UCL Centre for Translation Studies (CenTraS) recently held an event to learn how to contribute to Wikipedia, the encyclopedia anyone can edit. These kinds of events are known as ‘editathons’ – we called ours a ‘translatathon’ because it involved 36 postgraduate translation studies students, all new to editing Wikipedia, translating English women’s health articles into several different target languages. The event was jointly organised by CenTraS’ Rocío Baños Piñero, Wikimedia Gender Gap Project Worker Roberta Wedge, and me. In this account I’ll focus on practicalities, which I hope will help anybody thinking of running one themselves.

Preparation

For a translatathon the choice of subject needs to be something that is both underrepresented and that participants can relate to. Given that the people in this case were almost all women and enrolled on a programme with a technical and medical focus, women’s health was a good choice.

To arrange refreshments and estimate the number of Wikimedian volunteers needed, we invited students from across CenTraS to sign up in advance on EventBrite (our event was restricted to CenTraS students, but for open events Wikimedia has Event Pages which can handle sign-ups, reminders, &c). Eventbrite also allowed us to ask students a few extra questions, allowing us to plan for their target languages. The invitation included the schedule so that students would know what to expect.

Other preparation entailed booking a suitable computer room, arranging tea, coffee and biscuits (Wikimedia funded these), and organising logins for the Wikimedia volunteers. To learn the concepts, the editing basics, think through some edits and actually make them in the article, Wikimedia recommend a minimum of 4 hours. Our translatathon was organised around the students’ timetables between 2-7pm (5 hours went incredibly fast) divided between the basics of Wikipedia editing, choosing an article, a presentation on why translating Wikipedia matters, and a final round-up.

Students were asked to complete an hour’s self-paced training from Wikipedia on the basics of editing, but were reassured that if they couldn’t, that wouldn’t be a problem.

Learning to edit

After a discussion about encyclopedias, Roberta introduced the basics of Wikipedia editing. She contrasted Wikipedia’s article pages with their respective Talk Pages (where editors discuss the content of the article), and each user’s own User Page (personal, no need for neutrality or referencing). The first words students wrote on Wikipedia were “I am learning to edit Wikipedia” on their own User Pages. This isn’t just a random sentence – it signals to other Wikipedians who may be watching out for disruptive acts or unusual practices that the author is inexperienced and should be treated hospitably. Another helpful thing for new Wikipedians to do on their User Page is to add the text {{new user bar}} and then save – this template then presents a list of links to help and general orientation which the user can remove once they know the ropes.

There are some particular practices for translating Wikipedia. For example any Wiki user should include a brief edit summary before they save, but for translation this is the place to cite the original article. “Translated from [[:en:title of article]]” is the customary way of referencing. The Talk Page (something every article has, used by editors to inform each other about plans and discuss dilemmas) is useful for noting sources, too. By the end of that session, students knew how to get into edit mode, how to make a link, how to reference, and some Wikipedia etiquette.

Translating Wikipedia

Next students identified articles to work on from the English Women’s Health category. They checked whether the article existed in their target language Wikipedia, and whether it could helpfully be developed through translation. Then, to avoid working on the mainspace (live article), they copied  one section of the English article into their Sandbox (a sub page of a user’s personal page which can be used for for drafting and testing). It soon became clear that you need to work in the Sandbox of your target language Wikipedia so that when you make internal links in the usual way (surrounding that page’s title in double brackets) it will refer to that Wikipedia, rather than the English one (not all Wikipedias have a sandbox but it’s easy to create a bespoke one from your User Page by appending a forward slash (/) and the word Sandbox). Then, to avoid students inadvertently overwriting each others’ edits, the 30 or so students working in Chinese used a shared document to note which article and section they were working on (again, if we’d had a Wikimedia event page we’d have used that – but instead we used a Google Doc).

It’s usual for Wikimedia editathons to include a presentation from a subject expert about the topic of the day. Ours was from Fabian Tompsett who introduced the 288  Wikipedias with reference to the article on ebola. Thanks to the work of Wikiproject Medicine, the ebola article emerged as a trusted source during the 2014 outbreak, with translation continuing to play a vital role.

