JISC Change Agents Network Webinar

Copied from JISC email: CAN Webinar:

“There is still time to register (https://www.jisc.ac.uk/events/change-agents-network-webinar-series-24-nov-2015) for the first CAN webinar of this academic year. On 24 November 2015 from 12:30-1:30 – “What will a successful student-staff partnership look like in 2020?” will be an hour of  discussion and activities led by Peter Chatterton and Clare Killen.  This webinar will explore what successful student-staff partnerships will look like in 2020, what the challenges are and how the Jisc Developing successful student staff partnerships online guide and associated resources, can be used to stimulate thinking about how these challenges can be overcome.

 Starting with a discussion around impact of student-staff partnerships, we’ll look at how impact is being measured, what criteria are being used and whether there is any current evidence of success that can support sustainability.

 Looking ahead to 2020, we will then explore the future for student-staff partnerships and how these will impact on the everyday lives of students and staff.

 In the final part of the webinar we’ll discuss how student-staff initiatives can be sustained beyond initial funding cycles and some of the ways of navigating anticipated hurdles.

 CAN Blog Webinar page and links to recordings of previous webinars:http://bit.ly/1utgYDu and you can access the Developing successful student-staff partnerships online guide: http://bit.ly/1L5Upko “

See you there,

Moira

 

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IoE Technology Enhanced Learning Group

Technology Enhanced Learning

September 2015 sees the launch of our newly formed IoE TEL Team! The goal is to create a working group where academics, ASU colleagues, students and service representative collaborate to enrich the digital experiences our of community. We have a diverse range of exciting projects across the IoE and we will develop these pages to keep you all up to date and invite you to join us in embracing the UW TEL Strategy 2015-2019.

Moira Savage is the IoE Strategic TEL Lead, continues to represent the Primary Centre and has convened the IoE TEL group to ensure broad representation. Moira also sits on the UW TEL Working group for IoE, is a member of the UW Developing Staff Digital Literacy sub-group and chairs the UW Developing Student Digital Literacy Group. To ensure TEL is considered in as many contexts as possible Moira attends IoE Course Leader Forums, LTSEC and IQC. When appropriate Moira reports to IMT and IoE Learning and Teaching Leads on behalf of the group. Moira has been awarded UW Research and Project Leave this academic year to explore and establish a university-wide Student Digital Ambassador scheme- updates to follow!

Please feel free to contact me via

email: m.savage@worc.ac.uk

Twitter: @moira_savage

Michelle Rogers continues to be the Joint Co TEL lead for IoE and lead for the Centre for Early Childhood.

David Hunt is the TEL lead for the Centre for Secondary and post-compulsory education.

Gareth Dart is the TEL lead for the Centre for Education Studies and Inclusion.

We are delighted to have 3 TEL leads within IoE ASU:

Helen Bayfield

Jenny Lewis

Carol West

Jennifer Dumbleton and Sarah Purcell are both key members of our group.

Dave Wager joins us from LTTU.

We are currently recruiting the most important members- students! Please get in touch if you are interested or know someone who might be.

“Students ask the questions: How can an online peer-based question and answer tool be used help students learn programming?” (Area 1&2)

Dragis Vrabie and Dr Paul Golz (WBS)

Peer learning is a well-established tool within HE and a common use is to ask students to create questions for each other. Question creation challenges students to think of potentially difficult areas, increasing engagement with course material, find common mistakes and reinforces correct answers. This study investigates Peerwise: an online tool that allows students to create multiple choice questions for their peers to answer. There is strong evidence that this tool aids learning within HE over multiple subject areas, however little is reported on an optimal delivery modality. In this action research study we used Peerwise in a level 5 programming module to discover i) how best to use the tool and ii) whether, in our experience, it benefitted the students. Crucially we discovered that educating the students in use of the tool was required to set a minimum standard in creating questions. Whilst we observed significant improvement in question quality as well as engagement with the tool based on our intervention, Peerwise was found to be unpopular with students and only 50% of the students reporting that they have benefited from using this tool.

“Creating a virtual Centre for Student Progression and Academic Achievement” (area 1&4)

Lerverne Barber, Amy Stringer & David Milward (ISES)

At the core of this project is the desire to enhance the way the University communicates with its students and makes visible high quality learning resources which support students to maximise their academic potential. The Centre will exist primarily to motivate students to develop their own approaches toward and responsibility for their own learning; to enhance visibility, accessibility and engagement with learning resources; to transform (where appropriate) existing resources into more student friendly structures and formats, and to co-create new resources related to the key areas of work identified by the students themselves. In this its first year, it has identified a number of key areas linked to successful progression and academic achievement, including Academic Tutoring, Assessment and Feedback, Learning Resources and the First Year Experience. Students as academic partners have developed a clear picture of what academic support and guidance students ideally require and how best to present this information in a central and readily accessible location.

