X Close

Digital Education team blog

Home

Ideas and reflections from UCL's Digital Education team

Menu

Archive for the 'Digital Education' Category

Connected Learning – Teaching tools and platforms

Clive Young24 July 2020

Links to the UCL Resource Centres for tools mentioned at the Town Hall today.

Live Teaching

Blackboard Collaborate is UCL’s web conferencing or online classroom platform. It is integrated within Moodle as an activity, providing access to a range of different functions in a live, or synchronous, learning environment. UCL Case StudyUsing Blackboard Collaborate to teach students across the world.

Zoom is coming to UCL and support information will be available then.

Teams, now universally used at UCL for meetings and one-to-one sessions, is not yet recommended for group teaching. There is no Moodle or Portico integration and Digital Education do not have the expertise (yet) support in its use for teaching.​

Virtual Cluster Rooms will provide direct access to cluster room PCs for computer-based classes. They Mirror the physical cluster rooms in virtual groups that will be timetabled in the same way and accessed via UCL Desktop Anywhere. More information and guidance about planning for laboratory and practice-based activities is also being developed.

Live/Asynchonous

Mentimeter (polling) is an online polling, questioning and voting tool that you can use in your classes or presentations, whether they are face-to-face or online, synchronous or asynchronous. UCL has a site-wide licence. UCL Case StudyEngaging students asynchronously with Mentimeter.

Visualisers and graphics tablets can assist online teaching. ISD have a limited stock of visualisers for circulation to lecturers. You can read more about options for writing and showing objectson this digital education blog post.

Asynchronous

Moodle has many tools that can help keep your students engaged and learning in the absence of face-to-face sessions. UCL Case StudyMoodle tools to make your teaching more interactive.

  • Discussion Forums are often considered the mainstay of online learning. Many staff already use the News forum to announce important information. ‘Learning forums’ can be used for asynchronous discussion (i.e. not ‘real time’) and learning activities. They enable both staff and students to post and reply to posts and are usually are set to allow students and staff to choose whether to become or remain subscribed to a forum. We recommend that Q&A forums are set up for students to ask questions about the course work or assessment processes. Make the purpose of every discussion forum clear, including how students are expected to engage with it and how often staff will reply to posts (if at all). If you want to speak to students in ‘real time’, for example for virtual Office Hours, you might want to try Moodle’s instant messaging style tool, Chat.
  • Quiz is the other popular tool for online engagement. A quiz is a useful way to test or evaluate students’ knowledge and to keep them motivated by letting them see areas for improvement. Marking can be automated on some question types (such as multiple choice). Staff can see a detailed breakdown of results, as well as statistics on how easy or discriminating each question is. It can be used for both formative and summative (credit bearing) assessment, such as in class tests or examinations, but the latter is usually done in a ‘live’ classroom, so for online learning summative quizzes are more normal.
  • Hot Question used to create a list of popular questions or topics from a group. Participants may ‘rate’ others’ questions. The more votes, the hotter the question and the higher up the list it will appear.
  • Book displays collections of web pages in a sequential, easy-to-navigate and printable format. They are especially useful when you have a lot of web content but don’t want it to clutter the front page of your course. Pages can contain links, images, embedded YouTube videos, etc and feature a Table of Contents.
  • Lessons can be used to build structured pathways through learning materials and test knowledge as students make progress. Students usually make choices on each page area, sending send them to another specific page in the manner of a decision tree.
  • H5P is a simple-to-use tool now integrated into Moodle to create interactive content such as drag and drop, fill in the blanks, flashcards, image hotspots, slideshows, games and formative quizzes (the results are not stored) directly within Moodle. UCL Case Study: Creating interactive video training guides in Moodle.

Lecturecast Universal Capture Personal (screen recording) is a stand-alone application which can be used to create recordings (captures). Recordings can include slides (or whatever you choose to show on your computer screen), video of the presenter and audio. Recordings can include slides (or whatever you choose to show on your computer screen), video of the presenter and audio. Lecturecast offers more than just video playback, though. With the Lecturecast Engagement tools,  tutors can set up interactive activities, to engage and support students.

ReadingLists@UCL is an online service that gives students easy access to materials on their reading lists, allowing academic staff to create and update their own reading lists.

LinkedIn Learning provides a vast range of video tutorials supporting learning in software, creative and business skills – all free to UCL staff and currently enrolled students.

Box of Broadcasts (BoB) is Learning on Screen’s on demand TV and radio service for education. The academically focused system allows staff and students to record programmes from over 75 free-to-air channels, and search BoB’s extensive archive of over 2.2 million recordings.

