about their course design principles my Colleague from the DLU is presenting on Friday afternoon.
The first thing you might spot is there is no timetable tab, as Distance Learners, operate their own study schedules and do not require this service.
Secondly the Groups Tab has been replaced with a Collaboration Tab, on which a new HTML module was built to link to the Google+ community that DLU use for engaging students in conversations, providing their own way of inspiring a sense of educational community.
Finally, although the majority of Distance Learning students use Blackboard as their Learning Environment, there is a small cohort of students who use another VLE platform and we provide a pass-thru module from Bb to this other platform from the Modules tab – which is actually Courses in Blackboard speak!
The overall Distance Learning brand looks like this, and looking at the Collaboration tab we have two modules that provide access to our twin file storages services (which are usually on a Tab called Files) as well as the new Google+ community module.
My second example considers a very different set of students and circumstance. Over the last few years the University has been developing its global partner institutions, where the students are studying course materials developed at Leeds Beckett, but in a classroom with their own instructor at their home institution. We currently have 9 global franchise partners.
Initially, we provided only the courses through our own VLE, but lengthy negotiations, now mean that we act as a portal service to these 9 Franchise Partners, but to very limited and specific modules, hence the low number of tabs.
Note that this is reflected in the Brand with the ‘And VLE’ section dropped from the brand name.
However, as with Distance Learning students, we provide a link to the institutions own VLE platform, whatever this happens to be.
Finally, we provide access to a subset of our electronic library resources, with tailored licence arrangements with the e-journal and database suppliers.
This example shows a typical Franchise student Home tab layout, including the Information module and the module to link to the Home Institutions learning platform.
The third example is again, a highly specialised case. We have a largish cohort of students (around 1700 students currently) who are already working as Teachers, Head Teachers, Governors, in UK Schools with school children up to the age of 18.
An organisation known as the National College used to provide around 30 short courses to this sector as Continuing Professional Development. When the National College folded, we took on the responsibility of hosting their courses.
But these students are not enrolled as formal students of the University, with no entitlement to access to any other University Services, just their courses. So the Brand applied reflects this. Just two tabs exist for this student cohort with over 9 modules created on the main Carnegie Leaders in Learning Tab to support all the other activities that they need to complete outside of their actual courses.
And this is an example of the some parts of that Tab. The students see their module list, and a series of relevant modules. Some of the modules, such as the green Electives choice module, provide a link to a Google Form that is partly pre-populated with user information, to allow students to easily select their electives.
As a new University our focus has been mainly on the quality of the teaching that we provide, with research activities, never being part of the equation. However, this profile has changed and we now have around 750 PhD students, supported by around 350 academic staff, and dedicated administrative unit.
In the UK, a Research Development Framework, now supports the soft skill development of Research students, to support the transition from Research to Employment. For this Research Students need to see dedicated information, so you guess it, we developed a new Brand for Research Students!
In this case, again there is no need for a Timetables tab, but we have provided a dedicated Research Tab, which contains new modules that link to the Portfolio tool, specific Research Training sessions, and provide access to a self-enrol Bb course where students can access a Turnitin assignment to check any Thesis chapters for academic integrity. Something that the students had been asking for, for some time.
And this is the typical layout of the Research Tab, where these modules can be seen.
And so to our final Brand Example. This is the brand that I presented the Content Plan for, earlier.
The Leeds International Study Centre is a joint initiative run between Leeds Beckett University and Leeds University, in partnership with an international organisation known as The Study Group. This partnership provides international students with the requisite academic tools to join an undergraduate program at one of the partner Universities. The students are enrolled students of Leeds Beckett University, but not through the SIS, so they have a unique status.
Leeds Beckett provide the learning platform and are the Academic Regulators and we have been working with this organisation for the last few months, to develop their brand.
In this case the students do not need a Timetables tab, as their timetables are provided by an external system, so we will look to provide a new module to link to the requisite system. But we do provide a specific Leeds ISC Tab, which will house modules for generic announcements and links to their attendance policies, which are strictly controlled by the UK Border Agency.
The colour palette has been adjusted to the colours used by the Leeds ISC itself, which is separate to the brand palettes used by either partner institution.
So that was a brief overview of some of the brand personalisation's that we have undertaken, but have we achieved what we set out to do? Have we created Learning environments that inspire a sense of ownership in our educational communities with our disparate set of students.
As many of the Brands were rolled out over the last year or are still in development, we do not have any hard and fast learning analytics, as yet. And we will need to devise a proper statistical model to analyse to say for sure yes… But we do have an indication that our student engagement has improved.
In the academic year to date we have seen an increase of 2.8% unique logins already compared to the whole of academic year 14-15. We now believe that some 96.8% of our student population have logged in at least once. It probably will not alter much as our academic year formally finishes in only 6 weeks time at the end of May.
But alongside this increase, we have achieved the accolade of our VLE being ranked first in the world by our International Students in 2015. I’m not sure if this tells us our educational community branding is working, or that the prize we offered our students to complete the survey was of a sufficiently high value (BTW this was a new Leeds Beckett Hoodie!)
However, the team are very proud of the recognition and award.
So all that remains for me to say, is to thank my absent colleagues for their contribution to the work presented today, and to the remaining members of the team who have contributed in many ways over the years.
Also I would like to thank you for attending this session today and for listening.
And as Seth Godin writes “Greg Stock reminds us that what really matters is the questions”. So if you have any questions or a whole Book of Questions, I will endeavour to answer them as best as I can.