Inductions to UCL learning technologies
These sessions are typically in-person, hands-on, participative and experiential.
Resources allowing, the Advisory team offer these on demand, ideally working with other parts of Digital Education and the E-Learning Champions in your department to tailor them to your needs. We do ask that you can guarantee your colleagues' participation, within reason.
Sessions work particularly well when run for teaching teams or colleagues in a department. That way you can talk through the considerations together, come to decisions and, ideally, leave having put something in place that you were planning to do anyway.
Linking the following elements together is Arena Blended Connected. Undertaken by teaching teams on 60 modules in UCL (as of Feb 2016) the ABC curriculum design method uses an effective and engaging paper card-based approach in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and designed to help module teams design engaging learning activities. It is particularly useful for new programmes or those changing to an online or more blended format. More information.
In July 2017 UCL Education Committee made a policy that every Moodle course space be reviewed with reference to the UCL E-Learning Baseline. The emphasis is on accessibility, usability and consistently high quality within diverse Moodle spaces.
The policy is that:
In this session you will use the checklist to review your Moodle space, recorded lectures, and other digital education resources and activities. You will be able to do this either with colleagues or individually. UCL Digital Education staff will be on hand to help you take immediate action. You will leave the session having made practical steps to meet Baseline requirements.
This session is best attended by both academic and professional services colleagues, working together on the operational and educational aspects of Moodle spaces.
A discursive session where we collectively invite different perspectives on burning questions such as: how can we manage the disruptive influence of social media on students' attention? Why is there such a qualitative gulf between institutional technologies and the technologies students use outside institutions? How can this be squared with students? Is the era of the typed word a 'Gutenberg parenthesis', about to yield to the visual era? How can we recognise the contributions of individuals within group projects? Which digital practices are transforming my subject area and how might they be brought into the curriculum? What works? - and given the no-significant-difference phenomenon with digital education, should we bother? How do print media or online media influence our encounters with different materials?
The Moodle Baseline responds to students' reports about feeling disorientated within Moodle spaces. It consists of a number of principles which promote consistency in some key respects while allowing plenty of leeway for diversity. This session will be mostly hands-on with Digital Education staff on hand to help you interpret and enact the principles of the Baseline in your own Moodle spaces.
A hands-on workshop in which you will learn practical techniques for developing spaces and resources which meet the widest possible range of needs. After introducing the principles and challenges of universal design, we will look at colour contrast checking, organisation and navigation, screen readers (you may wish to bring a blindfold), and more. We will also preview emerging captioning and transcription technologies.
MyPortfolio is a space at UCL where all staff and students can work with different materials to form pages, small sites, groups and more. It is increasingly used for assessed work at UCL. The reasons:
We can tailor this workshop to your circumstances, but it is broadly orientated to:
The word 'blog' may seem old-fashioned in the world of Twitter & YouTube, but the practice is definitely not. Blogging can help students find their voice, give each other attention, and gain insights about their own work. Writing for an audience other than one assessor, once, can bring out the best in students. What blogging opportunities does UCL offer for students in formal and informal contexts?
Social learning is an important aspect both of the move from didactic to more constructivist approaches to learning. Well-conceived group work promises to contribute to the graduate attributes agenda, bring personal contact and companionship to courses, and provide forums for students to negotiate new understandings in their subject area. However, creating conducive environments, activities and ethos for group work is neither intuitive nor straightforward, particularly when the group work is expected to coalesce in a shared object such as a wiki or blog. Pitfalls include bargaining (cooperation without collaboration), ‘social loafing’ and its counterpart ‘diligent isolation’, difficulties maintaining awareness, disorientation, and evidencing and recognising members’ respective contributions. Over the course of this interactive workshop participants will consider the requirements for what Graham Gibbs terms a ‘healthy learning milieu’ for groups, and design a group task within this scenario. For the purposes of the session we will take wikis as the site of collaboration, but the principles we draw upon will have wider relevance on and offline.
