Students expect their assessment experiences to be effectively supported by technology but this can be difficult to achieve with current assessment processes, practices and systems.
This demonstration shows how our new resources, developed in collaboration with universities, colleges, and partner bodies, can help. Using the outcomes of our self-assessment tool you can develop a tailored action plan supported by proven guidance and resources to maximise the benefits that technology can offer.
The document discusses responsible disclosure in higher education. It surveys policies at universities regarding cyber issues and outlines additional approaches used in industry, like bug bounties. There were complications in directly applying industrial practices to universities. Outcomes of consulting key stakeholders included utilizing interested student groups to test low-risk systems during off-hours. Current work involves selecting initial systems for students to penetration test, with the goal of establishing a formal responsible disclosure policy.
FE digital student findings and recommendationsJisc
Findings and recommendations from the FE digital student project. Presented by Sarah Knight and Paul Bailey at the Learning and teaching practice experts group on 22 April 2015
Implemententing analytics part 1 - Niall SclaterJisc
The document provides an overview of Jisc's Effective Learning Analytics programme, which aims to help higher education institutions implement learning analytics to improve student retention and attainment. Key points include:
- The programme tested and developed learning analytics tools from 2015-2017 and launched a service in September 2017 to measure the impact on retention and achievement.
- Learning analytics can help improve retention, attainment, employability and personalised learning by applying techniques like machine learning and data mining.
- The programme provides institutions with a toolkit, community support, and case studies on implementing learning analytics for outcomes like improving grades and identifying at-risk students earlier.
Leveraging change through digital capability - Lawrie Phipps, Terri Smith and...Jisc
Led by Lawrie Phipps, senior co-design manager, Jisc.
With contributions from:
Terri Smith, head of innovative learning, West College Scotland
Sheila MacNeill, senior lecturer in blended learning, Glasgow Caledonian University
Jisc Connect more in Scotland, 16 June 2016
Collaboration through technology: moving from possibility to practice - Noel ...Jisc
Led by Noel McDaid, account manager, Jisc.
With contribution from Celine McCartan, collaboration programme manager, Collaborate FE Northern Ireland.
Connect more in Northern Ireland, 23 June 2016
Implementing analytics part 2 - Moriamo OduyemiJisc
With contribution from Moriamo Oduyemi, head of corporate information systems, University of Abertay.
Jisc Connect more in Northern Ireland, 23 June 2016
Since the publication of the Further Education Learning Technology Action Group (FELTAG) report, many colleges and providers have embraced the FELTAG agenda and worked towards making its recommendations a reality.
In this session we will hear from a panel of leaders and partners that have driven their own FELTAG initiatives and also discuss:
What has the sector or your college achieved through FELTAG? What are the current challenges sector faces? What are the possible solutions? What are Jisc and its partners doing to support colleges and providers going forward?
The document discusses responsible disclosure in higher education. It surveys policies at universities regarding cyber issues and outlines additional approaches used in industry, like bug bounties. There were complications in directly applying industrial practices to universities. Outcomes of consulting key stakeholders included utilizing interested student groups to test low-risk systems during off-hours. Current work involves selecting initial systems for students to penetration test, with the goal of establishing a formal responsible disclosure policy.
FE digital student findings and recommendationsJisc
Findings and recommendations from the FE digital student project. Presented by Sarah Knight and Paul Bailey at the Learning and teaching practice experts group on 22 April 2015
Implemententing analytics part 1 - Niall SclaterJisc
The document provides an overview of Jisc's Effective Learning Analytics programme, which aims to help higher education institutions implement learning analytics to improve student retention and attainment. Key points include:
- The programme tested and developed learning analytics tools from 2015-2017 and launched a service in September 2017 to measure the impact on retention and achievement.
- Learning analytics can help improve retention, attainment, employability and personalised learning by applying techniques like machine learning and data mining.
- The programme provides institutions with a toolkit, community support, and case studies on implementing learning analytics for outcomes like improving grades and identifying at-risk students earlier.
Leveraging change through digital capability - Lawrie Phipps, Terri Smith and...Jisc
Led by Lawrie Phipps, senior co-design manager, Jisc.
With contributions from:
Terri Smith, head of innovative learning, West College Scotland
Sheila MacNeill, senior lecturer in blended learning, Glasgow Caledonian University
Jisc Connect more in Scotland, 16 June 2016
Collaboration through technology: moving from possibility to practice - Noel ...Jisc
Led by Noel McDaid, account manager, Jisc.
With contribution from Celine McCartan, collaboration programme manager, Collaborate FE Northern Ireland.
Connect more in Northern Ireland, 23 June 2016
Implementing analytics part 2 - Moriamo OduyemiJisc
With contribution from Moriamo Oduyemi, head of corporate information systems, University of Abertay.
Jisc Connect more in Northern Ireland, 23 June 2016
Since the publication of the Further Education Learning Technology Action Group (FELTAG) report, many colleges and providers have embraced the FELTAG agenda and worked towards making its recommendations a reality.
In this session we will hear from a panel of leaders and partners that have driven their own FELTAG initiatives and also discuss:
What has the sector or your college achieved through FELTAG? What are the current challenges sector faces? What are the possible solutions? What are Jisc and its partners doing to support colleges and providers going forward?
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Collaboration through technology: moving from possibility to practice - Tim B...Jisc
Led by Tim Boundy, applications and video development team manager, Jisc.
With contribution from Bethan Owen-Hughes, project coordinator - Sgiliaith, Grwp Llandrillo Menai.
This session will explore the potential that technology can bring to all forms of collaboration, and consider the difference that it has made to some local organisations and their practices.
