Presentation on the customisation of the University of York's institutional virtual learning environment to support an anonymous e-marking workflow, based on closer integration with the student records system.
An overview of 18 platforms of MOOCs from four categories of attributes: 1. General Information, 2. Course Attributes, 3. Technology Attributes, 4. Business Attributes.
https://iversity.org/en/courses/etourism
With the growing popularity of MOOCs phenomenon, there emerged various for-profit and non-profit organizations providing platforms to host or offer MOOCs. To identify a list of MOOCs platforms for universities to consider, the results from the Google search engine, MOOC aggregator sites Class Central and MOOC List, blogs, together with other literature were combined. The target was to include the most widespread and prevalent platforms with English as the primary language. A total of eighteen MOOCs platforms were then included into the review and decision making process. Four categories as first-level attributes are: general attributes, course attributes, technology attributes, and partnership attributes. The total of 19 second-level attributes go under the first-level four categories. In this webinar, you will have an overview of 18 MOOC platforms under 19 attributes.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
Presented by Gretchen Bartelson of Northwest Iowa Community College and Tracy Sleep of the Iowa Community College Online Consortium at the League of Innovation in the Community College annual conference in 2012. Focuses on the ICCOC's eAnalytics project, awarded a grant from NGLC in 2011.
An overview of 18 platforms of MOOCs from four categories of attributes: 1. General Information, 2. Course Attributes, 3. Technology Attributes, 4. Business Attributes.
https://iversity.org/en/courses/etourism
With the growing popularity of MOOCs phenomenon, there emerged various for-profit and non-profit organizations providing platforms to host or offer MOOCs. To identify a list of MOOCs platforms for universities to consider, the results from the Google search engine, MOOC aggregator sites Class Central and MOOC List, blogs, together with other literature were combined. The target was to include the most widespread and prevalent platforms with English as the primary language. A total of eighteen MOOCs platforms were then included into the review and decision making process. Four categories as first-level attributes are: general attributes, course attributes, technology attributes, and partnership attributes. The total of 19 second-level attributes go under the first-level four categories. In this webinar, you will have an overview of 18 MOOC platforms under 19 attributes.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
Presented by Gretchen Bartelson of Northwest Iowa Community College and Tracy Sleep of the Iowa Community College Online Consortium at the League of Innovation in the Community College annual conference in 2012. Focuses on the ICCOC's eAnalytics project, awarded a grant from NGLC in 2011.
Tnc21: Combining waves of innovation. A superposition for student mobility.Frans Ward
This presentation will address the SURF approach to enhanced flexibility in education. Rather than focus on one particular element or project a better understanding is achieved by looking at the big picture.
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
The Solent experience - migration to Moodle and beyondJISC RSC Southeast
Presentation as delivered by The Solent LTU team at the RSC South East's e-Learning Fair 2007, focusing on their process of choosing and implementing a new virtual learning environment
Innovations in Mentoring and Evaluation of Online Faculty
at Park University. Presented at Sloan-C, Nov.2008.
Presented by: Lisa Bunkowski, Mike Eskey, & Marcia Peterso
Developing tutoring craft through cross-institutional peer exchange: reflecti...RichardM_Walker
This paper reports on outcomes from a cross-institutional peer observation programme for distance learning tutors - a joint initiative between the Universities of York (UK) and Waikato (New Zealand) - launched for the first time in 2015. The programme was conducted fully online and offered an opportunity for tutors from different institutions and national teaching contexts to address challenges in their practice and share innovations in online tutoring techniques. Participants were paired up and encouraged to collaborate through use of synchronous discussion tools and the mutual sharing of course sites within their institutional LMS platforms.
