A number of recommendations emerged from the E-Learning Reports developed in 2013 across the Bartlett, Engineering and Maths and Physical Sciences (BEAMS) departments. Here’s what you asked for and what the Digital Education Advisor for the faculty arranged in response, in collaboration with staff from across the Information Services Division.
You wanted to import module timetable information from the Common Timetable into Moodle.
We developed a Common Timetable iCal feed to import module timetables for displaying in the Moodle calendar.
You wanted a simplified quiz creation process with guidelines and checklists for importing questions.
We purchased the Moodle Word Table format plugin to help staff quickly develop quizzes with simple question types (not calculated or drag and drop) in Word, including those with images and LaTeX.
You wanted us to run staff workshops and demos to increase knowledge of e-learning tools & their potential use.
We ran workshops across the faculties and in individual departments catered to the needs of the departments.
You wanted to simplify the process for exporting grades out of Moodle and into Portico.
We imported the UCL student number into Moodle and added this column to the Moodle Gradebook export, simplifying the uploading of grades from Moodle into Portico. A video explaining how to move grades from Moodle to Portico is now available on the UCL E-Learning Wiki – a space for staff to share their e-learning practice:
Christina then applied this baseline to every Moodle course in the department using the Moodle import feature. This means students now have a more consistent experience across modules. They can now easily find their learning resources and activities because they appear in common sections across their Moodle courses.
Jess developed a guidance document for staff, to show them how to meet the baseline when using the template. You can view and download this below.
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?
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.
This is our first communication to our Lecturecast community to let you know that this summer we will be upgrading the Lecturecast service.
The current platform provided by Echo360 under the UCL brand name of Lecturecast has been in service for 6 years. During this time, Lecturecast has provided students with over 2 million views and recorded over 17 thousand events.
That platform is now entering its end of life cycle and in order for UCL to provide the best experience to all our users – from our academics and administrators who create and manage content, to our students who use the material to support their learning – we need to replace the system. It is essential that we provide a system that will be fit for purpose and fit for use to meet the requirements and expectations of our Educational Strategy and UCL 2034.
This summer we will be moving to the latest version of the Echo360 product, which the vendor refers to as ALP (Active Learning Platform), however we will still continue to refer to the platform with the name Lecturecast, but if you hear someone mention the ALP platform we hope you will make the connection.
The new platform will provide all the existing functionality and benefits of the old lecture capture platform, but with an improved user interface and a greatly improved underlying technical infrastructure. The system also optionally offers expanded functionality in the areas of engagement tools and analytics that will integrate with the Lecturecast capture system and with Moodle, our virtual learning environment.
On top of upgrading the platform we will also be taking the opportunity to rewrite and enhance the online booking application, which we recognise can be a point of difficulty and confusion.
More details on the advanced features of the platform will be released over the next few months as our internal project and operational support teams continue to refine them. The project will also be actively engaging with you, our users, through various existing forums, focus groups and other events – as well as providing new online resources and training to support the changes.
We hope you’ll be excited to see the improvements to this popular service and included below are a few screen shots from the new product to give you a flavour what the new Lecturecast will look like.
A screen shot of the new Lecturecast player interface
A screenshot of the Lecturecast new course homepage
During the autumn term a group of 20 UCL UG, PG, PGR, PGT and PhD students attended a LinkedIn masterclass workshop series designed and delivered by Miguel Garcia, Global Instruct Manager from LinkedIn. The course consisted of six 2 hour workshops designed to develop the right mindset and enhance skills to enable students to use LinkedIn according to their own needs and interests.
The benefit of having Miguel Garcia delivering the sessions was apparent from the start – his knowledge of LinkedIn and how it can work for an individual or an organisation – is second to none!
Watch the video below to hear more from Miguel and some comments and feedback from students here:
He took his experience of helping customers grow their businesses using LinkedIn and applied this to helping students find and prepare for careers aligned to their personalities, interests, ambitions, skills, and values.
The first session asked the question Why Should I use LinkedIn? The students were shown how to begin to establish a professional brand, how to find the right people, how to engage with people, and how to initiate and build relationships as well as how they can see and measure immediately the effectiveness of their actions on LinkedIn. The session ended with recommendations on what to focus on and some actions to take in the next seven days.
Session two was called How do I build my personal brand? and was based on the premise that just because you are a student it doesn’t mean you don’t have experience or a personal brand. This session focused in learning how to showcase the skills and experience gained from student roles, volunteering or part time work in a compelling way to attract recruiters and powerful industry influencers. The students learnt about how to curate content from past experiences for their profile to enhance and improve the way this is shown by using the rich media options available to you on LinkedIn. This curated content along with a professional profile photograph provides a complete profile that is attractive to both recruiters as well as prospective employers.
The third session How can I communicate effectively? is probably something that most people have struggled with at one time or another – finding the right way to say things and then share them with a global audience can be daunting so this session concentrated on effective social sharing and publishing on LinkedIn. During the session students were sending messages, InMails, introduction and connection requests to begin to build their networks. One key aspect covered in this session was the difference between academic writing and business writing in respect of written posts for LinkedIn and the importance of finding ‘your voice’ to do so.
The fourth session How should I connect with others? was focused on connecting with the right people in the right way – basically networking effectively. The opportunity for students to connect with professionals, academics and influencers gives them access to unique career opportunities and informs them about the job market and how it works. The most effective students will be able draw on the expertise of their network before applications and interviews giving them unique and valuable insights and information or advice.
