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    Archive for the 'Teaching and Learning Network' Category

    UCL ChangeMakers project funding for 2017/18 available

    By Jessica Gramp, on 8 May 2017

    UCL ChangeMakers

    “I cannot recommend the experience enough for any fellow student willing to enrich their learning and skill repertoire while deriving the satisfaction of contributing towards enriching the experiences of UCL’s student community through a UCL ChangeMakers Project.”

    – UCL ChangeMakers Project Lead

     

     

    Make your mark on UCL: Do a UCL ChangeMakers project

    UCL ChangeMakers supports students & staff in running or getting involved in a project to innovate, enhance or improve the learning experience at UCL. There is up to £1000 project funding available for your project (to cover costs such as catering, survey or focus group incentives etc.) in addition to student stipends of up to £150 each. You will also be fully supported by the UCL ChangeMakers Team.

    The deadline for proposals is 22nd June 2017 for projects commencing next academic year (September 2017).

    UCL ChangeMakers is open to all students and staff at UCL. If you want to talk to the UCL ChangeMakers Team about your idea or simply find out more about what’s involved then come and chat to them and other interested people at one of our Q&A sessions on 16th & 26th May; 13th & 15th June 2017. Sign up for a Q&A session.

     

    Apply to UCL ChangeMakers…

     

     

    Student digital experience tracker

    By Moira Wright, on 10 March 2017

    How should institutions respond to students’ changing expectations of their digital environment? What experiences at university prepare students to flourish in a digital world? What are institutions doing to engage students in dialogue about their learning environment and to gather intelligence about their changing needs?

    Following a successful pilot with 24 institutions in 2016 a student digital tracker tool, built on resources such as the Jisc/ NUS student digital experience benchmarking tool  and the Jisc guide to enhancing the digital student experience: a strategic approach. The questions cover issue important to learners and/or to staff with a focus on the learning experience.

    The student digital experience tracker will allow universities, colleges and skills providers to:

    • Gather evidence from learners about their digital experience, and track changes over time
    • Make better informed decisions about the digital environment
    • Target resources for improving digital provision
    • Plan other research, data gathering and student engagement around digital issues
    • Demonstrate quality enhancement and student engagement to external bodies and to students themselves

    The tracker is delivered in BOS – an online survey service specially developed for the UK education sector. Institutions using the tracker will receive guidance on implementation in BOS, real-time access to their own data, are able to benchmark their data against their sector data, and access further guidance on how to understand and respond to the findings.

    UCL students are invited to participate in the survey and a link has been added to students Moodle landing page on the right side. Alternatively you can access the survey using this link: http://tinyurl.com/ble-student-survey-2017 – please advertise to UCL  students. The survey is open until March 31st 2017.

     

    Rebooting Learning for the Digital Age (report)

    By Clive Young, on 10 February 2017

    hepireportThe HE ‘think tank’, the Higher Education Policy Institute (HEPI), has just published Rebooting Learning for the Digital Age (PDF 58pp) written by three JISC leaders Sarah Davies, Joel Mullan and Paul Feldman. The report reviews best practice around the world to show how technology is benefiting universities and students through better teaching and learning, improved retention rates and lower costs and though a list of seven recommendations calls on universities to embrace new technology to meet the various challenges faced by the sector.

    While the actual approach is maybe less ‘reboot’ and more ‘refocus’, the report is an astute summary of the main issues and opportunities surrounding digital education in UK HE. It is more grounded than for example the OU Innovating Pedagogy 2016 report and provides a useful benchmark against which an institution such as UCL can gauge progress.

    A range of UK and international case studies indicate how digital initiatives can be used to improve student satisfaction, boost outcomes, retention and employability but still manage costs (so-called ‘win-win’ methods). However this inevitably requires strong leadership and the development of suitably-skilled staff.

    Two underpinning themes are threaded through the report, learning design and learning analytics.  On the first of these, the report comments, “when ‘designed in’ as part of the overall pedagogic approach, technology can be used to enable great teaching and improve student outcomes” and the first recommendation is Higher education institutions should ensure that the effective use of technology for learning and teaching is built into curriculum design processes. UCL has been particularly active in this area with ABC Learning Design, a bespoke rapid-development method that has already been very successful. The second recommendation identifies a real need, UK HE should develop an evidence and knowledge base on what works in technology-enhanced learning to help universities, faculties and course teams make informed decisions, plus mechanisms to share and discuss practice.

    Learning analytics which correlates patterns of student activity with learning outcomes and offer staff the opportunity to identify disengaged and underachieving students is the second main theme of the report. The next two recommendations suggest universities adopt learning analytics and research how the big datasets can be harnessed to provide new insights into teaching and learning. Digital Educaton has of course been looking into this e.g. From Bricks to Clicks: the potential for learning analytics and 8th Jisc Learning Analytics Network. Steve Rowett’s second post links the two themes of the report and the Open University published The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters last year showing the remarkable potential of this combined approach.