Evaluation of the participant experience revealed that the cultural and institutional differences between York and Waikato tutors were not insurmountable obstacles to effective peer exchange online and could be minimised through adequate preparation up front in defining respective programme cultures and ways of working. Partners who mastered this ‘norming’ phase in their relationship were able to move beyond agreed objectives for the observations to address deeper pedagogic discussions, challenging their views on institutional norms to assessment design and online support for student learning. Emergent themes for discussion between partners ranged from the merits of actively managing student learning online to the formality and tone of the tutor’s voice, focusing on language and modes of interactions with students. The study highlights the potential of cross-institutional peer observation to shine a light on institutional and personal ‘blind spots’ in tutoring techniques, stimulating deeper personal reflection on tutor identity and related strategies in managing student learning online.
Facilitating staff to design in active learning opportunities for students th...RichardM_Walker
This presentation reflects on the approach that we are taking at the University of York to help teaching staff consider how the affordances of learning technologies may be applied to support active learning opportunities for students within programme design. We consider how learning technologies may support student work across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Tnc21: Combining waves of innovation. A superposition for student mobility.Frans Ward
This presentation will address the SURF approach to enhanced flexibility in education. Rather than focus on one particular element or project a better understanding is achieved by looking at the big picture.
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
The Solent experience - migration to Moodle and beyondJISC RSC Southeast
Presentation as delivered by The Solent LTU team at the RSC South East's e-Learning Fair 2007, focusing on their process of choosing and implementing a new virtual learning environment
Innovations in Mentoring and Evaluation of Online Faculty
at Park University. Presented at Sloan-C, Nov.2008.
Presented by: Lisa Bunkowski, Mike Eskey, & Marcia Peterso
Developing tutoring craft through cross-institutional peer exchange: reflecti...RichardM_Walker
This paper reports on outcomes from a cross-institutional peer observation programme for distance learning tutors - a joint initiative between the Universities of York (UK) and Waikato (New Zealand) - launched for the first time in 2015. The programme was conducted fully online and offered an opportunity for tutors from different institutions and national teaching contexts to address challenges in their practice and share innovations in online tutoring techniques. Participants were paired up and encouraged to collaborate through use of synchronous discussion tools and the mutual sharing of course sites within their institutional LMS platforms.
Evaluation of the participant experience revealed that the cultural and institutional differences between York and Waikato tutors were not insurmountable obstacles to effective peer exchange online and could be minimised through adequate preparation up front in defining respective programme cultures and ways of working. Partners who mastered this ‘norming’ phase in their relationship were able to move beyond agreed objectives for the observations to address deeper pedagogic discussions, challenging their views on institutional norms to assessment design and online support for student learning. Emergent themes for discussion between partners ranged from the merits of actively managing student learning online to the formality and tone of the tutor’s voice, focusing on language and modes of interactions with students. The study highlights the potential of cross-institutional peer observation to shine a light on institutional and personal ‘blind spots’ in tutoring techniques, stimulating deeper personal reflection on tutor identity and related strategies in managing student learning online.
Facilitating staff to design in active learning opportunities for students th...RichardM_Walker
This presentation reflects on the approach that we are taking at the University of York to help teaching staff consider how the affordances of learning technologies may be applied to support active learning opportunities for students within programme design. We consider how learning technologies may support student work across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Achieving flexibility? The rhetoric and reality of the role of learning techn...RichardM_Walker
ascilite 2014 presentation on findings from the UCISA 2014 Technology Enhanced Learning Survey. The presentation explores the role of learning technologies in supporting flexibility in higher education learning and teaching.
Open and flexible learning opportunities for all? Findings from the 2016 UCIS...RichardM_Walker
This presentation summarises the headline findings from the UCISA 2016 Survey of Technology Enhanced Learning, which tracks developments in the use of learning technologies across the UK higher education sector. In this year's Survey, special attention was directed to open learning activities, ranging from open course provision to badges and open accreditation methods for staff development. The Survey question-set also addressed learner analytics in greater depth than in past Surveys, with a focus on the different types of tool-sets which institutions are using and their deployment across courses. Respondents were invited to comment on how their institution is making use of analytics to evaluate the impact of TEL tools on the student learning experience and what this means for academic practice.