Rachel Kyte (IHS) “The use of Facebook and Blackboard online discussion forum to support students’ summative assignment preparation” (Area 1) Poster

Rachel Kyte (IHS)

The aim was to determine student views on, and engagement with, discussion boards hosted on Facebook and Blackboard, during summative assignment preparation. Online discussion boards are purported to encourage student interaction/collaborative learning (Brenton, 2009), however student engagement can vary. Facebook is currently the most widely used social media platform in the UK (Ofcom, 2014). This action research project investigated (1) whether the use of Facebook as a platform increased student engagement with a summative assignment discussion board and (2) whether, and if so why, they preferred Facebook to their current interface, Blackboard. A mixed-methods approach was used. Students were given access to the same discussion board on Facebook and Blackboard. The discussion boards were evaluated via an online questionnaire and a focus group. Participants were recruited from a cohort of sixteen 2nd year Physiotherapy students at the University of Worcester. Initial survey findings suggest that students found the discussion boards a valuable tool for assignment preparation. Students preferred Facebook and engaged more with this platform, valuing the informal feel and superior functionality. Focus group data will be presented. Functionality, accessibility and informality are important factors to consider when selecting platforms to host online discussion forum.

Learning Analytics

As an academic and TEL enthusiast I often reflected that many aspects of my tracking of students’ performance, and knowing when to intervene, could be supported by technology. As an ex- primary school teacher tracking grades is not new but we often rely on the old-school techniques involving local paper/excel spread sheet analysis. I have recently spent time talking to colleagues about e-assessment and that within our VLE (Blackboard Learn) there are tools that operate at assignment level that able some basic analysis of grades and performance.

Attending UCiSA’s conference last week I realised there is another whole level of learning analytics possible at an institution level. I will try and highlight a few key points but they are probably explained in a much better way via these links.

Jisc Effective Learning Analytics http://analytics.jiscinvolve.org/wp/ .

The code of practice for learning analytics gives a comprehensive overview of some of the potential data security and ethical issues http://www.jisc.ac.uk/guides/code-of-practice-for-learning-analytics .

There is a really useful overview of the HEI sector in relation to learning analytics at http://repository.jisc.ac.uk/5657/1/Learning_analytics_report.pdf

Niall Sclater, JISC Explaining Jisc’s open learning analytics architecture

Mike Day presented on implementing learning analytics at Nottingham Trent University and these three slides consider the potential from student, tutor and institution perspectives.

LA student needs LA tutor needs LA uni needs

Of course intervention and professional decisions will always be best handling by academic staff who know their students but having access to data would be incredibly useful.

LA engagement scales LA headlines LA student withdrawal LA tutor intervention

A few slides exploring some of the analysis tools available as implemented at NTU from Mike Day.

The JISC architecture was explained by Niall Sclater-

LA jisc

The commercial solution discussed referred to Solutionpath

learner analytics

Certainly an area I need to learn much more about to understand the potential.

QAA Higher Education Review Group themes 2015-2016 Student Employability and Digital Literacy

    I have found this document a really useful way to reflect on where we are with TEL and where we want to be with TEL by 2018. I have copied some of the suggested review questions across from the document.
      QAA Higher Education Review Group themes 2015-2016 Student Employability and Digital Literacy

http://www.qaa.ac.uk/en/Publications/Documents/HER-Themes-Guidance-15-16.pdf

How providers manage and show leadership in their approach to digital literacy and enabling students to develop digital skills: Possible review questions from QAA

  • How do you communicate your vision and position on enabling students to develop digital literacy?
  • Can you cite any examples at provider level of how you have identified and removed barriers to enabling students to develop digital literacy?
  • What steps have you taken to resource digital literacy?

How digital literacy is embedded in the curriculum: Possible review questions from QAA

  • Can you cite any examples at provider level of how you have identified and responded to opportunities to embed digital literacy in the curriculum?
  • How are students engaged in ongoing discussions and decision making about ICT, and the use of technology in their programmes of study?
  • How do employers inform the use of technology in programmes?
  • How do you ensure that your provision promotes students’ digital literacy?
  • How do you promote the use of technology in learning and teaching?
  • How do you use technology in assessment and feedback?
  • How do you embed authentic technology-enhanced assessment tasks in discipline areas?
  • How does assessment feedback support the development of students’ digital literacy?
  • How do you showcase technology-enabled academic and professional practice through your teaching/

Staff development to support inclusive provision: Possible review questions from QAA

  • How are staff informed of their responsibilities to promote digital literacy within their curriculum area?
  • Can you cite any examples of how you have enabled your teaching staff to ensure students are supported to develop their digital literacy?
  • Can you cite examples of opportunities for staff to develop their digital literacy in the curriculum and fully realise all that technology-enhanced learning has to offer?
  • What resources and support do you have for staff to enhance their use of technology enhanced learning?
  • How are staff supported to develop a professional online presence and engage in open online practice?

Student Ambassadors for Digital Literacy- could this work here?

This week I have been inspired reading about how other universities are developing the digital literacy of staff and students. One concept that has really caught my attention is the impact that Student Ambassadors for Digital Literacy. It seems very effective and importantly student driven. The website for LSE is particularly impressive.

Links to Student Ambassadors for Digital Literacy schemes (SAfDL): e.g.

Please do leave a comment with your thoughts. Also please post links to any other schemes you know of.