Student-led and collaboration

  • Reflect(WordPress blog) is a form of WordPress, the industry-standard blogging and website-building tool. Blogs may be used to help students reflect on their experiences during study, build a portfolio of their work, collaborate on projects and create public-facing materials. UCL Case StudyMedical Science students use UCL Reflect to create scientific blogs for assessment.
  • MyPortfolio is a very flexible tool which can be used as a portfolio, for blogging, CV builder, social networking system, connecting UCL students and staff and creating online communities. MyPortfolio provides you with the tools to set up a personal learning environment and can also be used to support group work.
  • Office365​, is of course ubiquitous at UCL, but the educational possibilities are not always appreciated. LinkedIn Learning includes a useful overview ‘Office 365 for Educators’.

Remote but not solo, Moodle and Group Work

Samantha Ahern24 June 2020

Social learning is an important part of the learning experience for students. It enables knowledge consolidation and application, and opportunities for cross-curricula and inter-disciplinary learning. In addition, through working in groups students are able to develop valuable employability skills such as collaboration, communication, problem-solving and negotiation. However, group work can be tricky to design and mange effectively and needs careful consideration. I recommend reading: Burke, A. (2011). Group work: How to use groups effectively. Journal of Effective Teaching, 11(2), 87-95.

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

Moodle can be used to facilitate this rich learning experience through use of the group feature. Separate groups allow students to contribute and see work within their own groups,  visible groups on the other hand allow students to only contribute to their own group work but they can view work taking place in other groups.

The following activities could be set up for collaboration amongst groups of students:

  1. Forum: create a forum (just one),  assign students to groups, students will only see post made in their group,  give students a clear task. – staff can review what is happening in each group. For more information and links case to studies see the Discussion Forums MiniGuide.
  2. Chat: group chat sessions-  create a space where students can arrange to meet and work collaboratively on a task. For more information see the MoodleDocs article Using Chat.
  3. Glossary: In groups or as a cohort build a glossary of key terms that students may encounter on the course. Might be really useful e.g for medical terms. Each time the term is used on the course a defintion will be highlighted. For more information and links case to studies see the Glossary MiniGuide.
  4. Database: share resources and entries e.g. create a collaborative resource bank, or peer review of shared work. For more information about how to use databases and ideas for usage see the MoodleDocs article Using Databases.
  5. Workshop: enables students to peer review work submitted by others. Students can be assigned work to review or students can be assigned work to review randomly. There is a lot to be considered and set-up for the effective use of Moodle workshops, their use needs to be carefully planned in advance for them to be a meaningful part of a module’s design. For more information see the Moodle workshop for peer assessment MiniGuide.

Related Arena case studies

Some of these case studies make use of Moodle, others do not. But all discuss an element of group work that could be modified for a Connected Learning and facilitated via Moodle.

 

Teaching videos: which platform should I choose?

Eliot Hoving12 June 2020

Decorative.

As you prepare your Moodle course for next term, in addition to vital asynchronous activities, you will likely want to add a few videos of yourself or a screen recording of your lecture. By now you’re probably aware that UCL has a plethora of technologies. This is partly a necessity, as UCL teaching practices vary so no single tool will get the job done for everyone, but sometimes it’s a little unclear which to use.

 

To help you decide, Digital Education with help from the Digital Media team and IT for SLASH team has put together this comparison table of the three centrally supported media platforms: Lecturecast, Mediacentral and Microsoft Stream.

 

The table hopes to clarify some of the common questions; e.g.

  • Does the platform allow students to download recordings?
  • Can I upload a pre-recorded video e.g. a video recorded in PowerPoint?
  • Can I restrict who views the video?
  • Can I see analytics on whose watched the video?

 

If you need further advice on creating and sharing video, please contact digi-ed@ucl.ac.uk.

 

Improve your mathematics and science quizzes with STACK

Eliot Hoving11 June 2020

The STACK question type is now available in UCL Moodle Quizzes. STACK allows for rigorous mathematical assessment. Until now, mathematical questions often needed to be multiple choice questions, but with the STACK question type, students can enter mathematical responses directly into Moodle.

Students can input equations directly into Moodle and see a preview before submitting.

Figure 1: Students input equations directly into Moodle, and can see a preview before they submit.

STACK questions can have multiple parts, and each part can be evaluated separately. STACK  questions can also include randomly generated components, making it a lot easier to create a range of practice questions, and also preventing student colluding during a quiz.