Engaging learners in computer-based summative exams: Reflections on a partici...RichardM_Walker
This presentation discusses a participant-informed design approach to high stakes computer-based testing for postgraduate students in a research methods module at the University of York. The combined feedback from students has informed the development of an engagement framework to guide instructors in preparing students to perform successfully in computer-based exams, addressing the organisational and cognitive strategies that they need to master.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
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.
Online Intelligent Semantic Performance Based Solution: The Milestone towards...AM Publications
As we analyse the computer application undergraduate logical-based courses in an assorted
environment of online assignments and exams and offline lectures, and exhibit the impact on academic routine of
factors such as classroom attendance, web-based course complement, and homework. We present grades from both
ordinary front ends and where the latter method controls for unobserved variation among students. A system
tailored intelligent instructional evaluation will generate the students, teachers & administration concepts,
discussing the predisposition in estimation when the ordinary evaluation method is used, resulting from the fact
that it ignores unobserved assorted. It also reduces the administrator’s load and helps provide the flexibility to
teacher’s need for mass evaluation. The Online Intelligent Semantic Performance based Solution is web
applications that ascertain an association between the institutes and the students. Institutes enter on the site, the
concepts they want in the exam. The questions based on the relevant concept and the syllabus is displayed as a test
to the eligible students. The answers entered by the students are then evaluated and their score is calculated and
saved. This score then can be accessed by the institutes to determine the passes students or to evaluate their
performance. It has been successfully applied to the distance evaluation of basic operating skills of computer
science, such as the course of computer skills in Universities and the local examination for the under graduates in
faridabad, Haryana.
In recent times, higher education institutions have been paying close attention to student opinions about the
experience of learning and teaching through internal surveys. The online feedback system is a web-based application
that provides students' feedback to college’s base online. This online system is a good place to find the kind of feedback
you need and it is efficient to get feedback analysis. Students provide feedback online through the use of a standard
designed form. In the proposed system, security is included, the result of which is visible only to accredited users. Online
feedback is an indispensable feature of evaluating effective and efficient teaching and learning methods. Report is made
in the proposed system for creating and the semantic web seeks to recreate the existing web concept that will enable us.
Advanced automation of web content, so that data can be distributed and processed by humans and software.
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
Library management system ,
Has parts
Admin
Users
Admin can add user , add book, add member and can as well manage existing details
Users can issue books ,return books ,
Similar to Enhancing the assessment experience through closer integration between the SRS and VLE (20)
Evaluating the impact of the Pandemic on departmental uses of learning techno...RichardM_Walker
The coronavirus pandemic led to a dramatic increase in the use of online learning tools and techniques across the globe as higher education providers moved to maintain teaching provision through lockdowns and social distancing requirements. Emergency Remote Teaching (ERT) required teaching staff to engage with new skills as online learning designers and tutors with unprecedented speed, whilst students were expected to equally quickly develop the skills to engage as fully online learners.
As the sector moved out of the remote phase of the pandemic, there has been a lively debate about what the lasting impact of this ‘crash course’ ERT experience might be on learning supported through the use of technologies. Up to now, however, much of the research attempting to take stock of the post-pandemic impact has been anecdotal and theoretical. There has been little empirical research and questions remain over how pandemic experiences might inform future practice and a sustainable use of learning technology.
This presentation reports on research undertaken at the University of York, exploring how experiences of ERT were carried forward into the academic years 2021-22 and 2022-23. Our study focused on the Departments of Psychology and Biology which took contrasting approaches to the development and delivery of post-pandemic provision. Through structured interviews with teaching leaders in each department, we explored the factors shaping decisions and we compared staff experiences of ERT and its legacy with the perceptions of students and their expectations for how learning technology should be used in the future.
In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
• Changing how they conceive of and deliver student support and inclusive learning and assessment practices in a flexible way, and the place of blended learning in these endeavours.