The fifth session How do I use LinkedIn to find a job or internship? is probably why most students signed up. The challenge is not just to find a job but the right career opportunity and something that you will enjoy doing. There are many examples of how others have managed to do this – even when it did not seem very likely. This session showed how by conducting research on LinkedIn you can access career and company pages to get an understanding of an organisation’s culture, benefits and opportunities to make sure they line up with what you are looking for. The session also included how to create a plan to stay in contact with employers so that when opportunities become available your chances are enhanced.
The final session How can I use LinkedIn to develop the ultimate career plan? was about how to put together a strategy and flexible plan to raise your chances of success in a changing world. The importance of having a long term plan and strategy for how you will use everything learned on the course and use it over the next 6 months in actionable steps. Students will set their own milestones, agree what further learning they may need or where they need to improve. Every student will make a 6 month commitment with regular check-ins to ensure progress.
The course was totally oversubscribed and I experienced something I never have before at UCL – an increase in participation for the first few weeks – a definite first for me. In fact the course has been so successful we are running it again this term – this time with 40 places available and have moved every other session online to Blackboard Collaborate.
Miguel has brought with him a set of unique skills and experiences that have greatly benefited UCL students –there really can’t be many who have experience of the full recruitment cycle from both an employers and employee perspective along with such a deep understanding of how a platform like LinkedIn works. Having completed the course students are now confidently and happily making connections, reaching out to prospective employers and building networks of contacts on their own.
There is usually a distinct lack of control for a graduate who is job searching – they are often limited to contact with a HR department or a recruiter and with most job applications being made online – they seldom get feedback or guidance on why things may not have worked out as the volumes of applicants are far too high to do so. This is one of the many benefits of using LinkedIn – you are much more in control of things and generally the communication is direct and also in real time.
Nowadays it is increasingly important for students to understand how online recruiting and job searching works – what the pluses can be and also any pitfalls. What has worked so well with this course is how Miguel has perfectly balanced the blend of coaching, activities and presentations – yet still managing to address each and every person’s needs in the group. There have been some quite remarkable transformations during the course and some of the first cohort are now working on a 1 minute video to add to their LinkedIn profile – watch this space!
All teachers of English as a Foreign Language (EFL) also known as ELT and related disciplines of ESL and ESOL.
Anyone teaching languages to teens and adults
Questions any language teacher might ask before buying a resource book:
Will I learn something? Will it save me time? Will it become a useful addition to the (digital) bookshelf?
Answers: Yes, yes and yes
Questions for any language teacher might ask about buying an educational technology themed resource book:
Do I need a certain amount of experience in order to be able to make use of this? Or – for more advanced practitioners – Is this only for beginners? Will I still learn something?
Answers: No, No, Yes
Why should I buy a book about exploiting digital video?
Because online video is an increasingly important part of everyday experience. Everyone is viewing and sharing more video than ever before. So what?There is also an ocean of text and images washing over us. The relevance to education is? The point is that most of us are already sufficiently empowered to deal with text and audio. Those of us who are so inclined can tweet, blog, Facebook, Instagram etc. to our heart’s content and many educators are taking advantage of a plethora tools to explore associated educational benefits. Video is different. Where to find resources (apart from YouTube)? What tools to use? What approaches to take? That is what this book offers help with. Lots of resources, tools and techniques even the savvy may not have known about. Very practical suggestions, all linked to pedagogy and learning outcomes. There is no “tech for tech’s sake” here.
Is this only for English as a Foreign Language (EFL / ELT) teachers?
The resource reviews are more focussed on the core audience but the majority is of use to language teachers anywhere and quite a few sections of general interest to teachers of any subject where bringing video into the classroom and student creation of video offers potential.
I am less experienced with video or learning technologies. What does this book offer me?
Video tutorials (hosting a video online/ downloading videos / embedding videos in a webpage / muting audio / adding subtitles / creating QR codes / creating a video slideshow)NB you need to be online to access these.
Technical help in selecting editing tools and hosting sites
A clickable glossary throughout which picks up lots of the key digital terms – examples of words glossed – apps / applications / synchronous / asynchronous / target language / URL / QR code / LMS interlocutor / paradigm.
A good range of comprehension and creation activities to try out with step by step instructions.
A list of resource sites to explore.
How does this support more experienced teachers?
All of the above is useful for most audiences but experienced users can benefit from is a helpful overview to jump around easily. There are also sections on ‘cool tools’ and application reviews.
So far so positive. Any negatives?
For a higher education audience, the Approaches to Learning chapter (Chapter 4) may come across as simplistic although this does not detract from many of the sound points therein. The real value of the book is the tutorials, tools, sample tasks and resources.
The tutorial videos don’t work offline.
In this fast-moving environment, some of the tools and resources listed are no longer available. Three out of approximately twenty resources fall into this category.
In keeping with his frontier-gazing, guru status in some circles, the author adopted what he termed a Publishing 3.0 approach https://nikpeachey.blogspot.co.uk/2014/01/publishing-30-new-model-for-independent.html. Firstly he used crowd-funding to sign up a number of guaranteed readers in advance – which also explains why there is a discreet sponsor stamp on each page. Secondly he self-published which inevitably led to a few rough edges but for £4.99 who is arguing?
Coincidentally, this is the second excellent book on the subject produced for the EFL / ELT sector recently. Language Learning with Digital Video (Cambridge University Press) is an excellent addition to this new field and, like the Nik Peachey book, has won an award or two.