Digital Education team blog
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    Archive for the 'Digital Education' Category

    TechQual+ Survey at UCL

    By Moira Wright, on 13 October 2017

    In early 2016, ISD (Information Services Division) carried out the first Staff and Student IT Survey using TechQual+. Over 1,000 of you completed the survey, and over the past 16 months we have been working hard to improve our services in response to your comments.

    Below are just a few examples of changes that have been made as a result of the feedback received from the TechQual+ survey run in 2016:

    Wi-Fi                        Three speech bubbles

    A substantial investment in replacing and upgrading our Wi-Fi technology infrastructure

    Service Desk

    We’ve invested in staffing, tools and training to speed up response times and improve quality.

    We’ve partnered with an external organisation and altered shift patterns to provide additional out of hours’ support.

    Printing                 

    We’ve rolled out 170+ additional printers over the past 18 months, targeting the busiest areas. This takes the current total to 660 printers. In areas of high usage, we’ve introduced new high capacity printers.

    Infrastructure

    We have invested in storage and now all staff and students can store 100GB for free.

    Computers

    We are continuing to invest in additional cluster PCs, and loan laptops where there isn’t space for desktops. We added a further 550 desktops and 60 laptops by September 2017.
    We operate one of the largest laptop loan services across UK universities – 266 laptops across 12 locations – and this year a further 60 laptops were added.

    Training

    We delivered 221 courses last academic year, that’s nearly 1000 hours of training with about 3000 people attending.  We are working hard to publicise the courses we offer.

    Audio Visual

    In 2016 ISD invested £2.5m into improving the technology in teaching facilities. Approximately 70 centrally bookable spaces had their facilities updated; this included bringing 43 spaces in 20 Bedford Way up to the standard spec including installation of Lecturecast in approx. 30 spaces.  Lecturecast was also installed at 22 Gordon Street and Canary Wharf (3 spaces each).  We also refreshed the Lecturecast hardware in 12 rooms.


    Drawing of a tablet with 5 stars

    Based on the findings of focus groups at participating institutions, the TechQual+ project has articulated a set of generalised IT service outcomes that are expected of IT organizations by faculty, students, and staff within higher education. The TechQual+ core survey contains 13 items designed to measure the performance of the following three core commitments: 1) Connectivity and Access, 2)Technology and Collaboration Services, and 3) Support and Training.

    The TechQual+ survey will be run again at UCL in December 2017 and we’ll be asking for your help to advertise it to your students, encouraging them (and you!) to complete it. All respondents will be entered into a prize draw with a chance to win some great prizes!

    We’ll be providing more information and communications about the survey closer to the opening date.

     

    A new academic year, an upgraded Lecturecast Service (students)

    By Janice Kiugu, on 5 October 2017

    Lecturecast is UCL’s automated lecture recording system with over 115 rooms across the University enabled with more being added through the year.

    The system is designed for course tutors/administrators to electively choose to record their lectures as supplemental resources and share them with their students via the respective Moodle course.Lecturecast is not a replacement for lecture attendance and is provided to complement lectures and provide an additional resource to support student learning.

    There are multiple benefits of Lecturecasting content, including the ability for you to revisit complex material and to engage in discussions outside of the classroom.

    Over the summer, the UCL Lecturecast system was upgraded to a more user-friendly and interactive interface, providing students with more tools to support their learning. When viewing a recording, you can now:

    • Make notes and download them for reference
    • Post questions
    • Bookmark content- this allows students to revisit a particular slide or scene and any notes that have been made
    • Flag content that may be confusing – flagged content is highlighted to the Tutor(s) associated with the course
    • Engage in discussions relating to the lecture with other students on the course

    Further changes have been made to enhance learning and teaching and to make learning more interactive and engaging for students. Staff can now:

    • Use the Lecturecast system to upload supplementary resources created elsewhere in various file formats
    • Create interactive slides that contain question slides
    • View analytics –   to better understand what students find most useful or to help improve future lecture delivery
    • Respond to questions students have posed as well as posting questions to students

    More information about using Lecturecast can be found here:  Lecturecast – Student Guide

    A step-by-step guide to viewing Lecturecast recordings and making use of the additional functionality is available here – Lecturecast Student Guide Learning the Basics

    For information on UCL Data Protection Policy, UCL Computer Regulations (Acceptable use Policy) and  how your data is being used, please refer to our  Lecturecast Information student wiki page.