Connect more in Wales, Thursday 7 July 2016
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Making a difference with technology-enhanced learning - Esther Barrett, Debbi...Jisc
Led by Esther Barrett, subject specialist - teaching, learning and assessment, Jisc.
With contributions from:
Debbie Baff, senior academic developer, Swansea University
Richard Speight, Digiskills Cymru Project Manager, Unison Cymru
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Wales, Thursday 7 July 2016
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
A Challenge to Web Accessibility Metrics and Guidelines: Putting People and P...David Sloan
Paper given at W4A 2012 conference (www.w4a.info), discussing the potential influence of British Standard 8878 and the use of learner analytics to support accessibility policy and activity in large organisations.
Outcomes from the Digital Student Skills projectJisc
The document summarizes the outcomes of several phases of the Jisc Digital Student projects. It discusses focus groups conducted with over 120 learners from various skills sectors to understand their technology needs, experiences, and expectations. It also identifies challenges for different types of learners, such as work-based learners needing experience with workplace software and prison learners having very restricted access to technology.
Making a difference with technology enhanced learning - Esther Barrett, Andre...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from Andrew Jaffrey, head of the office for digital learning and Richard Beggs, instructional design consultant - both from Ulster University.
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Jisc Connect more in Northern Ireland, 23 June 2016.
Implementing analytics - Rob Wyn Jones, Shri Footring and Rebecca DaviesJisc
Led by Rob Wyn Jones, consultant and Shri Footring, senior co-design manager - enterprise, both Jisc.
With contribution from Rebecca Davies, pro vice-chancellor and chief operating officer, Aberystwyth University.
Connect more in Wales, 7 July 2016
Find out about Jisc's vision and mission, and how we are supporting institutions through the delivery of shared services for the sector, the negotiation of sector wide deals and providing advice and practical assistance.
Implementing analytics - Paul Bailey and Dr Nick MooreJisc
Led by Paul Bailey, senior co-design manager, Jisc.
With contribution from Dr Nick Moore, director of ICT at the University of Gloucestershire.
Connect more in Cheltenham 30 June
Developing and extending approaches to embedding digital capabilities into in...Jisc
Speakers: Sheila MacNeill, senior lecturer, and Linda Creanor, professor of learning technology, both Glasgow Caledonian University.
This session will provide an overview of the approach Glasgow Caledonian University is taking to developing digital capabilities, including summary findings from a recent staff survey, new resources and an overview of some of the tools and techniques being used to create greater engagement with digital technologies for learning and teaching.
Dialogue and discussion will be augmented by interactive feedback/feed forward from delegates.
Making a difference with technology-enhanced learning - Sarah Knight and Sara...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from Sarabjit Borrill, lead tutor (English), Leicestershire Adult Learning.
In this session there will be a focus on how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Nottingham, Tuesday 12 July 2016.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The document summarizes the agenda and activities for the 40th meeting of the Student Experience Experts Group on March 29th, 2017 in Birmingham. It provides details on logistics, presentations on digital skills and the student digital experience tracker project, and a members showcase on topics like apprenticeships, curriculum design, and open textbooks. Attendees are encouraged to provide feedback and ideas to inform future Jisc work on the student experience. The meeting aims to discuss approaches to digital capability, emerging findings from research projects, and new areas for Jisc to work on regarding the student experience.
Implementing analytics part 1 - George Munroe and Paul BaileyJisc
Led by George Munroe, subject specialist in systems, tools and information management and Paul Bailey, senior co-design manager, both Jisc.
Jisc Connect more in Northern Ireland, 23 June 2016
Understanding learning gain and why this might matter to you Jisc
The document discusses learning gain and why measuring it is important. It outlines the session which will clarify what learning gain means, consider drivers for interest in measuring it like the Teaching Excellence Framework, introduce types of learning gain measures, and discuss how learning technologies could provide data. Challenges of developing robust learning gain measures are also examined. Examples of UK universities measuring skills, engagement, and attributes are provided.
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
Student digital experience tracker 2017: summary of key findingsJisc
The student digital experience tracker survey gathered responses from over 22,000 learners across the UK. It found differences in digital access and device use between learner groups. Further Education learners had less wireless access but more institutional device use than other groups. Higher Education learners relied more on personal devices. The survey also examined learner engagement with digital activities and tools, satisfaction with digital skills support, and preparation for the digital workplace.
Benefits and efficiencies with Vscene - Jisc Digifest 2016Jisc
Videoconferencing with Vscene is delivering research, teaching, learning and organisational efficiencies daily, to thousands of users throughout the UK and Ireland - supporting some of the challenges faced by the HE and FE sector.
This session will show you how simple it is to use and some of the situations it is used in, including an outreach initiative, started from Bedford School with the University of Sheffield and the Sutton Trust, to run a wide variety of career-based videoconferencing sessions online.
Making sense of open scholarly communications data - Jisc Digifest 2016Jisc
The transition to open access (OA) is being accompanied by opening up financial data about the scholarly communications system. The costs of both journal subscriptions and open access article processing charges (APCs) – along with the revenues of the publishers who receive them – are now subject to great scrutiny.
This session will describe how and why this is happening and discuss the potential impact of the ‘new normal’ of financial transparency for publishers, librarians, and intermediaries.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Collaboration through technology: moving from possibility to practice - Tim B...Jisc
Led by Tim Boundy, applications and video development team manager, Jisc.
With contribution from Bethan Owen-Hughes, project coordinator - Sgiliaith, Grwp Llandrillo Menai.
This session will explore the potential that technology can bring to all forms of collaboration, and consider the difference that it has made to some local organisations and their practices.
Connect more in Wales, Thursday 7 July 2016
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Making a difference with technology-enhanced learning - Esther Barrett, Debbi...Jisc
Led by Esther Barrett, subject specialist - teaching, learning and assessment, Jisc.
