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    Archive for the 'Moodle' Category

    You said, we did

    By Jessica Gramp, on 22 March 2017

    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.

     

    quoteYou 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.

     

    quoteYou 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.

     

    quoteYou 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.

     

    quoteYou 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:

     

    Creating a Moodle Template based on the UCL E-Learning Baseline 2016

    By Jessica Gramp, on 14 March 2017

    The Digital Education Advisor for BEAMS, Jess Gramp, worked with the E-Learning Champion for Science and Technology Studies (STS), Christina Ogunwumiju, to develop a Moodle course template that meets the UCL E-Learning Baseline 2016.

    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.

    Download (PDF, 298KB)

     

    If you would like to develop a Moodle template to improve consistency in your own department, please contact Digital Education at digi-ed@ucl.a.uk.

    LinkedIn Masterclass – who do you want to become?

    By Moira Wright, on 14 February 2017

    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!

    If you want to learn more about using LinkedIn check out the Learning LinkedIn Lynda.com course.

     

    Bug in duplicated Moodle assignments

    By Rod Digges, on 8 December 2016

    We’ve recently come across a bug in Moodle (not Turnitin) assignments. The bug shows up when a blind marking/anonymous Moodle assignment that has been used and student identities revealed is then copied for re-use. The copy of the assignment will look from its settings like a blind marking/anonymous assignment but it will behave as if the ‘Reveal student identities’ link had been clicked and student names will be visible in both the grading interface and the course gradebook. The quickest way to check if a ‘blind marking/anonymous’ assignment is truly in an anonymous state is to click on its link and look for the presence of the ‘Reveal student identities’ link in the assignment’s settings block, if the link is there the assignment is anonymous.

    For the moment we advise that Moodle assignments are not created by duplication of old assignments but are created as completely new assignments.

    screenshot - assignment settings block

    Comparing Moodle Assignment and Turnitin for assessment criteria and feedback

    By Mira Vogel, on 8 November 2016

    Elodie Douarin (Lecturer in Economics, UCL School of Slavonic and Eastern European Studies) and I have been comparing how assessment criteria can be presented to engage a large cohort of students with feedback in Moodle Assignment and Turnitin Assignment (report now available). We took a mixed methods approach using questionnaire, focus group and student screencasts as they accessed their feedback and responded to our question prompts. Here are some our key findings.

    Spoiler – we didn’t get a clear steer over which technology is (currently) better – they have different advantages. Students said Moodle seemed “better-made” (which I take to relate to theming issues rather than software architecture ones) while the tutor appreciated the expanded range of feedback available in Moodle 3.1.

    Assessment criteria

    • Students need an opportunity to discuss, and ideally practice with, the criteria in advance, so that they and the assessors can reach a shared view of the standards by which their work will be assessed.
    • Students need to know that criteria exist and be supported to use them. Moodle Assignment is good for making rubrics salient, whereas Turnitin requires students to know to click an icon.
    • Students need support to benchmark their own work to the criteria. Moodle or Turnitin rubrics allow assessors to indicate which levels students have achieved. Moreover, Moodle allows a summary comment for each criterion.
    • Since students doubt that assessors refer to the criteria during marking, it is important to make the educational case for criteria (i.e. beyond grading) as a way of reaching a shared understanding about standards, for giving and receiving feedback, and for self/peer assessment.

    Feedback

    • The feedback comments most valued by students explain the issue, make links with the assessment criteria, and include advice about what students should do next.
    • Giving feedback digitally is legible and easily accessible from any web connected device.
    • Every mode of feedback should be conspicuously communicated to students and suggestions on how to cross-reference these different modes should be provided. Some thoughts should be given to ways to facilitate access to and interpretation of all the elements of feedback provided.
    • Students need to know that digital feedback exists and how to access it. A slideshow of screenshots would allow tutors to hide and unhide slides depending on which feedback aspects they are using.