    Support

    For information on how Lecturecast is being used on your course, please contact the relevant Tutor.

    For technical support on using the system,  please contact the ISD Service Desk: Tel: 020 7676 5000, 25000 (internal) Email: servicedesk@ucl.ac.uk

    UCL’s new Lecturecast system is live

    By Janice Kiugu, on 28 September 2017

    This summer the Lecturecast service received a significant upgrade when we moved from our previous lecture capture solution to the latest offering from our supplier Echo360.

    For those who have used Lecturecast in the past, you will be pleased to know that the new system offers a more streamlined and user-friendly service that allows you to schedule recordings for your lectures, link your recordings to a Moodle course and manage and edit recordings through the Lecturecast Active Learning Platform (ALP) interface. In addition to upgrading the system, we also have more rooms that are Lecturecast Enabled. Currently, over 110 rooms are online with more being added within the next few weeks.

    We believe that the new system will make it much easier for you to schedule recordings and share them with students. There are benefits to be had for both staff and students in ‘Lecturecasting’ events. In a recent survey of UCL students and their use of technology, the most frequent request was for Lecturecast to be more widely available.

    The new Lecturecast system comprises three elements:

    • The Lecturecast Scheduler: this allows you to schedule recordings for confirmed CMIS (i.e. UCL’s online timetabling and room booking system) booked events.
    • The Lecturecast Connector block – available on every Moodle course when you ‘Turn editing on’. This allows you to link your Moodle Course to a section in Lecturecast that contains the recordings for your course.
    • Lecturecast Active Learning Platform (ALP) – This is where recordings are hosted. The ALP interface provides functionality that goes beyond just hosting recordings and allows you to create and add resources that include interactive slides and view learner analytics. For students, it allows them to flag and bookmark content as well as take notes, participate in discussions and respond to interactive slides.

    We have developed new training resources including video and step-by-step guides to get you started using the new system, and are currently developing more advanced guides which will be available soon. These are available via the Lecturecast Resource Centre

    Training and guidance on using the additional functionality will be phased in over the next 12 months.

    If you are looking for inspiration and on how you might incorporate the use of Lecturecast into your teaching, have a look at some of the case studies from institutions around the world using Echo360 (the developers) behind Lecturecast.

    Below are a host of links to get you started in using the new Lecturecast system at UCL.

    If you have any queries or need support, please email lecturecast@ucl.ac.uk

    Preparing your Moodle Courses for 2017/18

    By Janice Kiugu, on 14 September 2017

    STAFF – Preparing your Moodle Courses for 2017/18

    Many staff have already started preparing their modules on Moodle to try to give students the best possible environment for learning and getting to grips with new material. With the start of term one fast approaching, we wanted to remind all staff of some of the key steps to follow during set-up and review of Moodle modules.  Guidance is provided below for Moodle courses where student activity was completed before the Snapshot was taken on 21st July 2017 as well as for Moodle courses where student activity may have continued beyond this point.

    Modules where student activity finished by 21st July 2017 (mainly UG)

    • Student data and assessment from the past year should have been captured in the Moodle 2016/17 Snapshot: https://moodle-snapshot.ucl.ac.uk/16-17/ . You may want to check your modules to confirm that content that should be hidden has been, and any assessment data you may need is available to you.
    • Reset your course in live Moodle to ensure no data or students from the last cohort remains before new students are enrolled – Find out how to reset your course.
    • Make sure to update your content, in particular any assignment submission dates for this year, and that any links are not broken. Find out how to update Moodle Assignments: and Turnitin Assignments.

    **If your Turnitin submission inbox does not display the column headings, you may want to clear your web browsers cache and cookies.

    • If required, activate Portico enrolments in your module so that students are automatically enrolled – Find out how to activate Portico enrolments here.
    • Once your course is updated, make sure it is visible by going to the Settings for the course.