Then we returned to editing. A number of translation-related queries were discussed, such as which were the best resources to find reliable medical terminology or how to deal with the translation of bibliographical references in across languages. There was marked trepidation when the time came to move the work from the Sandbox to the mainspace, because students were worried that their work wasn’t perfect. The Wikimedia volunteers reassured them that it’s in the nature of a wiki is for articles to start small and be refined over time, often by several different authors. Again, explaining works in progress is where the Talk Page and Edit Summary come in. Finally, Wikipedia articles each have a sidebar listing its counterparts in other languages, so the last thing we did was to make sure this included links to and from the new translated material.

What students said

I chatted with some of the students to find out what they made of the translatathon. One told me that she uses Wikipedia a lot when translating – particularly comparing the English version with the version in her target language – and that she wanted to “give something back”. She also mentioned that it was exciting to be able to publish something on such a prominent site. Being familiar with HTML, she found editing very straightforward. But as one of the students who had completed the self-paced training in advance she had found herself at a loose end during the first part of the session, and suggested providing more advanced training for people in her position.

Another student who used Wikipedia very frequently was conscious that many of the articles in her language were inadequate and was interested in making improvements. Even as a self-described non-technical user she found Wikipedia editing straightforward. The one thing she said she’d like to change about the translatathon was more clarity about exactly what students would achieve at the end (for example “at least one paragraph translated”).

A third student told me she felt very motivated to practice translation on Wikipedia in the future. As well as the realisation that some of the women’s health articles are underdeveloped on Chinese Wikipedia, she was excited about writing on such a visible site and inspired that people in China would be be able to read her work.

Thanks, Wikimedia

The Wikimedian volunteers were great. Contributing on the day with suggestions, one-to-one assistance and the occasional bit of troubleshooting were Jonathan Cardy (Galleries, Libraries, Archives and Museums Organiser), Fabian Tompsett (Volunteer Support Organiser) from the Wikimedia UK Office, and the generous volunteer Wikimedians James Heald, Nicolas Webb, Zoe Millington and Raya Sharbain (UCL student and founder UK Wikimedia Campus Ambassador). Wikimedia evaluated the event with a feedback questionnaire – I’ll update here when I hear more.

Wikimedia are supporting a working group on teaching translation through Wikipedia editing.

UCL School of Pharmacy is actively involved in the development of a number of innovative approaches to develop teaching and learning and to further embed technology-enhanced learning within the MPharm and MSc programmes. A recent example of such an initiative is our highly-successful wiki-based integrated therapeutics project, which continues to help students to integrate their knowledge across traditional discipline boundaries. The launch of a newly-designed and updated MPharm programme in 2013-14 and access to new technologies has encouraged further innovation, three examples of which will be described.

iPad-supported Workshops – Small group-based practical and PBL exercises in which students have access to iPads have become one of the primary modes of workshop-based teaching in the new MPharm programme. Students use web-based resources and information retrieval techniques to solve problems and discuss their approaches in their groups, fostering peer-supported learning. Sessions are supported by faculty and TAs as facilitators. iPads are also pre-loaded with suitable apps appropriate to the session and students can download workshop resources from Moodle then record and submit their results electronically during the session.

Research Project Assessment – Starting in 2013-14, the mode of research project assessment was fully revised to incorporate: (a) a project portfolio, in which students record their day-to-day activity with an emphasis on data management, reflection and critical review (of results and key literature); (b) a succinct research paper formatted in the style of a journal specific to the field of research; and (c) presentation of a poster at a mini-conference held at the School, at which staff and students ask questions to presenters based upon their projects. There was a tangible air of excitement and excellent engagement at the poster conference, demonstrating the success of this approach.

Green Light Pharmacy Clinical Experience – The provision of clinical pharmacy experience from the start of the First Year is a key priority for the MPharm programme. Students regularly visit our partners at Green Light Pharmacy where they can observe real-time patient-pharmacist interaction through a live video feed to a purpose-built teaching facility on-site and have the opportunity to interact with real patients under the supervision of a pharmacist. The clinical experience offered by these visits has received extremely positive feedback from students in annual module review questionnaires.