With contributions from:
Debbie Baff, senior academic developer, Swansea University
Richard Speight, Digiskills Cymru Project Manager, Unison Cymru
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Wales, Thursday 7 July 2016
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
A Challenge to Web Accessibility Metrics and Guidelines: Putting People and P...David Sloan
Paper given at W4A 2012 conference (www.w4a.info), discussing the potential influence of British Standard 8878 and the use of learner analytics to support accessibility policy and activity in large organisations.
Outcomes from the Digital Student Skills projectJisc
The document summarizes the outcomes of several phases of the Jisc Digital Student projects. It discusses focus groups conducted with over 120 learners from various skills sectors to understand their technology needs, experiences, and expectations. It also identifies challenges for different types of learners, such as work-based learners needing experience with workplace software and prison learners having very restricted access to technology.
Making a difference with technology enhanced learning - Esther Barrett, Andre...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from Andrew Jaffrey, head of the office for digital learning and Richard Beggs, instructional design consultant - both from Ulster University.
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Jisc Connect more in Northern Ireland, 23 June 2016.
Implementing analytics - Rob Wyn Jones, Shri Footring and Rebecca DaviesJisc
Led by Rob Wyn Jones, consultant and Shri Footring, senior co-design manager - enterprise, both Jisc.
With contribution from Rebecca Davies, pro vice-chancellor and chief operating officer, Aberystwyth University.
Connect more in Wales, 7 July 2016
Find out about Jisc's vision and mission, and how we are supporting institutions through the delivery of shared services for the sector, the negotiation of sector wide deals and providing advice and practical assistance.
Implementing analytics - Paul Bailey and Dr Nick MooreJisc
Led by Paul Bailey, senior co-design manager, Jisc.
With contribution from Dr Nick Moore, director of ICT at the University of Gloucestershire.
Connect more in Cheltenham 30 June
Developing and extending approaches to embedding digital capabilities into in...Jisc
Speakers: Sheila MacNeill, senior lecturer, and Linda Creanor, professor of learning technology, both Glasgow Caledonian University.
This session will provide an overview of the approach Glasgow Caledonian University is taking to developing digital capabilities, including summary findings from a recent staff survey, new resources and an overview of some of the tools and techniques being used to create greater engagement with digital technologies for learning and teaching.
Dialogue and discussion will be augmented by interactive feedback/feed forward from delegates.
Making a difference with technology-enhanced learning - Sarah Knight and Sara...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from Sarabjit Borrill, lead tutor (English), Leicestershire Adult Learning.
In this session there will be a focus on how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Nottingham, Tuesday 12 July 2016.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The document summarizes the agenda and activities for the 40th meeting of the Student Experience Experts Group on March 29th, 2017 in Birmingham. It provides details on logistics, presentations on digital skills and the student digital experience tracker project, and a members showcase on topics like apprenticeships, curriculum design, and open textbooks. Attendees are encouraged to provide feedback and ideas to inform future Jisc work on the student experience. The meeting aims to discuss approaches to digital capability, emerging findings from research projects, and new areas for Jisc to work on regarding the student experience.
Implementing analytics part 1 - George Munroe and Paul BaileyJisc
Led by George Munroe, subject specialist in systems, tools and information management and Paul Bailey, senior co-design manager, both Jisc.
Jisc Connect more in Northern Ireland, 23 June 2016
Understanding learning gain and why this might matter to you Jisc
The document discusses learning gain and why measuring it is important. It outlines the session which will clarify what learning gain means, consider drivers for interest in measuring it like the Teaching Excellence Framework, introduce types of learning gain measures, and discuss how learning technologies could provide data. Challenges of developing robust learning gain measures are also examined. Examples of UK universities measuring skills, engagement, and attributes are provided.
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
Student digital experience tracker 2017: summary of key findingsJisc
The student digital experience tracker survey gathered responses from over 22,000 learners across the UK. It found differences in digital access and device use between learner groups. Further Education learners had less wireless access but more institutional device use than other groups. Higher Education learners relied more on personal devices. The survey also examined learner engagement with digital activities and tools, satisfaction with digital skills support, and preparation for the digital workplace.
Benefits and efficiencies with Vscene - Jisc Digifest 2016Jisc
Videoconferencing with Vscene is delivering research, teaching, learning and organisational efficiencies daily, to thousands of users throughout the UK and Ireland - supporting some of the challenges faced by the HE and FE sector.
This session will show you how simple it is to use and some of the situations it is used in, including an outreach initiative, started from Bedford School with the University of Sheffield and the Sutton Trust, to run a wide variety of career-based videoconferencing sessions online.
Making sense of open scholarly communications data - Jisc Digifest 2016Jisc
The transition to open access (OA) is being accompanied by opening up financial data about the scholarly communications system. The costs of both journal subscriptions and open access article processing charges (APCs) – along with the revenues of the publishers who receive them – are now subject to great scrutiny.
This session will describe how and why this is happening and discuss the potential impact of the ‘new normal’ of financial transparency for publishers, librarians, and intermediaries.
Building trust in a national monograph knowledgebase - Jisc Digifest 2016Jisc
The Jisc-led national monograph strategy (NMS) roadmap set out a number of recommendations, including the design and implementation of a national monograph knowledge base (a ‘monobase’) as core infrastructure for finding and managing print and digital monographs.
This session will report on progress towards establishing the knowledgebase, set out forward plans and invite a panel to discuss ideal outcomes. Delegates will have the chance to ask questions and give their own perspectives on this work.
Benefits and efficiencies with Vscene - Jisc Digifest 2016Jisc
Videoconferencing with Vscene is delivering research, teaching, learning and organisational efficiencies daily, to thousands of users throughout the UK and Ireland - supporting some of the challenges faced by the HE and FE sector.
