X Close

Digital Education team blog

Home

Ideas and reflections from UCL's Digital Education team

Menu

Archive for the 'General Learning Technology' Category

New Accessibility Tool lets you customise Moodle

EliotHoving20 January 2020

A new Moodle plugin, the Accessibility Tool, will be available on Wednesday 22nd January 2020 for staff and students.

The tool allows students and staff to customise the appearance of the Moodle platform through changing Moodle’s colour scheme, font style, readability and text size. The tool can help reduce eye strain and improve concentration. Changes made using the tool only apply to the user, and only apply to the Moodle platform, not documents uploaded or stored on Moodle.

Green on Black Colour Scheme:

Moodle platform where 'Green text on a black background' colour scheme has been selected via the Accessibility Tool.

White on Grey Colour Scheme:

Moodle platform where 'White text on a grey background' colour scheme has been selected via the Accessibility Tool.

Text Size – default

Default Text size on Moodle.

Text Size – Massive text size

Massive text size, which is larger than the Default text size.

How to edit your accessibility preferences?

To customise your preferences, simply:

  1. Log onto Moodle
  2. Click on your name on the top right of Moodle to open up the user menu.
  3. Select Accessibility Tool.

Moodle's user menu contains the Accessibility tool option where you can customise Moodle's appearance to suit your needs.

The release of the Accessibility Tool follows on from Digital Education’s efforts to improve the accessibility of Moodle content through training and support and releasing Blackboard Ally. See the Creating accessible content webpage for more detail.

Students and staff can be directed towards this blog post to learn about the Accessibility Tool, or alternatively to the updated Staff guide or Student guide.

If you have any questions please contact Digital Education at digi-ed@ucl.ac.uk.

Accessible documents for the STEM disciplines (well, mainly) using LaTeX

Jim RTyson8 January 2020

Next week I am leading a session on using LaTeX (or Markdown) to create more accessible and inclusive documents.  This is a bring your own device session – if you want to practice the techniques you will need a laptop (or other suitable device) with a working LaTeX installation.  The session is on Wenesday 15th January and starts at 2 pm.  It is expected to last around two hours.  You can book a place at the following link

Eventbrite booking for accessible LaTeX

with Access Code Student.  The course is only open to staff and students of UCL and a UCL ID card is required for building access.

LaTeX is a de facto standard for authoring documents in many STEM disciplines. It is used not only in publishing academic research but also in preparting materials for teaching and learning. This session will look at the ways we can make documents prepared with LaTeX more accessible and so make teaching and learning more inclusive.

The issues covered are relevant to markdownand Rmarkdown users as well as LaTeX users.

I hope to cover:

  • Overview of accessibility concerns
  • Using standard LaTeX techniques to enhance accessibility
    • structure
    • fonts and typefaces
    • margins
    • hyperlinks
  • Inserting comments into PDFs vs using captions
  • Use of colour
  • Using pandoc to generate HTML or docx formats
    • creating MathML output

New Year, new you? How LinkedIn Learning can help you meet your goals

Caroline ENorris3 January 2020

As a member of staff or a student at UCL, you have unlimited access to LinkedIn Learning, an on-demand library of high-quality instructional videos covering a vast range of software, business and creative skills.  So whether you’re a seasoned user or have yet to take advantage of LinkedIn Learning, the new year is the perfect time to start some regular online learning.

Here are six courses to help set you up for success in the New Year.  So, why not block out some time in the next few weeks to get started?

Event overview: “Mapping unbundling in the HE terrain: South Africa and the UK”

JoannaStroud14 November 2019

In this seminar, hosted by the UCL Knowledge Lab Learning Technologies Unit, Dr Bronwen Swinnerton presented outputs from the UnbundledHE project: “The Unbundled University: Researching emerging models in an unequal landscape”, a cross-institutional study conducted by the University of Cape Town and University of Leeds.

The project considers the intersection of marketisation, unbundling, and digital technology and its effects on educational inequalities in South Africa and the United Kingdom. The following blog post summarises some of the issues surrounding the concept of educational unbundling and the project’s report into the current state of unbundled provision in both countries.

Marketisation

Recent years have seen a growth in demand for HE internationally but this has occurred alongside global economic shocks, such as the 2007 recession. The economic downturn has seen greater pressure placed on universities to report on the impact of central government funding streams and a resurgence of debates surrounding education as a public versus private good. This debate has tended to foreground the benefits of higher education to private individuals and consequently prompted a shift towards funding by the individual, leading to increases in fees and application of exogenous market principles to the HE environment. Such pressures have led HEIs to look to generate third stream revenue and reach new or alternative markets to fill funding gaps.

