E-Learning Environments team blog
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    We support Staff and Students using technology to enhance teaching & learning.

    Here you'll find updates on developments at UCL, links & events as well as case studies and personal experiences. Let us know if you have any ideas you want to share!

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    Archive for the 'UCL E-Learning Champions' Category

    Live lecture broadcast study at UCL

    By Rod Digges, on 22 July 2014

    Students in Lecture

     

    Many Lecture spaces at UCL that have been equipped with Lecturecast are now able to stream (broadcast live) lectures but this aspect of Lecturecast has yet to be introduced to the UCL teaching community.

    In light of this, E-Learning Environments will be undertaking a limited exploratory study of live streaming, inviting a number (5-10) interested academics to use streaming in addition to recording their lectures.
    If you are interested in taking part in this study or want to find out more read on..

    5 Reasons to Reset your Course

    By Domi C Sinclair, on 14 July 2014

    Many of your will have seen notices come round reminding you that courses should be reset at the end of their period of use. This is ordinarily the end of the academic year, although this could vary from course to course. If you would like to find out more about getting your Moodle site ready for the next academic year please see our advice on the UCL Moodle Resource Centre.

    There are many ways resetting your Moodle course can be helpful not only to you, but also to your students and to UCL in general. The process of resetting your course, at the default level, simply involves wiping student data and setting up new Turnitin classes (should you be using Turnitin). It does not involve removing or deleting any content, other than posts or submissions made by students. Should you need to refer back to a student forum post or assignment submission this can be done via the snapshot version of Moodle available via https://moodle-archive.ucl.ac.uk/

    Here are just 5 reasons why it is important to reset your course.

    1. Make it easier to find new student contributions/ submissions – you won’t have to wade through previous years to find what is happening in the new academic period.

    2. The page will load faster – if you keep old student data then this will have to load along with the new data, causing Moodle to take longer to load.

    3. Helps to prevent confusion – if students are still enrolled on previous years course then they might be confused by any amendments for the new cohort, instead point them to the Moodle snapshot.

    4. It’s the neighborly thing to do - a smaller database means that everyone can access content faster, so it helps the whole of UCL have a faster Moodle.

    5. It will keep Turnitin working – we have a defined number of licensed users, and if we exceed this Turnitin stops working. Without resetting the student numbers simply keep adding up and will exceed the limit.

    For guidance on how to reset your course please see the mini- guide title M26 – Resetting your Moodle course from the UCL Moodle Resource Centre wiki. If you have additional questions please contact E-Learning Environments.

     

     

    Working with Champions

    By Jessica Gramp, on 10 July 2014

    Clive Young and Jessica Gramp from the UCL E-Learning Advisory team talk about their work with E-Learning Champions. Join the conversation and help us plan our next steps  on the afternoon of July 17 at the E-Learning Champions Collaborative Design Workshop. UCL Champions and colleagues can sign up directly on Eventbrite.

    Working with Champions from UCL E-Learning Environments on Vimeo.

    How is it for you? E-Learning Champions collaborative design workshop, 17 July

    By Clive Young, on 6 June 2014

    stephen_brownWhat does e-learning look like in UCL from your perspective? What is working really well? What isn’t happening? What frustrates you as an E-Learning Champion? What are you particularly proud of?

    Following on from the recent UCL E-Learning Champions Summits and Horizons event, this session on the afternoon of Thursday 17 July is designed to capture the views and opinions of UCL E-Learning Champion in order to baseline where we are now and to generate insights into what the next phase of e-learning at UCL should look like.

    The workshop will be facilitated by Professor Stephen Brown (above).  Stephen is professor of Learning Technologies at De Montfort University, a visiting fellow at the Centre for Distance Education at the University of London, International Programmes, a registered expert in Technology Enhanced Learning with the European Commission, former President of the Association for Learning Technology and a higher education consultant with over 35 years of experience.

    The session is the first in a series of planned collaborative design activities that will ensure that key stakeholders are in the driving seat for the next phase of e-leaning futures at UCL.

    This will be an activity based workshop in which participants will be invited and helped to draw a so called “rich picture” that depicts personal perspectives on the UCL e-learning scene. These rich pictures will expose inevitable differences in the way participants view things and the differences will be used to spark a debate about what needs to be done to take forward e-learning policy and practice.