This session will show you how simple it is to use and some of the situations it is used in, including an outreach initiative, started from Bedford School with the University of Sheffield and the Sutton Trust, to run a wide variety of career-based videoconferencing sessions online.
Working in partnership to develop student employability - Jisc Digifest 2016Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.
This workshop will showcase current practice from colleges and universities that are realising the benefits of working with students as active partners in strategy development and change initiatives. It will also explore how technology is supporting students in gaining the digital skills they need to effectively communicate, influence and engage with employers.
Universities as e-textbook publishers - Jisc Digifest 2016Jisc
Scholarly communication is changing rapidly. As part of our exploration of this changing landscape Jisc is running a national pilot programme investigating the viability of universities publishing their own e-textbooks.
In this workshop we'll learn from participating universities who are creating their own e-textbooks, the decisions they’ve taken about business, licensing and distribution models, as well as the impact and value of their titles. We’ll also explore the viability of wider adoption across the sector.
The power of digital for teaching and learning - Jisc Digifest 2016Jisc
This document discusses the power of digital technologies for teaching and learning. It contains contributions from several experts in the field, including Sarah Davies, Heather MacDonald, Ian Dolphin, Professor JohnTraxler, and Chrissi Nerantzi. The document explores how digital tools can enhance learning and teaching, the potential of learning analytics, and ways to empower innovation in educational practices. It highlights perspectives on developing the next generation of digital learning environments and the role analytics may play.
The value of Jisc Collections - Jisc Digifest 2016Jisc
What value do we bring to UK institutions through our central negotiations for e-resources?
What value do we bring to UK institutions through our central negotiations for e-resources?
In this session we will provide an overview of what has been achieved so far on behalf of the community, but also look at the key issues we are now addressing, such as debating the limitations of academic journal markets, and the consequences for a transition to open access, as well as how we are working with institutions to build better agreements.
Getting ready for learning analytics - Jisc Digifest 2016Jisc
How ready are you to implement learning analytics in your institution?
Jisc has been offering an institutional readiness assessment to institutions involved in the development phases of the learning analytics project. Building on the learning so far we will provide participants of this workshop with questions and activities that will start you on the journey.
The workshop will explore legal and ethical issues that you may need to address; technical and data challenges that may have to be overcome and cultural issues that are required.
The Janet network: your digital utility - Jisc Digifest 2016Jisc
High speed, reliable and secure networking is increasingly considered a utility in the sense of being ubiquitous and essential to everyday life.
We will show how the Janet network has become as much a true utility to our digital community as gas, water and electricity are, by looking at some of the ways in which organisations are changing how they deliver on their mission, thanks to the powerful, silent, trustworthy, digital plumbing that is the Janet network.
The user -driven evolution of Janet - Jisc Digifest 2016Jisc
Janet is one of the world’s most advanced networks built to support research and education across the UK, and through participation in GÉANT provides global reach, supporting key activities such as transnational education and access to global research facilities.
The latest version of the network – Janet6 – came into operation in November 2013. This talk will take a look at user requirements and how these are shaping the continued evolution of Janet to ensure that a flexible, reliable and secure network service is provided.
Figshare for institutions - Jisc Digifest 2016Jisc
In May 2015 the EPSRC policy framework on research data came into effect. Salford University partnered with figshare to not only answer the mandate but to enhance the visibility of the research generated at the institution. All public facing research outputs are freely available to the wider public at salford.figshare.com.
Learn more about University of Salford’s approach and get a high level overview of the latest figshare functionality.
Beacon technology in education (Pervasive Networks)Jisc
This document discusses the opportunity for using beacon technology in education through mobile engagement. It outlines how 80% of the world owns a mobile phone and 52% of companies intend to implement location-based mobile marketing by 2017. The document then describes Meridian's mobile app platform and tools like AppMaker that allow easily building apps, Aruba beacons for indoor location services, and how these can provide benefits like customized mobile experiences, indoor wayfinding with blue dot directions, and improving existing apps with SDK integration. Overall, the document promotes Meridian and Aruba's solutions for mobile engagement and personalized content delivery through beacon technology.
Introducing the open citation experiment - Jisc Digifest 2016Jisc
In this short experiment we are investigating new forms of research citation and measures that could offer more accurate and transparent methods of measuring research impact based on an open approach.
In this session we will give a demonstration which visualises and compares a small set of preselected publications from CORE which are traditional citations counts, with scores for a new class of metrics for evaluating research. The demonstration will be followed by a discussion on related issues eg validity of new metrics.
The future of open access (OA) monographs: collaboration and best practice - ...Jisc
The evidence and recommendations from the Jisc/AHRC OAPEN-UK project exploring open access monograph publishing stresses the need for continued collaboration by all stakeholders to support a considered and effective transition to open access.
In this workshop we’ll look at the recommendations and utilise the latest findings of the Jisc/OAPEN project that has been investigating OA monograph services to explore, how we can work collaboratively to support best practice and policy development.
Business intelligence: making more informed decisions - Jisc Digifest 2016Jisc
We’re developing a lab environment for you to experiment with data sources to create dashboards and analyses to help a wide range of staff in your organisation make better informed, strategic decisions.
Learn about our agile approach and some of the legal and practical issues we’ve come across around data re-use. Hear how university data experts have benefitted from taking part and see some of the new dashboards and analyses the teams have created.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Box of Broadcasts - enhance learning with TV and radio contentJisc
This session will demonstrating how Box of Broadcasts (BoB) is used to enhance learning in HE.
The BoB resource provides teaching staff and students at subscribing institutions with access to over 2,000,000 TV and radio programmes, in a platform that is optimised for educational use. The BUFVC is part-funded by Jisc.