Developing sustainable staff development for online teachers: What works and ...RichardM_Walker
The Covid-19 pandemic has underlined the importance of online teaching within higher education and provided further encouragement to institutions to develop their fully online course provision - a trend which has been gathering pace over recent years. It has challenged universities and colleges to think about how they support their faculty in developing the competencies and strategies to teach effectively online.
Looking to the future, how do we support the continuous professional learning and development (CPLD) of online instructors, addressing the needs of both new and more experienced online practitioners, with equal attention to their pedagogical knowledge and technical skills development? What works and why within an online teaching context? In this presentation we will present a CPLD model that provides an overview of the different sources of learning development that are available to online instructors - both within and outside the teaching institution – and how they are interrelated and interconnected as part of a wider ecology of CPLD support to staff. We explain how these different sources of support may be combined to support personalised learning development pathways in online teaching practice, drawing on illustrations of evidence-based CPLD practices from staff developers and academics from across the world (Forbes & Walker, 2022).
Encouraging academic skills development through social reading: A critical re...RichardM_Walker
How can we encourage student engagement with their academic reading? What role can technology play for campus-based and online students in supporting their academic skills development? What solutions are available and how effective are they in supporting students?
These are some of the questions that are addressed in this cross-institutional study of social reading software, looking at the current market options (e.g. Talis Elevate, Leganto ‘Read and Respond’ and Hypothes.is) and the affordances of the supported technology.
Informed by pilot studies with Talis Elevate conducted over the autumn and spring terms (2021-22 academic year) at the University of Leicester, and market research by the University of York, we use this evidence-base to appraise the current state of the market - reporting on technical integration issues with reading lists and VLE platforms, as well as desired functionality to empower students to create and manage critical discussions around target resources, ranging from key texts to images, with scope to annotate key texts and resources online. We then go on to discuss the results of pilot studies with Talis Elevate, focusing on academic engagement strategies to help students make best use of the software to develop their academic reading skills, as well as practical issues related to copyright controls and permissions.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
How are students engaging with lecture recordings as a study resource?RichardM_Walker
This presentation reports on a 4-year study of lecture capture at the University of York (UK), focusing on the student learning experience of accessing and using recordings of lectures to support out-of- class learning. The presentation summarises the headline findings and discusses what this all means for institutional support to students and academic staff in teaching and learning activities.
Facilitating student-led teaching and content creation through technology: Us...RichardM_Walker
User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content.
Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. York’s journey
2004
Establishing an
institutional LT
infrastructure:
Implementation: delivering
efficiencies in scale & support
Phased rollout of Institutional LMS, CMS & Community
System (Blackboard Academic Suite): self-managed
SITS integration
Integration of reading list software
Development of anonymous e-submission
2007
2008
Consolidation
Embedding, integrating
& extending LT services
VLE strategic review
Launch of Video streaming service
Shibbolizing VLE (outreach, admissions & transition)
Mobile Learn, lecture capture & e-assessment (QMP) trials
2011
2012
Renewal
Re-envisioning LT services:
‘Empowering the learner’
Launch of cloud services:
Google Apps for Education; Echo 360; Bb Collaborate and
inline grading
Release of E-learning vision statement (June 2013):
setting the agenda for next Learning & Teaching Strategy
4. York’s technology adoption cycle
Adapted from the Gartner Hype Cycle http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp
5. York’s technology adoption cycle
Would you like to see an online submission option made available for all
assessed work that you need to turn in to your department for marking?
Response Percent Response Count
Yes 76% 354
No 11% 54
Not applicable 13% 59
Agree Neutral Disagree
Not
Appropriate
Submission of student work 83% 10% 5% 2%
Management & allocation of work for
markers
51% 34% 10% 6%
Marking 66% 17% 12% 5%
Creation of feedback 66% 22% 10% 2%
Return of work/marks/feedback to
students
68% 25% 5% 2%
Source: University of York Technology Enhanced Learning Student Survey 2014
Source: University of York Technology Enhanced Learning Staff Survey 2014
It is important for the University to provide
online support for all assessed work turned
in by your students for marking
“It is important for the
University to provide *GOOD*
online support for the listed
activities. I don't believe this
is sufficiently the case.”