Digital technology

Digital technology is now ubiquitous in everyday life and HE, with all universities making use of technology in teaching and learning to some extent. Alongside the need to reach new audiences many have also begun to engage with online education, which has seen dramatic growth since the introduction of MOOCs. These courses have been in great demand from non-traditional audiences, such as adult professionals, with platform providers and university partners now pivoting toward the use of short online courses to deliver CPD and widening access initiatives, enhance teaching quality, and promote ‘massification’ or scalable learning opportunities. It is agreed that while universities can undoubtedly reach more prospective learners with online education it is no longer a ‘second best’ or indeed cheaper delivery method.

Unbundling

Unbundling is explained by McCowan (2017) as being either ‘disaggregation’, where what was sold together is now sold separately, e.g. tracks from an album, or ‘no frills’, a basic version of a product, e.g. budget airlines. There now exists a definitive application to HE, with the project defining unbundling as a disaggregation of educational provision, e.g. degree programmes, into component parts, e.g. modules, for delivery by and to multiple stakeholders. This is often achieved using digital approaches, and is manifesting itself through alternative digital credentials, or microcredentials, often delivered via what were MOOC platforms.

Rationale for offering unbundled educational opportunities can be multifarious and their production and delivery at odds with existing or longstanding institutional processes. The approach is typically: 

  • Internal, whereby HEIs choose how and when to break apart existing provision and offer content to learners directly;
  • In collaboration with service or platform providers, in which an HEI procures services to support specific stages of the course lifecycle;
  • By working with online programme management companies (OPMs), frequently with full service or white-labelled delivery and revenue share arrangements.

The unbundling landscape in SA and the UK

Dr Swinnerton highlighted key findings from the project, including the outcomes of interviews with policy makers, HE leaders, edtech developers, and private company CEOs. Mapping information (delivered via kumu.io software) was drawn from publicly available data, such as university, private company, and online and distance education websites, press releases, and other media. 

Interactive mapping of the HE landscape in SA and the UK demonstrated HEIs, suppliers, and OPMs and the relationships between them across provision of unbundled online education. The maps could be filtered according to league table strata, and what was immediately apparent across both contexts was disparity in coverage, with partnership opportunities broadly unavailable to lower-ranked institutions. Private companies in this space, notably OPMs, chiefly target elite institutions with established brands to drive profit-making business models. This was particularly clear in SA, with historically disadvantaged universities having little to no opportunity to engage in the online education space with support from private sector organisations, and with the suggestion that this had the potential to propagate stark inequalities already inherent within the SA HE system. Similar issues were present in the UK context, but with acknowledgement that educational inequalities and the digital divide are not quite so strong outside the context of online delivery.

See also

Dr Bronwen J Swinnerton, Senior Research Fellow in Digital Education at the University of Leeds

McCowan, T. 2017. Higher education, unbundling, and the end of the university as we know it. Oxford Review of Education 43(6); pp.733-748.

Swinnerton, B , Ivancheva, M, Coop, T et al. (6 more authors). 2018. The Unbundled University: Researching emerging models in an unequal landscape. Preliminary findings from fieldwork in South Africa. In: Bajić, M, Dohn, NB, de Laat, M, Jandrić, P and Ryberg, T, (eds.) Proceedings of the 11th International Conference on Networked Learning 2018. Networked Learning 2018, 14-16 May 2018, Zagreb, Croatia; pp. 218-226.

Alternative presentation delivered by UCT’s Sukaina Walji at WCOL19 with an increased focus on OPM relationships. “Degrees of (un)ease: Emerging relationships between OPMs and University Stakeholders in an unbundling landscape”

Check your Moodle course with Ally’s course accessibility report

EliotHoving13 November 2019

Blackboard Ally now includes a course accessibility report for every UCL Moodle course.

The course report shows you:

  • a course accessibility score,
  • a summary of the different types of content on your course, and
  • a list of all the issues identified on your course, including an “easy to fix” summary and a “low scoring content” summary.

Decorative image showing Ally's course report

To view Ally’s report on your course, tutors or course admins simply go to their Moodle course and click Accessibility report under the Navigation block. You can also run the report in the Administration block by clicking Reports and then Accessibility report.

Ally helps you prioritise work and track your progress:

The report allows staff to work through a series of files with low accessibility scores or focus on a single issue that may appear in multiple files.