Electronic management of assessment webinar slidesJisc
This document summarizes an online webinar about moving towards electronic management of assessment. The webinar provided an overview of the Jisc Electronic Management of Assessment project findings so far, highlighted top challenges, and outlined next steps to take a service design approach to identifying solutions. Attendees were invited to get involved by contributing user personas and stories about specific challenges to help develop solutions.
Electronic management of assessment - Jisc Digital Media 2015Jisc
This session provided an opportunity to hear the findings from a landscape review, engage with the challenges, and engage actively in the shaping of solutions.
Information systems planning using a synthesis of modelling techniquesTony Toole
The document discusses using three modeling techniques - Enterprise Architecture, Viable Systems, and Soft Systems modeling - to plan improvements to a university's student information management system. It provides examples of "as is" models created for several processes using Enterprise Architecture modeling to identify issues. Viable Systems modeling examines communications and control, identifying bottlenecks. A synthesis of the techniques aims to design practical, achievable solutions for the "to be" system that recognize human factors. The modeling approaches collectively provide a richer picture than any single technique alone.
Information systems planning using a synthesis of modelling techniquesTony Toole
This document discusses using three modeling techniques - Enterprise Architecture, Viable Systems, and Soft Systems - to plan improvements to a university's student information management system. It provides an overview of each technique and examples of Enterprise Architecture models created for the existing system. The models identify issues like inconsistent processes for student attendance monitoring. The modeling aims to develop a richer understanding of the system to design a more effective "to-be" system that addresses identified problems and inefficiencies.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Electronic management of assessment: challenges to solutionsJisc
The document summarizes an event discussing potential solutions to challenges with electronic management of assessment (EMA). Five potential solutions were presented: 1) specifying workflows, 2) a feedback hub, 3) reliable submissions, 4) systems integration, and 5) an assessment and feedback toolkit. Participants validated the solutions in teams by discussing: understanding and critiquing the solution, developing a description, key benefits, risks, required resources, and implications. The teams then presented their discussions and the full group voted to prioritize the solutions.
This document discusses the development of a web-based teaching evaluation system for Jerash University in Jordan. It begins with an introduction that outlines the typical paper-based teaching evaluation process used in higher education and its limitations. The document then discusses the benefits of moving to an online system, including increased efficiency, flexibility, and the ability to customize evaluations. It describes the methodology used to develop recommendations for the system, which included analyzing stakeholder needs, researching best practices, and reviewing literature on existing university evaluation systems. The goal of the project is to design and implement a new online evaluation system for Jerash University using technologies like PHP and MySQL.
This document discusses the planning and design of a web-based teaching evaluation system. It begins by outlining the limitations of traditional paper-based evaluation systems, such as being labor intensive and resulting in delays. The document then proposes moving to an online system, which offers increased efficiency, flexibility and accessibility. It discusses stakeholder needs assessment, literature reviews of existing university systems, and design considerations such as customization options, data security, and response rates. The proposed system would use a client-server model with a MYSQL database to store evaluation responses. The goal is to create a flexible system that integrates with other university systems and meets stakeholder needs.
The document describes a modeling approach for online learning environments that was developed as part of a project between academic and industry partners. The modeling approach has three complementary views: 1) A process-oriented view that models the online learning production process based on an ISO production model. 2) A lifecycle view that describes the learning process across five phases. 3) A data flow view that categorizes data into four levels. The models are compared to existing approaches like MISA and LTSC. An overview is given of an existing online learning platform called SERPOLET and how its components map to the new models. Future work to anticipate emerging needs is also discussed.
Generating a Domain Specific Inspection Evaluation Method through an Adaptive...Waqas Tariq
The growth of the Internet and related technologies has enabled the development of a new breed of dynamic websites and applications that are growing rapidly in use and that have had a great impact on many businesses. These websites need to be continuously evaluated and monitored to measure their efficiency and effectiveness, to assess user satisfaction, and ultimately to improve their quality. Nearly all the studies have used Heuristic Evaluation (HE) and User Testing (UT) methodologies, which have become the accepted methods for the usability evaluation of User Interface Design (UID); however, the former is general, and unlikely to encompass all usability attributes for all website domains. The latter is expensive, time consuming and misses consistency problems. To address this need, new evaluation method is developed using traditional evaluations (HE and UT) in novel ways.
The lack of a methodological framework that can be used to generate a domain-specific evaluation method, which can then be used to improve the usability assessment process for a product in any chosen domain, represents a missing area in usability testing. This paper proposes an adapting framework and evaluates it by generating an evaluation method for assessing and improving the usability of a product, called Domain Specific Inspection (DSI), and then analysing it empirically by applying it on the educational domain. Our experiments show that the adaptive framework is able to build a formative and summative evaluation method that provides optimal results with regard to the identification of comprehensive usability problem areas and relevant usability evaluation method (UEM) metrics, with minimum input in terms of the cost and time usually spent on employing UEMs.
USER REQUIREMENTS MODEL FOR UNIVERSITY TIMETABLE MANAGEMENT SYSTEMijseajournal
Automated timetables are used to schedule courses, lectures and rooms in universities by considering some
constraints. Inconvenient and ineffective timetables often waste time and money. Therefore, it is important
to investigate the requirements and potential needs of users. Thus, eliciting user requirements of University
Timetable Management System (TMS) and their implication becomes an important process for the
implementation of TMS. On this note, this paper seeks to propose a model of requirements for the
University Timetable Management System (TMS). Using quantitative and qualitative methods, this model
provides developers a more effective and efficient platform for developing a high quality TMS.
