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    Archive for the 'Teaching and Learning Network' Category

    ABC has reached 21

    By Natasa Perovic, on 24 March 2016

    Digital Education has now run 21 of our popular rapid learning design workshops. ABC uses an effective and engaging paper card-based method in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and over the last year has helped 70 module and course teams design and sequence engaging learning activities. It has proved particularly useful for new programmes or those changing to an online or more blended format.

    To find out if ABC is for you this short video captured one of our workshops earlier this year.

    Participants feedback remains encouragingly  positive 

    “I thought the ABC session was really helpful.  I had been a little unsure ahead of the session what it would achieve – but I genuinely got a lot from it.  Going back to the basics of methods etc really helped focus on the structure and balance of the module.  I thought the output was very useful.”

    “Thank you for convening the abc workshop today, i  found it thought provoking and challenged the way we think about our teaching. It is too easy to stick to what we have done previously and I found today gave me different ways to think about how to evaluate our current teaching and to bring in different approaches. It will definitely improve my thinking and I will continue with the approach to incorporate some of the ideas into the modules.”

    “Thank you for the workshop today- it was an eye opener. I found it really useful to think about categorising how the learning objectives will be delivered and assessed, and examining the variety of ways that these can be achieved. It made me think more deeply about what skills the students can develop by making them responsible for their learning journey and not simply the content that needs to be delivered to them. We will let you know how it goes!”

    “It was great and many initiatives have emerged from it.”

    abc workshop group work

    For questions and workshops contact Clive and Nataša





    For more information see :

    ABC Curriculum Design 2015 Summary

    ABC workshop resources and participants’ feedback

    ABC beginnings


    ABC News:

    We are currently developing an online toolkit to support the workshop, have been working closely with CALT to embed the Connected Curriculum in designs and we are developing collaboration projects with The University of Glasgow, Aarhus University (Denmark), University of Leiden (Netherland) and Universidad Adolfo Ibáñez (Chile) in order to look at the learning impact of this method. Our colleagues in Chile are even translating the workshop into Spanish.

    ABC also featured on UCL Teaching and Learning portal as a case study: Designing programmes and modules with ABC curriculum design

    Spotlight on Engineering’s Learning Technologists in 2015: STEAPP

    By Jessica Gramp, on 9 January 2016

    Learning Technologies in Science, Technology, Engineering and Public Policy (STEaPP)

    In Science, Technology, Engineering and Public Policy (STEaPP) learning technology support is provided by the department’s Learning Techologist (Alan Seatwo).  Part of this work involves assisting colleagues to explore the use of emerging teaching themes prior to the start of the MPA Programme. These sessions focus on implementing the UCL E-learning baseline, exploring classroom learning technology and using video for students’ presentation assessment and as a self reflection tool. Prevalent learning technologies in the department include the UCL Moodle Virtual Learning Environment (VLE), rapid eLearning development tools, video editing & production, cloud storage, webinars, screencasts, online surveys and classroom learning technologies, such as electronic voting handsets. In this post Alan explains how his department used learning technologies in 2015.


    The department was already equipped with a collection of good quality video recorders and in August the department further invested in new hardware and software for video recording & editing, such as a range of camera/ mobile phone mounts, a tripod, wireless microphone and a copy of Adobe Creative Suite. In addition, streaming video and webinar platforms were explored during the organisation and delivery of a seminar by Professor Daniel Kammen and a written report was presented to the department for possible use in the future.

    Doctoral student virtual presentation

    Doctoral student virtual presentation

    There have been no reports of teaching staff and students experiencing major issues using Moodle. Although there have been some maintenance down time from UCL networks, overall access to Moodle is excellent. Colleagues are supportive of the idea of using classroom-learning technology. Specifically, Word-Cloud was used in How to Change the World 2015; Kahoot! and Socrative were used in Policy Making and Policy Analysis; Communication and Project Management Skills; and the Vodafone – UCL Public Policy Intensive Programme. Feedback about the use of such software from colleagues and students was very positive.

    UCLeXtend is a separate Moodle platform for external use. The Vodafone – UCL Public Policy Intensive Programme was granted the use of the platform to deliver the online learning elements. This enabled the department to experiment with organising and delivering online learning programmes to non-UCL users that might be useful for future use.

    Vodafone UCL Public Policy Intensive Programme UCL eXtend course

    Vodafone UCL Public Policy Intensive Programme UCL eXtend course

    Students’ presentations were recorded, stored and made available for course assessment and self-reflection. The experience of exploring video streaming in Professor Kammen’s event enabled the process of screencasting, video recording and webinars to be refined. The average turn around time to deliver edited student presentation videos is around 24 hours after recording takes place.

    Two Virtual Open Day sessions were conducted in Blackboard Collaborate (webinar software). A series of online interviews using BB Collaborate, Skype and Google Hangouts were also held with potential students.

    Other learning technologies being used in the department include:

    • Opinio to support research activities in STEaPP Grant Research Funding Proposal Form, City Health Diplomacy and Science Diplomacy;
    • Articulate Storyline 2 to create two online self assessments in the undergraduate programme: ENGS102P: Design and Professional Skills 2015/16.

