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    Archive for the 'UCL E-Learning Champions' Category

    Engaging the E-Learning Champions in the Bartlett

    By Jessica Gramp, on 13 March 2017

    At this term’s E-Learning Champions in the Bartlett Faculty of the Built Environment I suggested a new approach where members were asked to answer a few questions on slides about their use of e-learning in their department. This really helped engage the staff, however the questions were a bit repetitive, so I’ve since streamlined the slides.

    The student experience officer who arranges and minutes these meetings agreed that:

    “…they seemed much more engaged, and I think this presentation format works well. It felt as though some real breakthroughs were made for people, which was great.”

    I’m hoping to try this approach in the other faculties within BEAMS: Engineering and Mathematical and Physical Sciences.

    Download (PPTX, 40KB)

    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.

     

    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