Stephen Hilton, Mine Orlu Gul, Adam Phillips, Oksana Pyzik, Arnaud Ruiz, Michelle Wake, David West, Andrew Wilderspin and John Malkinson

Teaching innovation and technology enhanced learning in UCL School of Pharmacy poster

UCL Engineering’s Learning Technologists have been supporting rapid changes within the faculty. Changes include the development of several new programmes and helping the uptake of technology to improve the turnaround of feedback.

In late 2013, the UCL Engineering faculty invested in a Learning Technologist post in order to support the Integrated Engineering Programme (IEP), as well as the other programmes within Engineering departments. Since then two Engineering departments, Science, Technology, Engineering and Public Policy (STEaPP) and Management Science and Innovation (MS&I) have both employed Learning Technologists to help develop their e-learning provision. These posts have had a significant impact on the e-learning activities. To evaluate impact on the student learning experience we are collecting information and feedback from students throughout the academic year.

These three roles complement the UCL-wide support provided by the E-Learning Environments (ELE) team and the Learning Technologists work closely with the central ELE team. This relationship is facilitated by Jess Gramp, the E-Learning Facilitator for BEAMS (Built Environment, Engineering, Maths and Physical Sciences) who co-manages these roles with a manager from each faculty/department. This arrangement enables both formal input from ELE to the departmental activities and plans; and for the learning technologists to receive central mentoring and assistance. Without this structure in place it would be difficult to keep these roles aligned with the many central e-learning initiatives and for the learning technologists to liaise with the technical teams within ISD.

The initiatives developed by these staff include: designing and implementing Moodle course templates; ensuring adherence to the UCL Moodle Baseline; running training needs analysis and developing staff training plans; delivering e-learning workshops; working with staff to redesign courses, as well as developing them from the ground up, to incorporate blended learning principles; delivering one-to-one support; and working with academics on e-learning projects.

Moodle Templates
Engineering now have a Moodle template that provides a consistent experience for students using UCL Moodle to support their learning. This template is now being used on all IEP, MS&I and STEaPP courses and all new Engineering Moodle courses from 2014/15 onwards will also use this template. In some cases the template has been modified to meet departmental requirements.

Engineering Faculty Moodle template (click to enlarge)

See how MS&I have modified this template and described each feature in their MS&I Moodle Annotated Template document.

Moodle Baseline course audit
In MS&I all Moodle courses have been audited against the UCL Moodle Baseline. This has enabled the department’s Learning Technologist to modify courses to ensure every course in the department now meets the Baseline. The template document that was used to audit the courses has been shared on the UCL E-Learning Wiki, so other departments may use it if they wish to do similar. You can also download it here: Baseline Matrix MSI-template.

Training Needs Analysis
In STEaPP a Training Needs Analysis was conducted using both a survey and interviews with academics to develop individual training plans for academics and run training workshops specific to the department’s needs. The survey used for this has been shared with colleagues on the UCL E-Learning Wiki.

Staff e-learning training and support
In STEaPP a Moodle Staff Hub course has been developed to support staff in their development of courses, including links to e-learning support materials; curriculum development advice; and links to professional development resources. This course has now been duplicated and modified to assist staff across Engineering and within MS&I. If any other UCL faculties or departments would like a similar course set up they can request this be duplicated for them, so they may tailor it to their own requirements. This and other courses are being used to induct new staff to departments and are supported by face to face and online training programmes. The training is delivered using a combination of central ELE training courses and bespoke workshops delivered by Engineering Learning Technologists.

E-assessment tools to improve the speed of feedback to students
In MS&I the average turn around for feedback to students is now just one week, significantly shorter than the four week target set by UCL. In order to support this initiative, the department has adopted a fully online assessment approach. This has been achieved predominately using Turnitin, a plagiarism prevention tool that also provides the ability to re-use comments; use weighted grading criteria to provide consistent feedback to students (in the form of rubrics and grading forms); and mark offline using the iPad app. The use of this tool has helped staff to reach the one week feedback target and to streamline the administrative processes that were slowing the feedback process. The Learning Technologist in MS&I has recently arranged workshops with the majority of MS&I staff (including those who are new to UCL) to demonstrate how Turnitin can be used to deliver feedback quickly to students. Several modules within the IEP are also using Moodle’s Workshop tool to enable peer assessment to be managed automatically online. The use of this and other e-assessment tools is saving academics and support staff significant time that used to be spent manually managing the submission, allocation and marking of assessments.