    The third section of the report provides a useful reflection on the potential role of technology-enhanced in the Teaching Excellence Framework (TEF). It recommends Digital technology should be recognised as a key tool for HEIs responding to the TEF. Providers should be expected to include information on how they are improving teaching through the use of digital technology in their submissions to the TEF. Recognising the risk involved in new methods and the sometimes conservatism of students it adds, “The Department for Education (DfE) and the TEF panel must ensure the TEF does not act as a barrier against institutions innovating with technology-enhanced approaches”.

    The final two recommendations reinforce the institutional prerequisites mentioned above to realise the opportunity of digital education HEIs should ensure the digital agenda is being led at senior levels – and should embed digital capabilities into recruitment, staff development, appraisal, reward and recognition and finally academic leads for learning and teaching should embrace technology-enhanced learning and the digital environment and recognise the relationship with other aspects of learning and teaching.

    2016 was a busy year for ABC LD!

    By Natasa Perovic, on 22 December 2016

    We facilitated ABC LD workshops in UCL, Glasgow, Aarhus (Denmark), Bruges/Kortrijk (Belgium), Santiago (Chile) and Brisbane (Australia). We presented at two conferences and published a paper about ABC LD.
    Colleagues from other universities also facilitated ABC LD workshops (with our guidance).
    A full list of activities (with nice images!) is available on the ABC LD blog, 2016 summary.

    It seems that 2017 will be an even busier year for ABC LD. Our community members and the workshops planned for 2017 are indicated on the map below.

    ABC_LD community map

    Best wishes for 2017 to all!

    ABC LD blog/

     

    An academic perspective on blogging

    By Domi C Sinclair, on 8 December 2016

    Words by David Bowler:

    I write a semi-regular blog (updated between weekly and monthly) which covers both interesting papers in my research area, and the teaching that I do to fourth year undergraduates and starting graduates (www.atomisticsimulations.org).  My research is in atomistic simulations, where we model the properties of materials at the nanoscale by taking into account their atomic structure; I apply and develop electronic structure methods, using quantum mechanics to understand the interactions between atoms.  I started blogging to support a book I wrote (Atomistic Computer Simulations, with Dr Veronika Brazdova, also at UCL) but it has developed.  The book is aimed at those starting to use atomistic simulations, and is, so far as we know, unique: it is the only book that contains practical advice on how to perform the calculations and analyse the output

    Last term (first term 2015-2016) I started to post blogs that summarised the discussions of background theory I had with my fourth year students.  I’m supervising four students, and wanted to explore whether posting the content of the sessions would help them, and the wider community.  The experiment has worked well, attracting interest both from my students and from further afield, with 50-100 views per month.

    I recently moved the blog from a local server in the department running WordPress, which I maintained, to GitHub, which provides simple, markdown formatted blogging with LaTex/MathJax for equations and symbols.  This was largely pragmatic (free, low maintenance hosting) but is also tied to the electronic structure code that I develop, CONQUEST (www.order-n.org).  We moved the source code for CONQUEST to GitHub, and having a single site and interface for all my teaching and research activity has been very helpful.

    Blogging and my associated Twitter account (@MillionAtomMan) has introduced me to new people in my research field, and educators across a wide area.  It helps me to keep track of the research literature, and to focus my thoughts within the very broad area that is relevant.  It should also help me with future teaching, focussing the sessions that we cover, and helping my students to know what is coming up.  I would like to explore having my students blog about their research, and the difficulties and interests of doing research, as a form of outreach, as well as giving them a forum for reflection.

    Innovating Pedagogy 2016 report

    By Clive Young, on 2 December 2016

    ip2016Innovating Pedagogy 2016 is the fifth annual report from the Open University (this year in collaboration with the Learning Sciences Lab at the National Institute of Education, Singapore) highlighting new forms of teaching, learning and assessment with an aim to “guide educators and policy makers”.

    The report proposes ten innovations that are “already in currency but have not yet had a profound influence on education”. In other words they are at an early phase of the Gartner Hype Cycle. Whether any will become, in the current idiom, ‘normalised’ remains to be seen and some scepticism would be advised. However, as I noted when the 2015 version was published, such reports often frame the discussion around technology in education, even if initially only at the level of “buzz-word bingo” for enthusiasts.

    The current list “in an approximate order of immediacy and timescale to widespread implementation” is;

    • Learning through social media – Using social media to offer long-term learning opportunities
    • Productive failure – Drawing on experience to gain deeper understanding
    • Teachback – Learning by explaining what we have been taught
    • Design thinking – Applying design methods in order to solve problems
    • Learning from the crowd – Using the public as a source of knowledge and opinion
    • Learning through video games – Making learning fun, interactive and stimulating
    • Formative analytics – Developing analytics that help learners to reflect and improve
    • Learning for the future – Preparing students for work and life in an unpredictable future
    • Translanguaging – Enriching learning through the use of multiple languages
    • Blockchain for learning – Storing, validating and trading educational reputation

    The usual fascinating mix of familiar ideas with novel concepts, the report gives a quick overview of why these may be important and includes handy links to further reading if you are interested