    No drawing skills are required to produce rich pictures and no preparation is needed for the workshop.  Just turn up and be prepared to share your thoughts with colleagues. We will formally invite Champions to participate next week.

    This short Flash animation by The Open University provides an interesting Rich Picture about Rich Pictures.   (Click on Rich Picture in the top menu bar)

    Bibliography

    Bronte-Stewart, M. (1999) Regarding Rich Pictures as Tools for Communication in Information Systems DevelopmentComputing and Information Systems 6, 83-102

    Bartholomew, P, and Freeman, R. (2010) The T-SPARC Stakeholder Engagement Model

    UCL E-Learning Champions – one year on

    By Clive Young, on 22 May 2014

    Clive YoungThe UCL E-Learning Champions initiative is actually now a bit over a year old – we launched on Valentine’s Day in 2013. At the Summits & Horizons event on Monday we took the chance to review progress so far.

    We have certainly grown over the last year, we now have over 130 members. Nearly all UCL departments and divisions are represented and although there is work to be done (not everyone knows who their Champion is!) in some areas the initiative seems remarkably well established.

    I opened the session by reminding the sizeable audience that the Champions were key to our ambitious institutional target to develop departmental e-learning plans. Pairs of departmental E-Learning Champions – one academic and one teaching administrator (TA) – had been identified to help develop local e-learning statements articulating departments’ expectations and priorities, highlighting good practice, and identifying support needs.

    Fourteen months into the implementation plan, this type of engagement with the champions has been excellent. Champions are well embedded in UCL’s learning technology strategic and support initiatives and are now beginning to be regarded as an important group of change agents, with the support of ELE.

    This approach has already helped ELE benchmark e-learning activity, develop local plans across two of our schools and has led to the emergence of faculty-level e‑learning Champion groups. During the event our three E-Learning Facilitators, Jess Gramp (BEAMS), Natasa Perovic (SLMS) and Mira Vogel (SLASH) explained how the Champions had helped with a wide range of local initiatives and projects, in areas such as Turnitin, multimedia group work and enhancing Moodle provision.

    The Champions’ role is also evolving. Mira reported that SLASH Joint Faculty Departmental Teaching Committee Chairs had been asked to ensure that their departmental E-Learning Champions were either members of the DTC or had a direct reporting link to it. SLASH has also convened an E-Learning Forum to discuss the issues of the day, identify support needs and plan future directions. Likewise in BEAMS there are now regular E-Learning Champions Faculty meetings in MAPS & Engineering. In SLMS Natasa has been meeting with meetings with all faculty tutors and now divisions. She reported the E-learning needs in SLMS  are also related to collaborative tools (for content delivery and learning activities), media rich interactive resources and ‘beyond the baseline’ Moodle activities.

    We asked attendees if the Champions’ role should be more ‘formally ‘described but the audience was split. As one participant said, it was the informality of the group that made it successful.

    We believe UCL is at the forefront of recognising that the complexity of e-learning provision in a modern university requires the development of a digitally literate community comprising a wide range of colleagues. We therefore discussed the personal development of Champions and Rosalind Duhs from CALT explained how the UCL Arena Fellowship programme could be an excellent route. Being a Champion and involvement in local projects would provide a sound basis for the development of portfolio case studies.

    The session was concluded with an engaging presentation from Dr Adrien Desjardins who explained his role as a Champion in Medical Physics and Bioengineering. This was followed by further contributions from the audience and a lively discussion. We are planning a more formal review of the programme and this was a great start. Many thanks to all who contributed.

    Digital Literacies special interest group (SIG) meeting – November 2013

    By Jessica Gramp, on 28 November 2013

    Digital Literacies at UCLFifteen academic and support staff from across UCL met for the first UCL Digital Literacies special interest group (SIG) on Wednesday 27th November.   Jessica Gramp, form E-Learning Environments, delivered a presentation prepared in collaboration with Hana Mori, giving the Jisc definition of digital literacies.

    We’re not sure about the term – some find it demeaning.  A better term than Digital Literacies is clearly needed so that it doesn’t offend and imply a deficit. There’s also a need to differentiate between kinds of digital literacy. Some areas that have been used at other institutions include: digital identity, managing studies; working in team; using other people’s content responsibly and digitally enhancing job prospects. There was a general consensus that digital literacies need to be embedded, not tagged on as a separate thing to do.

    (more…)