The feedback options for staff are dramatically enhanced. Student responses can be evaluated against a series of tests, with different feedback and grading returned to students based on the test outcomes. For example a student’s response could be automatically graded to receive a mark of 1 if it is algebraically equivalent to the correct answer, but lose a mark of 0.1 if it is not properly factorised, for a total mark of 0.9. There are many more tests as well.

Student feedback can be tailored to their response.

Figure 2: Student feedback can include tailored responses, equations and even graphical plots.

To learn more about the STACK question type, see the STACK Moodle user guide.

If you are interested in receiving support to introduce STACK into your Moodle quizzes, please contact digi-ed@ucl.ac.uk.

STACK training workshops (various) – sign up now!

The team behind the Stack question type, are currently offering training on STACK from Monday 15th June 2020 10:00-12:00 BST. Reserve your place.

Demonstration course now available at UCL

A Demonstration course which includes multiple question types created in STACK for you to test, analyse and adapt is now available on UCL Moodle. The course is based on the excellent STACK demonstration course provided by the creators of STACK.

To get access, please contact digi-ed@ucl.ac.uk

Images courtesy of the STACK Documentation page.

 

Late Summer Assessments in Moodle – Summer 19/20

Jason R Norton10 June 2020

This summer (19/20) sees a repeat of the processes introduced last year with regards to the running of Late Summer Assessments.

A snapshot of Moodle 19/20 will be taken on 13th July 2020, 9pm-11pm. Moodle will be unavailable during this period.

Two live instances of Moodle will then be available:

  • Moodle LSA(snapshot) 19/20 – to be used ONLY for Late Summer Assessments. This will remain live until 30th November 2020.
  • Moodle 20/21.

Moodle use and Late Summer Assessments

To facilitate the combination of required end of year tasks and the running of Late Summer Assessments, all Late Summer Assessments should take place within the 19/20 Moodle Snapshot (called Moodle LSA 19/20).  This will be created on 13th July 2020 and made available no later than 15th July 2020.

Why are we asking you to follow this guidance?

  • All associated course content and student/cohort data will remain consistent and associated with the correct Moodle snapshot, in this case Moodle 19/20.
  • Completing Late Summer Assessments within the 19/20 snapshot allows all the “live” Moodle courses to be reset and normal end of year course activities to take place from 15th July 2020. Course teams will therefore be able to begin preparing courses for the 20/21 academic year.
  • Additional Moodle course creation is kept to a minimum within the Moodle 20/21 instance and aids in Moodle housekeeping activities (reducing dead/unwanted courses, improving long term database performance).

What are we doing to facilitate this change?

  • The Moodle 19/20 Snapshot will remain read/write until the 30th November 2020.
  • Digital Education will make a landing screen/hub available as we did last year with a two Moodle selection page to direct students to snapshot Moodle for Late Summer Assessments.
  • Digital Education will create a global banner within “live” Moodle directing students to the snapshot for the duration of the Late Summer Assessment period.
  • Digital Education will place other redirection adverts/links within “live” Moodle to highlight to students that Late Summer Assessment activities can be found within the 19/20 snapshot.

How can you prepare for Late Summer Assessments?

If you have Late Summer Assessments taking place and you wish to prepare assessment material/submission points in advance of the Moodle snapshot being taken on 13th July 2020, we recommend the following:

  • Within any course where Late Summer Assessments will be taking place, create a hidden section and place any material or submission points within that section. This can be done in Moodle 19/20 up until the 10th July 2020. Alternatively, it can be done within the 19/20 snapshot, which will be available by 15th July 2020.
  • When you are ready to make Late Summer Assessment material/submission points available, simply unhide the section within the course on the 19/20 snapshot.

Details on how to create and hide sections within Moodle can be found in the  miniguide – Moodle Course Structure .

A list of commonly asked questions about Late Summer Assessments is also available.

For any questions regarding Moodle and Late Summer Assessments please email digi-ed@ucl.ac.uk.

Teaching Continuity – a Moodle Toolkit

Clive Young23 March 2020

Getting started

As we move our teaching materials online, we have is an opportunity to make more active use of Moodle. Moodle is already familiar to students and academic colleagues, but mainly as a repository for module materials and a place to upload assignments. Moodle has many other tools that can help keep your students engaged and learning in the absence of face-to-face sessions. The environment also provides student access to Blackboard Collaborate for online ‘tutorials’, Lecturecast Universal Capture Personal for short video recordings and the UCL reading list service. Both of these tools are key in UCL’s approach to teaching continuity.