    There have been no major issues reported by staff using Moodle to organise and disseminate learning content and facilitating discussion via the forums. The level of usage from students is also good. Data from Moodle shows that students responded to staff instructions to access learning content and submit their assignments electronically. One of the areas that can be further enhanced is the use of learning analytics, which can assist staff to identify usage trends of their designed activities and content.

    Looking ahead: We are in the planning stage for How to Change the World 2016 and have two areas of focus at the moment: Online Attendance Recording and Reporting; and a Peer Reviewed Video Assignment. We are also making good progress on designing and developing an open-source learning object as part of a project funded by a grant from the UCL Centre for the Advancement of Learning and Teaching (CALT).

    Innovating pedagogy – 2015 trends report

    By Clive Young, on 9 December 2015


    Innovating Pedagogy 2015 is the latest annual report from the Open University highlighting new forms of teaching, learning and assessment with an aim to “guide teachers and policy makers in productive innovation”.

    The scope is similar to the US Horizon reports, but presents a useful UK perspective.  It is of course sometimes difficult to differentiate the meaningful from the merely modish in such futurology (see for example Matt Jenner’s analysis of Horizon’s trend-spotting). However such reports definitely have an impact on the discussion around technology in education, even if initially only at the level of “buzz-word bingo” for those in the know. A fellow learning technologist last week accused me of “incidental learning” when, during a pause in our teaching session, he caught me reading a random handout left over from some previous class.

    The current crop is;

    1. Crossover learning – connecting formal and informal learning
    2. Learning through argumentation – developing skills of scientific argumentation
    3. Incidental learning – harnessing unplanned or unintentional learning
    4. Context-based learning – how context shapes and is shaped by the process of learning
    5. Computational thinking – solving problems using techniques from computing
    6. Learning by doing science with remote labs – guided experiments on authentic scientific equipment
    7. Embodied learning – making mind and body work together to support learning
    8. Adaptive teaching – adapting computer-based teaching to the learner’s knowledge and action
    9. Analytics of emotions – responding to the emotional states of students
    10. Stealth assessment – unobtrusive assessment of learning processes

    A fascinating list with several novel concepts (to me anyway), the report gives a quick overview of why the OU thinks these are or may be important and includes handy links to further reading.

    The authors also identify six overarching pedagogy themes that have emerged from the last four reports: Scale, Connectivity, Reflection, Extension, Embodiment and Personalisation.

    ABC Curriculum Design 2015 Summary

    By Natasa Perovic, on 2 December 2015

    ABC Curriculum tour dates for 2016 and Summary of 2015

    For questions and workshops contact Clive and Nataša


    Book us early! We start our ABC 2016 tour with a visit to Glasgow!

    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 below.


    December 2015 – ALT Winter Conference webinar

    The ABCs of rapid blended course design by Clive Young and Nataša Perović. Recording of the session is available to view here:


    December 2015A brief overview of ABC curriculum design method by Clive



    October 2015 – Presentation about the ABC workshops




    September 2015 – Progress with ABC Curriculum design and downloadable ABC workshop resources and participants’ feedback 



    March 2015 – ABC beginnings, by Clive and Natasa


    March 2015 – Blog post about the First ABC Curriculum design workshop


    Blended Learning Essentials: Getting Started

    By Clive Young, on 9 October 2015


    ‘Blended Learning Essentials: Getting Started’ is a free course, run by a partnership between UCL Institute of Education and University of Leeds, along with a range of colleges and organisations, on the FutureLearn platform.

    The lead educator is Professor Diana Laurillard from UCL, and, while the course is focused on vocational education, you will find much to connect with your own work. We are looking for interested staff to form a UCL cohort to take the course together.

    The course will be in two parts, run over 8 weeks in total. The first part of the course ‘Getting Started’ will ‪start on November 2nd 2015.

    We will be putting together a programme of events to support the UCL cohort and make links with teaching at UCL.

    If you are interested in joining the UCL cohort add your name and join the course at FutureLearn.

    UCL Arena Digital Unit 3: How can we involve students with Campus Pack blogs, wikis and podcasts?

    By Clive Young, on 5 October 2015

    A new unit of UCL Arena Digital is coming!


    There will be some new additions to UCL Moodle from September 2015. Campus Pack will provide a suite of tools comprising blogs, journals, wikis and podcasts that can be used to support students’ reflective, social learning and collaboration, as well as enabling tutors and students to record audio directly into Moodle.

    This unit will guide you through these new Moodle tools, and discuss ways of using them in your teaching.

    The unit will last two weeks, taking 1-2 hours of your time, culminating in an interactive webinar which will allow you to explore advanced features and take a look at what colleagues are already doing with the tools.

    UCL Arena Digital Unit 3 will run October 19th – 30th 2015.

    Live webinar Wednesday 28st October 2015 2 – 3 pm.

    Go to the course.