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    Archive for the 'UCL E-Learning Champions' Category

    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

    Introducing the new E-Learning Baseline

    By Jessica Gramp, on 7 June 2016

    UCL E-Learning Baseline 2016The UCL E-Learning Baseline is now available as a printable colour booklet. This can be downloaded from the UCL E-Learning Baseline wiki page: http://bit.ly/UCLELearningBaseline

    The 2016 version is a product of merging the UCL Moodle Baseline with the Student Minimum Entitlement to On-Line Support from the Institute of Education.

    The Digital Education Advisory team will be distributing printed copies to E-Learning Champions and Teaching Administrators for use in departments.

    Please could you also distribute this to your own networks to help us communicate the new guidelines to all staff.

    Support is available to help staff apply this to their Moodle course templates via digi-ed@ucl.ac.uk.

    We are also working on a number of ideas to help people understand the baseline (via a myth busting quiz) and a way for people to show their courses are Baseline (or Baseline+) compliant by way with a colleague endorsed badge.

    See ‘What’s new?’, to quickly see what has changed since the last 2013 Baseline.

     

    Developing projects with disabled students

    By Moira Wright, on 9 May 2016

    In 2014 Michele Farmer (Disability IT Support Analyst – ISD) came up with the idea for developing some projects and put in a bid with help from Steve Rowett (Digital Education Developments Team Leader) and was allocated some money to run a project for disabled students.

    The idea was to give students a chance to develop resources that they felt would be useful to disabled and non-disabled users whilst gaining new skills, work experience and a bit of pocket money.

    We recruited four students who worked on a variety of outputs and ideas. Mark Shaw worked on a film that compared different referencing tools which is helpful to all students. Two others, Richard Kendall and Lewis Hopper, worked on a series of informational films that told users about the various support systems available to disabled users as well as a short film on Repetitive Strain Injury (RSI) from a personal perspective. James Prime worked on resources for blind users.

    We are extremely impressed with the students’ efforts. Check out the links below to view the films they produced.

    These projects were delivered with support from Digital Education Developments who helped to access some additional funding through the UCL ChangeMaker Digital Literacy programme.

    Mark Shaw – comparison and demos of reference programs.

    Overview of Reference Manager software

    Richard Kendall and Lewis Hopper – students’ views on support and services for disabled users at UCL.

    Initial experiences of UCL

    How has UCL responded to your needs both academically and outside university?

    What facilities are made available at UCL and do these met the needs of students?

    What advice would you give to a prospective student with a disability starting at UCL?

    Some courses offered by UCL include physically demanding activities. How have these been dealt with?

    Are you aware of the places round campus where you can access confidential support?

    Did you feel there was any difference in treatment between you and other students during your time at UCL?

    Richard Kendall and Lewis Hopperadvice on prevention and care of workstation related injuries.

    Dealing with Repetitive Strain injury (RSI) and related nerve damage

    James Prime – Guide to using JAWS with Excel for blind users and for trainers.

    http://www.ucl.ac.uk/isd/how-to/accessibility-disabilityit/jaws-and-excel-commands

     

    ABC has reached 21

    By Natasa Perovic, on 24 March 2016

    (For latest news about ABC LD, visit ABC LD blog)

    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

    cy_np

     

     

     

    For more information see :

    ABC Curriculum Design 2015 Summary
    http://blogs.ucl.ac.uk/digital-education/2015/12/02/abc-curriculum-design-2015-summary/

    ABC workshop resources and participants’ feedback http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/

    ABC beginnings http://blogs.ucl.ac.uk/digital-education/2015/04/09/abc-arena-blended-connected-curriculum-design/

     

    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 http://www.ucl.ac.uk/teaching-learning/case-studies-news/e-learning/designing-abc-curriculum-design

    Join us on CMALT 2016 – UCL’s popular digital education certificate

    By Clive Young, on 27 January 2016

    Association for Learning TechnologyDo you use Moodle, Turnitin, Lecturecast, Opinio, My Portfolio, the UCL Wiki? Do you use Email, text, Facebook to contact students, do you read or contribute to blogs or Twitter etc. or use other technologies to support the student learning experience?

    If so, why not try UCL UCL’s professional portfolio in e-learning?

    Now in its fifth year at UCL, CMALT is a chance to learn about, share and implement good practice in the wide range of technologies that support our students’ teaching and learning.

    Working together with colleagues from across UCL was helpful in terms of discovering and developing good practice”.

    CMALT is a national peer-based professional accreditation scheme developed by the Association for Learning Technology (ALT) and an opportunity to certify your growing skills and experience in learning technology.

    1. What does it involve?

    Completion of a descriptive and reflective portfolio of about 3,000 words, demonstrating your knowledge in four core areas: operational issues (constraints/benefits of different technologies, technical knowledge and deployment); teaching, learning and/or assessment processes; the wider context of legislation, policies and standards and communication/working with others, plus one specialist option subject. We will run monthly workshops to discuss and work on the core areas of your portfolio, and provide you with a mentor from our team to support you as you complete your certification portfolio.

    1. How long does it take?

    It takes about six months from start to submission and it takes around 25-35 hours in all to complete including around 15 hours contact time. The 2016 cohort will start in February 2016.

    1. How much does it cost?

    It costs £120 to register as a CMALT candidate under the UCL scheme (normally £150). In many cases the candidate’s department covers this fee.

    This is an excellent opportunity to support your professional development with lots of support available.

    There will be a lunch time meeting to provide further information for prospective participants next week on Wednesday 3rd February 2016 from 1pm-2pm in Chandler House, room 118. All staff are welcome. If you are interested in CMALT but unable to attend this meeting please contact a.gilry@ucl.ac.uk

    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).