This document discusses the importance of using software development methodologies and quality metrics when creating educational software applications. It begins by outlining some common software development methodologies like structured analysis and object-oriented methodologies. It then discusses the need for software quality metrics to measure attributes and ensure high quality. The document argues that educational software must be developed using these methodologies and metrics to properly address educational needs and problems. It proposes adapting existing software development paradigms to educational theories to satisfy specific educational demands. Overall, the document advocates for applying structured software engineering practices to the creation of educational applications.
This document describes research to develop and validate a scale to measure lean service. It involves a 5-step process: 1) Developing initial items from literature, 2) Validating items with experts which eliminated 29 items, 3) Conducting exploratory factor analysis (EFA) on the remaining 58 items using data from a ports organization, 4) Performing confirmatory factor analysis (CFA) to validate extracted factors, 5) Assessing reliability. EFA identified 10 factors with eigenvalues over 1. The scale, Lean Service Scale (LSS), includes 27 items across 6 dimensions: lean structure, inventory, maintenance/repair, movement, and staff. The research aims to address the lack of a validated scale for measuring
Engineering Research Publication
Best International Journals, High Impact Journals,
International Journal of Engineering & Technical Research
ISSN : 2321-0869 (O) 2454-4698 (P)
www.erpublication.org
Developing a system function future state for online management of assessmentBlackboardEMEA
The Assessment Journey Programme at Sheffield Hallam University has been formed to investigate, define and deliver the changes needed to provide a seamless and improved assessment experience for students and staff, and improve the operational effectiveness of assessment and feedback delivery.
Working with students and staff as well as engaging with the JISC EMA Project, the Programme has developed a clear picture of what we currently do, and has identified good practices and the changes needed in order to shape the institutional vision for assessment and the technology required within it.
During this workshop, we will share Sheffield Hallam University’s principles and vision for assessment and the resulting lifecycle developed to frame and describe the assessment experience of each stage of the lifecycle and for each set of stakeholders, and how this will develop the Programme’s shape, the sequence of delivery and its component projects. We will also report on the proposed technological future state for online management of assessment, which builds on successful initiatives at the University to research, develop and promote efficient and effective assessment and feedback strategies through the use of Blackboard solutions. Using the lifecycle and the future state model, participants will be asked to reflect on how these look for their own institutions, and consider how Blackboard might realise the future state for online management of assessment through existing functionality or bespoke customisations.
The document discusses using a three-phase modeling approach to plan improvements to a university's student information management system. The phases included: 1) evaluating the existing "as is" system, 2) analyzing it to identify areas for improvement and design a proposed "to be" system, and 3) adding real-world considerations to create practical solutions. A case study on improving an inconsistent student attendance monitoring system demonstrated applying the modeling techniques. The modeling led to the conclusion that sub-systems for different functional areas were needed, but core data sharing between them was important for effective management.
This document presents a thesis proposal for testing the usability of Optima, a learning management system (LMS) developed by the Finnish company Discendum. Over 200 educational institutions currently use Optima, however it has not achieved widespread success compared to other major LMS platforms. The researcher aims to design and conduct usability tests on the Optima student interface to identify any usability issues. This will involve developing test plans, scenarios and tasks, collecting both qualitative and quantitative data from test participants, and analyzing the results to form recommendations for Optima developers. The goal is to understand how real users interact with Optima and determine if usability problems could be contributing to its slower adoption compared to systems like Moodle.
Similar to Transforming assessment and feedback with technology - Jisc Digifest 2016 (20)
The document announces a community launch event for digital storytelling in January 2024. It discusses using digital storytelling in higher education to support learning and teaching. Examples include using digital stories for formative assessment, reflective exercises, and research dissemination across various disciplines. Feedback from students and staff who participated in digital storytelling workshops was very positive and found it to be transformative and help give voice to their experiences. The document also profiles speakers who will discuss using digital stories to explore difficult concepts, hear the student voice, and facilitate staff reflections. It emphasizes that digital storytelling can introduce humanity and creativity into pedagogy and help develop core skills. Attendees will participate in a Miro activity to discuss benefits, applications,
This document summarizes a Jisc strategy forum that took place in Northern Ireland on December 14, 2023. It outlines Jisc's planned services and initiatives for 2023-2024, including expanding network access and launching new cybersecurity, analytics, and equipment services. It discusses feedback received from further and higher education members on how Jisc can better deliver solutions, empower communities, and provide vision/strategy. Activities at the forum focused on understanding members' needs/challenges and discussing how Jisc can better support key priorities in Northern Ireland, such as affordable infrastructure, digital skills, and cybersecurity for FE and efficiency, student experience, and collaboration for HE.
This document summarizes a Jisc Scotland strategy forum that took place on December 12, 2023. It outlines Jisc's planned solutions and services for 2023-2024 including deploying resilient Janet access, IT health checks, online surveys, SD-WAN services, and more. The document discusses how Jisc engages stakeholders through relationship management, research, communities, training and events. It summarizes feedback from further education and higher education members on how Jisc can improve advocacy by delivering the right solutions, empowering communities, and having a clear vision and strategy. Finally, it outlines activities for the forum, including understanding members' needs and priorities and discussing how Jisc supports national priorities in Scotland.
The Jisc provided a strategic update to stakeholders. Key highlights included:
- Achievements from the last year like data collection and analysis following the HESA merger, digital transformation support, and cost savings from licensing deals.
- Customer testimonials from Bridgend College on extending eduroam and from the University of Northampton on curriculum design support from Jisc.
- Priorities for the coming year like connectivity upgrades, new cybersecurity services, and improved customer experience.
- A financial summary showing income sources like membership fees and expenditures on areas like connectivity and cybersecurity.