UCL already has a well over 100 step-by-step Miniguides to help you set up and use all of the tools in Moodle, but as this may be a little overwhelming, this Toolkit focuses on a few simple enhancements can make a big difference to your students’ online experience.

Baseline

The first priority is always to check courses against the E-learning Baseline. Poor structuring of Moodle is an issue in terms of accessibility and student stress. The Baseline is now well-established at UCL and applying it helps students navigate online learning activities. Attention is particularly drawn to the first five sections of the Baseline;

Surveys show these are the elements of Moodle our students notice most and are often most critical of. They are also the easiest to improve.

How can we do more with Moodle?

This short (5’) video from an earlier post offers some excellent ideas.

The video has captions and a transcript.https://mediacentral.ucl.ac.uk/Play/22870

In addition to Collaborate and Lecturecast Universal Capture Personal, both very important to replace face-to-face sessions, three Moodle-specific ideas are mentioned.

  • The first is Discussion Forums, often considered the mainstay of online learning. Many staff already use the News forum to announce exam dates and times; changes to exams, lectures or seminars; important information about coursework; and special announcements relating to events and when you post a message in the News Forum it will be emailed to enrolled students’ UCL email. The video refers to ‘Learning forums’ can be used for asynchronous discussion (i.e. not ‘real time’) and learning activities. They enable both staff and students to post and reply to posts and are usually are set to allow students and staff to choose whether or not to become or remain subscribed to a forum. We recommend that Question and Answer forums are set up for students to ask questions about the course work or assessment processes. As the video explains, make the purpose of every discussion forum clear, including how students are expected to engage with it and how often staff will reply to posts (if at all). If you want to speak to students in ‘real time’, for example for virtual Office Hours, you might want to try Moodle’s instant messaging style tool, Chat.
  • Quiz is the other popular tool for online engagement. A quiz is a useful way to test or evaluate students’ knowledge and to keep them motivated by letting them see areas for improvement. Marking can be automated on some question types (such as multiple choice). Staff can see a detailed breakdown of results, as well as statistics on how easy or discriminating each question is. It can be used for both formative and summative (credit bearing) assessment, such as in class tests or examinations, but the latter is usually done in a ‘live’ classroom, so for online learning summative quizzes are more normal.
  • Use of external resources will already be a familiar custom for many academic colleagues, but bear in mind YouTube is blocked in several countries, including China. The video also mentions LinkedIn Learning, Box of Broadcasts (log in with your UCL details) and ReadingLists@UCL, all useful enhancements. UCL Mediacentral can be used to host your own videos which can then embedded as links in Moodle.

Moodle: beyond the basics

As always, we recommend you keep it simple and prioritise the essentials, but don’t be afraid to go beyond the basics if you can. Here are a few ideas. If you want to dive a little deeper, the UCL’s ABC method of learning design can help plan how to move learning activities online in a more structured way. You may want also explore beyond Moodle, to Reflect, UCL’s blogging service based on WordPress.

Moodle Resources

  • Book displays collections of web pages in a sequential, easy-to-navigate and printable format. They are especially useful when you have a lot of web content but don’t want it to clutter the front page of your course. Pages can contain links, images, embedded YouTube videos, etc and feature a Table of Contents.
  • Lessons can be used to build structured pathways through learning materials and test knowledge as students make progress. Students usually make choices on each page area, sending send them to another specific page in the manner of a decision tree.

Moodle Activities

  • Glossary provides a course-specific list of terms and definitions. Entries can be linked to words that appear within Moodle, so the definition pops-up when someone hovers their mouse over instances of the word. A tutor may stipulate definitions or ask students to contribute.
  • Database enables tutors to set up form fields that students can then complete to contribute entries to the database. The fields may consist of images, files, URLs, numbers, plain text etc.
  • Hot Question is used to create a hotlist of popular questions or topics from a group. Could be used to seed a discussion forum or a Collaborate session.

Where can I see more?

  1. Colleagues at UCL Institute of Education (IOE) Learning Technologies Unit have put together a Moodle course Moodle Activity Examples – LTU (login required) showing you the tools above in use, together with several others.
  2. They are also in the process of  developing Moving online a very useful resource containing step-by-step workflows on how to move sessions online, with links to further support sources.
  3. The Miniguides site is the place to go to for detailed ideas and information on these and other Moodle tools. Support on other tools is available from the ISD Digital Education webpages.