    Effort

    • The more feedback is dispersed between different modes, the more effortful it is for students to relate it to their own work and thinking. Where more than one mode is used, there is a need to distinguish between the purpose and content of each kind of feedback, signpost their relationships, and communicate this to students. Turnitin offers some support for cross referencing between bubble comments and criteria.
    • It would be possible to ask students to indicate on their work which mode (out of a choice of possibilities) they would like assessors to use.
    • The submission of formative assessment produced with minimal effort may impose a disproportionate burden on markers, who are likely to be commenting on mistakes that students could have corrected easily by themselves. Shorter formative assessment, group works, clearer statements of the benefits of submitting formative work may all help limiting the incidence of low-effort submissions.
    • If individual summary comments have a lot in common, consider releasing them as general feedback for the cohort, spending the saved time on more student-specific comments instead. However, this needs to be signposted clearly to help students cross-reference with their individual feedback.
    • As a group, teaching teams can organise a hands-on session with Digital Education to explore Moodle Assignment and Turnitin from the perspectives of students, markers and administrators. This exposure will help immeasurably with designing efficient, considerate processes and workflows.
    • The kind of ‘community work’ referred to by Bloxham and colleagues (2015) would be an opportunity to reach shared understandings of the roles of students and markers with respect to criteria and feedback, which would in turn help to build confidence in the assessment process.

     

    Bloxham, S., den-Outer, B., Hudson, J., Price, M., 2015. Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education 1–16. doi:10.1080/02602938.2015.1024607

     

    Moodle in the classroom

    By Domi C Sinclair, on 4 November 2016

    Words by Rebecca Yerworth:

    We all know that it is good to make lectures interactive and that there are many tools out there to help us. Various departments have invested in hardware and software to enable students to ‘vote’ or submit other responses during lectures… but how many of us use these tools? I am technically savvy and keen to apply best practice in my teaching, yet I cannot face using them! I want to, I love the concept, but have been put off by the need to install software and setup session specific activations, quite apart from the need to train myself and the students in how to use the systems. There had to be a better way I thought, how about Moodle? I’m used to putting lecture notes on it, and students are used to navigating to the right course page to find them … are there any Moodle activates which could be used within a lecture?

    So I applied for an E-learning development grant, which funded a student (Bindia) to work with me on exploring this.

    We found that “Hot Question” was the simplest and most versatile tool, but also successfully tried out “Choice” and quiz questions where you drag and drop labels on to an image (this worked really well the second time … once we had shrunk the image and shortened the labels so that they fitted on to smartphone screens!).

    I love using the ‘hot question’ activity as a virtual flip chart, and it came into its own during the revision sessions.  I displayed an exam style question on the board, and instructed students to answer part 1 via Moodle. A couple of minutes later there was a bunch of answers simultaneously displayed on the board and the students devices. “Between them these two would get full marks” I commented before going on to describe the strengths and weaknesses of the answers.  One mouse click created a new page in the activity and we moved on to another part of the question, with the previous page save for students to review later.  Students reported how helpful they found this session – and the saved answers that they could look back on later.

    Another activity which received positive feedback from the students was when we used ‘choice’ in conjunction with an on-line multi-choice medical ethics activity. The class worked through the case study together, anonymously entering their guess/answer to each question in Moodle. I then selected the most popular option on the website… “oups, most of us would have acted outside of General Medical Council Guidelines… well done the 10% of you that selected option c.” Having to enter their own choice forced the students to think through these tricky issues, and seeing what the rest of the class choose helped provide reassurance and an understanding of what other students thought.

    We made some user guides, which will be available via the UCL-Moodle help wiki, in the hope that others will be inspired to try out Moodle-In-lectures. If you do, it would be interesting to hear how you got on.

    I will defiantly be using more Moodle in lectures this year. As well as setting up specific activates, I will make sure I have a generically labelled ‘Hot questions’ and ‘Choice’ on every page that I can use and reuse for impromptu activities – like when a student ask a good question and you want to find out what the rest of the class think before providing the answer.