This document summarizes VirtualSpeech, a company that provides virtual reality (VR) and artificial intelligence (AI) powered professional development training. It offers over 150 online courses covering topics like public speaking, leadership, and sales. Users can practice skills in immersive VR scenarios and receive feedback from conversational AI. The training is used by over 450,000 individuals across 130 countries and 150 universities. VirtualSpeech aims to enhance traditional learning with interactive VR practice sessions and real-time feedback to boost skills retention.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. The story so far….
» 2011-2014: worked with over 30
institutions across a three year
programme on assessment and feedback
» 2012: baseline reviews of
institutional practice
» 2013: case studies, videos and briefings
» 2014: Electronic management of
assessment (EMA) project with HELF and
UCISA
» July 2014: initial landscape study into
EMA published Summer 2014
03/03/2016 Electronic management of assessment 2
3. Assessment and feedback challenges
» Highly devolved responsibility and
inconsistent practices
» Lack of developmental focus
» Traditional practices dominate
» Timeliness, quality and consistency
of feedback
» Learner in passive role
» Lack of relevance to world of work
03/03/2016 Electronic management of assessment 3
4. Electronic management of assessment
» Nuanced responses but broad
trends visible
» Localised initiatives but beginning to
scale up
» System integration is a key
problem area
» EMA exposes variability in
business processes
Challenges exposed
“The use of technology is now a
fundamental part of the support for
assessment and feedback practice across the
sector, but there are few examples of fully
integrated approaches to supporting the
whole assessment and feedback lifecycle”
Jisc, 2014
03/03/2016 Electronic management of assessment 4
5. Electronic management of assessment
» Limited range of core technologies
» Integration loose and requiring manual
intervention
» More HEIs say their A&F systems are
‘completely separate’ than
‘highly integrated’
Loose system integration
» Lots of local variation
» Only 12% of HEIs have ‘highly
standardised’ processes
» Different interpretations of policy
» Variation hidden till EMA tried
Variation in business processes
03/03/2016 Electronic management of assessment 5
8. Moving to solutions
» Workshops in Dec 2014 and Jan 2015
explored possible solutions to these
prioritised challenges
» 1st workshop - resulted in 30
solution ideas
» Ideas were synthesised down into five
main areas
» 2nd workshop - worked these up into
three detailed project specifications
03/03/2016 Electronic management of assessment 8
9. Developing solutions
1. Addressing the variation of business
processes and systems not meeting all
needs (1,7, 12, 14)
2. Assessment literacies, assessment
design, risk aversion (4, 6, 8, 9, 11, 15)
3. EMA systems integration (3)
4. Lack of a longitudinal/holistic view of
student feedback; student
engagement with feedback (10, 5)
5. Addressing issues with reliable
submission (2)
1. Specifying the range of possible
marking and moderation processes and
surfacing how systems support them
2. Online toolkit sharing effective practice
3. IMS Global Consortium Assignment
Task Force
4. Researching where Jisc can add value
in the ‘feedback hub’ space
5. (Suppliers addressing these issues)
03/03/2016 Electronic management of assessment 9
10. Suite of resources
» New online guide ‘Transforming
assessment and feedback with
technology’ now available
jisc.ac.uk/guides/transforming-
assessment-and-feedback
» New accompanying online guide on EMA
processes and system specification,
including supplier responses to
requirements (HE focus)
› http://bit.ly/Jisc_EMA_guide
Now available
» A self-assessment tool linking through to
the guidance
› institution/departments/faculty
Coming soon
11. Embedded in the resources
» EMA case studies and examples
› Queen’s University, Belfast
› Institute of Education
(now part of UCL)
› University of Hertfordshire
› Manchester Metropolitan University
› Keele University
› Bedford College
› Walsall College
› Sheffield University
» Supplier responses to EMA requirements
» Podcasts and videos
› Benefits of EMA
› Managing an EMA project
› Assessment and feedback lifecycle
› Processes and systems
› Value of Jisc resources
› Employability and assessment
› e-portfolios
› Peer assessment
› Reconceptualising feedback
03/03/2016 Electronic management of assessment 11
12. Find out more
» Guide:
jisc.ac.uk/guides/transforming-assessment-
and-feedback
» Baselinereview:
http://repository.jisc.ac.uk/5983/1/JISCAFB
aselineReportMay2012.pdf
» Landscapereportavailablefrom:
bit.ly/jisc-ema
» Jointheconversationontheblog:
ema.jiscinvolve.org/
» and ontwitter#jiscassess
» Jointhemailinglist:
jiscmail.ac.uk/tech-enhanced-assessment
» Guides,casestudies,videosand other
resourcesonassessmentand feedback:
bit.ly/jisc-assess
03/03/2016 Electronic management of assessment 12
13. jisc.ac.uk
To find out more
Contact
Lisa Gray
Senior Co-design manager
lisa.gray@jisc.ac.uk
03/03/2016 Electronic management of assessment 13
Editor's Notes
In 2012 all 8 institutional change projects provided a baseline review of what was happening on the ground.
The research showed pockets of good practice, but overall a consistent picture of the challenges and highlighted the problems that exist with resistance to change, and the scaling up of good practice and innovation.
In terms of strategy and policy, a key issue is that although there maybe an overall assessment strategy, responsibility for implementing it is devolved to departments/faculties. This results in considerable variation in assessment and feedback practices, making it difficult to achieve parity of experience for learners.
Another key issue is that strategy documents tend to be quite procedural in focus and don’t reflect current thinking around effective assessment practice and the value that assessment can bring to learning.
When it comes to academic practice the issues are varied and complex but include the emphasis on summative assessment and the persistence of traditional forms such as essays/exams.
Timeliness, along with quality and consistency of feedback, was an issue across the board. Even where clear deadlines are set there isn’t always in time to feed into next assignment. Curriculum design (modular approach) can also provide barriers to the ongoing developmental approach to feedback at a programme level.