    Modules where Student activity continues/continued beyond 21st July 2017 (mainly PG)

    • Do not reset your course! – as students have been active after the date of the snapshot and this data will not have been captured elsewhere. Check the Moodle 2016/17 Snapshot version of your course to confirm: https://moodle-snapshot.ucl.ac.uk/16-17 . If you are still unsure get in contact with us using the email below.
    • Request a new course to use for this year’s teaching – include the url of the original course if you require content to be duplicated.

    Jisc student digital tracker 2017 and BLE consortium – UCL report available

    By Moira Wright, on 11 September 2017

    markus-spiske-221494The UCL report on the data collected from the Jisc student digital tracker survey (see my previous post on this)  is now available.  The survey was jointly conducted by Birkbeck, LSHTM, RVC, SOAS and UCL back in March. Following a workshop in July, and using the Jisc national survey results as a benchmark, we have been able to make some conclusions and recommendations regarding the digital experiences of our students, based on the survey responses.

    You can read more about the BLE consortium in the ‘Jisc Insights from institutional pilots 2017’ report on page 18

    http://repository.jisc.ac.uk/6671/1/Tracker2017insights.pdf

    Please note Appendix C is available on request (moira. wright @ ucl.ac.uk)

    Download (PDF, 820KB)

    Download (PDF, 98KB)

    Download (PDF, 246KB)

     

    Jisc student digital tracker 2017 and BLE consortium

    By Moira Wright, on 10 August 2017

    computer-767776_1920UCL participated in the 2017 Jisc Digital Student Tracker Survey as part of a consortium with the Bloomsbury Learning Environment (BLE) made up of SOAS, Birkbeck, LSHTM and RVC. 74 UK institutions ran the tracker with their students collecting 22,593 student responses, while 10 international universities collected an additional 5,000 student responses

    We were the only consortium to participate in the survey and had come together as a result of institutional surveys, such as the National Student Survey, meaning that the time available to run it independently was short (a month) and we therefore felt that our individual sample sizes would be too small. We treated the survey as a pilot and advertised a link to it on each College’s Moodle landing page as well as some promotion via social media and the Student Unions. The survey generated 330 responses, which given our constraints was much more than we expected.

    The survey comprises five broad areas: Digital access, digital support and digital learning. Most questions were quantitatively recorded, but there were four open questions, which produced qualitative data. We were also able to choose two additional questions to the survey and we selected e-assessment, since that was a previous shared enhancement project (see www.bloomsbury.ac.uk/assessment) and Moodle, since all members of the consortium use the platform for their Virtual Learning Environment (VLE).

    Once the survey closed and we had access to the benchmarking report we ran a workshop for representatives from each of the Colleges in July 2017 whereby the results corresponding to the survey’s open questions were analysed in institutional groups, which facilitated interesting discussions over commonalities and potential implications.

    Sarah Sherman, the BLE Manager and myself, have been working to produce a report which will examine our collective responses to the survey in comparison with the national survey population with a recommendation that individual Colleges independently analyse their own results in more detail. For confidentiality, each College will be presented with a version of this document, which contains the relevant data for their institution only and not the complete BLE data set. A disadvantage of the consortium approach was that we were not able to benchmark individual Colleges to the survey population as the resources would not allow for this. In the future, the participating Colleges may wish to run the survey individually rather than as part of a collective as it was not possible to conduct deep analysis with this data set. 

    markus-spiske-221494

    Although the sample size collected by the Bloomsbury Colleges was small and not statistically viable, there is much we can extract and learn from this exercise. For the most part, our collective responses tended to fall within the margins set by the national survey population, which means we are all at a similar phase in our student’s digital capability and development.

    You will have to wait for the full report for more information on the UCL data collected but just to whet the appetite you can see the key findings from Jisc in this 2 page report: Student digital experience tracker at a glance .

    Finally, you can see this collection of case studies, which features the Bloomsbury Colleges consortium, here.

    Please get in touch with me if you would like to get involved (moira.wright @ ucl.ac.uk)

    Sarah Sherman and Moira Wright

    Jisc/ NUS student digital experience benchmarking tool 

    Jisc guide to enhancing the digital student experience: a strategic approach