From the report, staff can view “easy to fix” issues, such as documents that are more easily editable (PowerPoints and Word Documents). Ally considers adding alternative descriptions to images as “easy to fix” because you can add alternative descriptions directly using Ally without the need to download, edit and upload the file. This is a nice time-saver but writing alternative descriptions can be challenging, for advice see our guide on Visuals and use of colour.

The Ally course report will also update over time to allow staff to track their progress.

Ally also flags HTML content on your Moodle course:

HTML content refers to content that is written into Moodle such as text added to a Moodle section, page, book, or label through Moodle’s text editor. Ally can help identify text with insufficient colour contrast and unused formatting that can arise when Moodle content is copied and pasted from Word. However, fixing HTML issues can be challenging so, for now, we suggest staff focus on Ally’s guidance on their documents.

If you have any questions, please see the Blackboard Ally UCL wiki or get in touch with digi-ed@ucl.ac.uk.

Creating digital portfolios

SamanthaAhern7 November 2019

In the last few years I have used a number of online tools to create digital portfolios as part of my continuing professional development, both HEA Fellowship and Associate CMALT.

For these portfolios I have used both MyPortfolio (Mahara)  and Reflect (WordPress).

Both do the job well, but there are differences in the development process and how you approach the development of the portfolio. You are welcome to view the portfolio I created for HEA Fellowship, original MyPortfolio pages and/or Reflect portfolio.

MyPortfolio

MyPortfolio is UCL’s version of Mahara, an eportfolio development tool. Portfolios are created via pages that are linked together as collections.

When you create your pages you have control over the structural layout. You choose from the inbuilt layout options, or you can create your own by selecting the number of rows, then the number of columns for each row and the page width percentage allocated to each column.

MyPortfolio page layout options

MyPortfolio page layout options

This gives you almost total control of the positioning of objects on the page. Any type of object can be added to any of the ‘content boxes’ you have created.

MyPortfolio page showing different content types

MyPortfolio page showing different content types

 

However, you are limited with regards to the look and feel of the pages. You can select from a number of Skins, but these only change the surrounds of the main content. You cannot change the background colour of the background boxes themselves.

MyPortfolio page with Skin

MyPortfolio page with Skin

MyPortfolio page without Skin

MyPortfolio page without Skin

 

 

 

 

 

You do however, have quite granular control over who can view your pages and collections. By default, only you can view your pages. This is good while developing your portfolio if you’re not keen on anyone seeing your work in progress. When you are ready to share your work, you can decide who you want to share with and for how long, a set time period or indefinitely.

MyPortfolio sharing options

MyPortfolio sharing options

There are also advanced options where you can modify the settings relating to comments and copying of your pages.

MyPortfolio advanced options - Sharing

MyPortfolio advanced options – Sharing

Reflect

Reflect is UCL’s blogging service for staff and students. Its primary use is for teaching and learning purposes. It is a WordPress platform provided by CampusPress. For this reason it is not possible to use the WordPress app with Reflect sites.

First and foremost WordPress is a blogging a platform, and this makes it a great tool for reflection and journalling. However, for creating portfolios it is best to make use of pages. You can set a page, as the main first page of your Reflect site giving it the appearance of a website as opposed to a blog.

In WordPress, appearance and layout is determined by the Theme that you have chosen, and will apply to all of your site. You cannot have different themes for different sections. It is therefore imperative that you choose an appropriate them for your site. Think carefully about what you are trying to achieve and the type of content (e.g. text, images and video) that you wish to include.

At present there are over 400 themes available for Reflect. For most sites I would recommend selecting one of themes identified as Accessibility Ready, this will help more users access your content.

Screenshot of Reflect dashboard showing Theme selection options.

Theme selection optionsaccess your content.

However, for portfolios I recommend choosing one of the Portfolio themes and one that best matches the mix of content you expect to include. Themes can easily be changed, so you may need to experiment with a few to find a good match.

Once you have chosen your theme, make use of the menu builder and pages to create the structure for your portfolio. You can group content using parent and child pages.

Pages can be saved as Drafts whilst they are still in development, however they need to be published before they can be added to the menu.

By default Reflect does not have the granularity of access control that MyPortfolio has. However, if you activate the “User Specific Content” plugin you can specify who can see what pages. Otherwise, your site is private or public.

Employability and Connected Curriculum

Both MyPortfolio and Reflect are great tools for Connected Curriculum activities where students are required to create content for an external audience. However, if you are looking to enhance students’ employability skills, I recommend the use of Reflect as WordPress is used widely. In 2015, 25% of all websites used WordPress (https://w3techs.com/) and its market share has continued to grow and is currently used for 84% of all Japanese websites.