6. Joining up SRS and assessment systems
A challenging problem for the HE sector:
‘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.’ (Jisc, 2014: p12)
Jisc (2014). Electronic Management of Assessment (EMA): a landscape review.
http://repository.jisc.ac.uk/5599/ (pdf)
7. Original anonymous submission and feedback
workflow (summative assessment)
Replacing file name with student exam
number from SITS eVision:
Who Original Process (2007 – 2013)
Students Submit work online through VLE, automated e-mailed
receipt
VLE instructors Download anonymised, work and summary sheet
Markers Mark work, create feedback, record marks
Admin Archive work, individually match and return feedback and
marks (through e-Vision or office)
Students Access / collect feedback and marks
8. Enhanced anonymous submission and feedback
workflow (Phase 1: 2013-14)
Who Process
Students Submit work online through VLE, automated e-mailed
receipt
VLE instructors Download anonymised work, summary sheet, individual
feedback forms* and mark-sheet
Markers Mark work with disability info, complete feedback forms,
record marks in mark-sheet
Admin Archive work, batch upload feedback & marks to SITS / e-
Vision
Students Access / collect feedback and marks from e-Vision
10. Revised workflow
Plan
Assessment
• Assessment
created
• Coded in SITS
Anonymous
Assignment
• Set up
submission point
• Associate with
SITS assessment
Student
Submission
• Students submit
work
Marking
• Feedback
documents
downloaded
• Marks
spreadsheet
download
• Disability stickers
and information
included
• Department
sends documents
to markers
Uploading
into SITS
• Documents
uploaded into
SITS
• Feedback and
marks released
to students
E-Assessment, marking and feedback work-flow
11. Workflow benefits
Generation of (configurable) feedback docs
(MS Word) inheriting exam ID and disability sticker
fields, bundled with assignment scripts in zip file
– faster work allocation to markers
Batch upload of marks and feedback docs to SITS
– Speeds up return of feedback and marks to students
1 week’s administrative time saved across Politics
department (for mark entry for 1600 submissions)
– use of feedback template *may* lead to greater transparency
in marking process (standardisation & quality)
Summer pilots have led to the following
enhancements…..
12. Enhancements to the anonymous submission &
feedback workflow (Phase 2: 2014-15)
file submissions restricted to a specific file type
(pre-selected by the assessment manager)
assessment manager(s) alerted when late
submissions have been made
reporting on SITS registered students who have not
yet submitted
facility for markers to annotate / insert comments
into file submissions as student feedback to be
batch uploaded to SITS
Student view of all previously submitted files
13. Next steps: Phase 3 - enhancing the management and
practice of online marking (2015 - )
Processes to support work allocation:
– Automated allocation of feedback sheets
and scripts to markers
Enhancements to marking experience
– Blind marking (student IDs concealed)
– Automatic plagiarism checks (Safe Assign & Turnitin)
Assessment management
– Reporting & moderation screen
Support for supervisor’s access to
marks & feedback
Building on SITS – Blackboard data integration (based on LIS 2.0 standards development)??
14. Next steps: Phase 3 - building a
student feedback hub (2015 - )
Creation of individual marks & feedback hub for each
student; automatically drawing on formative and
summative records stored in VLE Grade Centre, with hooks
for data ingest from other sources
Supervisor sets
key questions
/ reflection
template
Automated
transfer of
assessment
feedback /
marks to
individual hub
Student
reflects on
mark /
feedback (feed
forward)
Supervisor
reviews &
comments on
student's
progress
15. Questions?
University of York, UK
Richard Walker
Reports and summaries on e-assignment workflow
management and marking provision are available at:
http://elearningyork.wordpress.com
@RichardM_Walker richard.walker@york.ac.uk