At UCL the Connected Curriculum emphasises outward-facing assessments in which students master a variety of skills to engage their intended audience. At the same time, smartphones, social media, and a Web which is written as well as read by its public are displacing print media as the dominant medium for academic communications. Repositories of openly-licensed digital materials have prompted new pedagogies of abundance in which students' task is to make sense of this wealth of information and artefacts. Assessment methods are a major influence on what students learn, so for students to gain these practices they need to be incorporated into assessment. Academics are becoming interested in students working multimodally (using different voices on different media). This may involve social media (blogs, timelines, maps, wikis), audiovisual recordings, a website, or combination of these. In this session you will:
A smorgesbord of apps (all available without creating an account) eveloped from: https://prezi.com/7oite89tmb8z/technologies-you-dont-have-to-sign-your-privacy-away-for/
ELE has set up a demo environment that lets you experience the process of submitting, marking, returning marks and managing records from different perspectives. During the session you’ll log in in different roles and be able to follow a piece of work through Turnitin from all angles. You’ll submit a piece of your own writing in a student role, then ‘mark’ that work in a tutor role. We’ll also discuss second marking, moderating, external examining and record keeping, with reference to UCL’s new marking policy. We’ll take look at the different ways Turnitin enables you to give students feedback, and how Turnitin can provide feedback itself.
UCL priorities for assessment and feedback focus on student attitudes (as expressed in the National Student Survey), student engagement with feedback, and managing staff resource. Peer assessment activities - feedback only or with numeric grades - have potential to meet these priorities. Moodle has a dedicated activity called Workshop, and Turnitin offers Peermark. Peer marking works well when carefully designed. It is important to be clear about educational principles, instructions and communications. Based on experiences with CALT's Arena One programme and drawing on the literature around peer marking, we will show you the stages of the Moodle Workshop activity and outline the considerations at each stage. Participants will then plan a notional online peer marking activity in their own setting.
For some of the ideas introduced in this session see:
When you think of tests in Moodle, you probably think of multiple choice tests. You may be wondering about the educational benefits of circumscribing possible answers, or have concerns about the ethics of offering students the choice to make a wrong answer. You may be thinking that confidence-based marking introduces a gender bias. Nevertheless, we have observed that knowledge tests exert a powerful attraction on Moodle users, staff and students alike, from the most senior to the most junior, and it is worth considering whether there are ways to harness this enthusiasm. Moodle's Quiz activity offers many question types beyond multiple choice types, many of which offer immediate, fine-grained feedback beyond what could be offered by a stretched teaching team. Some of these types can cope with degrees of right and wrong. Moodle Quizzes can be used to motivate, self-benchmark, gauge prior knowledge or signal desired prior knowledge. They can be sites of of practice and vehicles for individualised feedback. They can respond to frequent misunderstandings. Moodle question banks allow questions to exist separatedly from the test itself, so they can be crowd-sourced, shared and reused among colleagues. The settings allow for many different configurations of marking and feedback.
In this session we will introduce some uses in UCL, and you will have a chance to tinker with an existing Moodle Quiz and create and share your own question, and then encounter a Quiz from a student's point of view.
We will liaise with you in advance to identify some question types which suit your subject area.
Assessment workflows can get very complicated. Sometimes Digital Education become aware that this is because staff have been unaware of something the technology can do to relieve the burden. Sometimes there are ways to make the process more efficient.
This session is best for teaching teams. We will sketch out your assessment workflow and consider whether and how technologies can help.
A more positive, practical version of: https://prezi.com/yyhtr9zgae-5/how-we-keep-clean-on-the-e-assessment-mud-run/
A close look, with reference to the literature on feedback engagement, at some of the different ways Moodle and Turnitin assignment types allow markers both to provide feedback and promote students' ability and willingness to relate it to the marking criteria. In Turnitin we will show how a marking crid (criteria plotted against levels of achievement) can be reproduced and knitted into the comments you can make directly on student work. In Moodle we will show some different marking capabilities and, with reference to the literature on peer marking and evaluations here at UCL, show how Moodle's peer marking activity type can help students both understand the criteria and empathise with markers as humans making sometimes difficult judgements. You will have the chance to get hands-on from a student and marker perspective.
Outline to come.
Moodle certainly makes it easier to include text than graphics. Graphics used well can animate and invigorate a space - but they can also slow down page loads and interfere with other elements on a page. This hands-on workshop will show you how to bring graphics into your Moodle space - from sourcing them, editing them, and including them in different ways (banners, galleries, &c) which work across platforms.
When students are reluctant to participate in educational discussions, what is to be done?
Find out more.
Outline to come.
Why do we use slideware? What are the attributes of slideware? What does the research say about slideware use? What are the common pitfalls of slideware which interfere with learning? How can these be avoided?
Outline to come.
An introduction to Nominal Group Technique using wikis.
How are flipping practices evolving in higher education, and what does the research say about educational outcomes?