There is a perception that learners don’t engage with the feedback they receive. Tutors may feel they have given a lot of feedback and support but it hasn’t been acted upon. Learners are seen as passive – waiting for feedback to be delivered to them but the reality is less clear cut as the value of acting on feedback is not always well-communicated, and was notably absent in most induction processes. Learning design often puts the learner in a passive role.
And finally, the assessment and feedback process, particularly the emphasis on high-stakes assessment and the value that is placed on marks and grades, is very different to the formative ways professionals develop during their working life, where much value is gained from feedback from for examples peers.
In 2012 we researched the state of play with regards to where colleges and universities were with regards to the electronic management of assessment, so for example with online submission, marking and feedback of assignments. Overall from the EMA research, although there were nuances to the findings, broad trends were visible.
There was a recognition that there were a number of localised initiatives in this area that were starting to scale up, and it was clear that institutions are increasingly moving beyond experimentation and are looking to take a more strategic approach to the application of EMA – 2011 HelF survey reported 21% of members felt confident they had policies and procedures in place to 55% of respondents in 2014 saying their LT&A assessment strategy made explicit ref to EMA. Although that may not be instit wide. There are some egs of policies in development in the report.
The challenges were evident across all three areas of technology, process and practice – it won’t come as a surprise that integration of systems was a key problem area, as was the variation in business processes unearthed when technology solutions were put into play, as well as challenges with assessment and feedback practice which I’ve already touched on.
Loose system integration
Despite the diversity of UK academic practice, there is a limited range of core technologies supporting EMA on an institution wide basis. The key systems are generally: SRS, VLE, dedicated assessment platforms: with the submission, originality checking, feedback and marking functionality in the Turnitin product suite being widely used.
Looking at the combination of these systems, two main options predominate: and between them SITS/Blackboard Turnitin and SITS/Moodle/Turnitin account for almost half of institutions (the SITS/Blackboard Turnitin combination accounting for around 25% of HEIs being the most common.
Despite the relatively limited nature of the core product set, the key integration points between these technologies remain problematic and a source of considerable manual intervention.
Business processes
Institutions reported much variation in business processes– which reflects the findings from the assessment and feedback programme – which highlighted the extent of the diversity with regard to how a&f strategy is translated into more localised policy. reflects 2 sides of same coin – harder to integrate systems (& design effective workflows) when business processes are very varied.
The 12% that said their processes were highly standardised, tended on the whole to be quite small/specialist. Or had undertaken a lot of business process review already.
The devil is in the detail – the free text comments give a lot more insight on this, including the challenges being faced, including time for staff to step back and look at why things are happening, and at times misunderstandings of policies.
In trying to review assessment and feedback practice overall it is easy to feel initially overwhelmed by the diversity of the landscape. Every institution develops its own policies, procedures and practices - usually the responsibility for this is highly devolved so there can be very different policies and practices between different departments or schools even within a single University. In trying to make sense of the overall picture, a tool that has proven very useful in providing a common starting point is the assessment and feedback life-cycle shown here.
The assessment and feedback life-cycle was originally developed by Manchester Metropolitan University and it has been picked up and used or adapted by many other institutions.
The life-cycle is an academic model. It shows a high level view of the academic processes involved in assessment and feedback and offers a ready means of mapping business processes and potential supporting technologies against this. The model can be applied to both formative and summative assessment and to any scale of learning e.g. from whole courses/programmes of learning or to short pieces of learning such as a short course that takes place over a single day. The model covers all assessment and feedback practice whether or not materials are in digital format and supported by information systems.
Use of this model has been central to our work in terms of serving as a framework to gain an overall picture of institution wide activity. It offers a means of encouraging dialogue between different types of stakeholders who may work on one aspect of assessment and thus have a view of only part of the life-cycle. So far the model has resonated with everyone we have spoken to in the course of the research and it will be interesting to see how far it extends elsewhere in Europe.
Having unearthed a host of issues we did some work with the community looking at what are the real priorities to address – which of these issues have the biggest impact on most stakeholders.
These are the top 20 issues as mapped against the A&F lifecycle.
Ability of the technology to handle a variety of typical UK marking and moderation workflows
Reliability of submission systems
Lack of interoperability between marking systems and student record systems
Need to develop more effective student assessment literacies
Student engagement with feedback
Risk aversion
Ability to manage marks and feedback separately
Academic resistance to online marking
Need for greater creativity
Ability to gain longitudinal overview of student achievement
But what’s most interesting is when you map these 20 onto the a&f lifecyle:
At the start of the research there was a general feeling that stages 2-4 are better understood and less problematic than some of the other components of the life-cycle, not least because many institutions are managing all of the related information within a single VLE system. Stages 5-8 were felt to be where we begin to open Pandora's box ... This proved to be borne out by the findings of the research.
You can see the clustering around the later stages of the lifecycle, particularly around marking and production of feedback and recording grades. There are also a lot of issues that together group around the theme of student assessment literacies.
Marking and production of feedback appears to be the most problematic component of the life-cycle as it is the area where variety of pedagogic practice results in a situation where the fit between institutional processes and the functionality of commercially available systems is least well matched. We heard a very clear message from universities that existing systems do not adequately meet UK requirements in these areas. A basic issue is that marks and feedback are different things and need to be handled differently whereas technology platforms tend to conflate the two. It was also observed that systems seem too often to be predicated on an assumption that 1 student = 1 assignment = 1 mark. This model may usually be adequate for formative assessment but does not meet UK requirements for summative assessment processes. Systems would ideally offer a range of different workflows based on different roles e.g. first marker, second marker, moderator, external examiner etc.