Technical e-learning support
While the ELE Services team continues to be the main point of contact for technical e-learning support within Engineering, the local Learning Technologists are able to provide just-in-time support for staff working on local projects. The Learning Technologists are also able to provide assistance beyond what is supported by the central E-Learning team. This includes any development work, such as setting up specific tools within Moodle courses (like the Workshop tool for peer assessment) and setting up groups in MyPortfolio. Development work like these activities fall outside the remit of the central E-Learning Environments team. Also, because the Engineering Learning technologists are based within the faculty, they obtain a better knowledge of local working practices, and are therefore better equipped to understand and support department specific requirements than the central team is able to.

Project support and funding
The local Learning Technologists have worked with academics within Engineering to develop bids for Engineering Summer Studentships and other projects, including the E-Learning Development Grants that are distributed yearly by ELE. The successful project proposals have been supported by the local Learning Technologists, which has meant a greater level of support has been provided to the grant winners than has been possible in previous years.

Using technology to support scenario-based learning
The Learning Technologist for STEaPP had a unique opportunity to work with staff during the development of their curriculum to ensure that technology was considered at the very outset of the programme’s development. In MS&I the local Learning Technologist has helped to develop a scenario-based, blended-learning course that is now being used as an exemplar of how other academics may redesign their own courses to empower students in their own learning (both electronically and face to face) and provide authentic learning experiences. Many Engineering programmes are already using project-based work to provide students with authentic learning experiences and assessments and this is something the Learning Technologists can work with academics to develop and enhance further.

Trialing new technologies
Several e-learning systems have been trialed within Engineering significant input from the Engineering Learning Technologists, including the mobile e-voting system (TurningPoint ResponseWare) for up to 1000 students; and peer assessment of upwards of 700 student videos within the IEP. The successful implementation of such large scale trials would have been difficult without the support of the Learning Technologists.

E-Learning equipment loans
One of the common problems with technology uptake is ensuring staff have access to it. Engineering have invested in a number of devices to enable (amongst other things) offline marking; video capture and editing; and presentation of hand drawn figures during lectures. Equipment is available for loan across Engineering and also within STEaPP and MS&I. These include laptops, video recording and editing kit (such as cameras, tripods, microphones and editing software) and iPads. The maintenance and loaning of these are managed by the local Learning Technologists. They are also able to provide advice and assistance with the use of these devices, especially in terms of multimedia creation, including sound recording and filming, and editing of videos to enhance learning resources.

Working closely with E-Learning Environments and each other
One important aspect of these roles is that they have close ties to the ELE team, allowing for important two way communication to occur. The Engineering Learning Technologists are able to keep abreast of changes to centrally supported processes and systems and can obtain support from the central E-Learning Environments Services team when required, including receiving train-the-trainer support in order to run workshops locally within Engineering departments. Similarly, ELE benefit by an improved understanding of the activities occurring within faculties and departments, and accessing the materials that are developed and shared by the Learning Technologists.

Each week the Engineering Learning Technologists share any developments, issues, and updates with each other and the E-Learning Facilitator for BEAMS. The result is a strong network of support for helping to problem solve and resolve issues. It also enables resources, such as the staff hub Moodle course and Moodle auditing matrix, to be shared across the Faculty and more widely across UCL, enabling the re-use of materials and avoiding duplication of effort. The importance of the strong working relationship between the Engineering Learning Technologists became apparent during UCL Engineering’s How to change the world series. During an important final-day session all three Learning Technologists were involved in resolving technical issues to ensure the voting system operated correctly in a venue with incompatible wireless provision.

Conclusion
UCL staff and students today operate within a rapidly changing educational environment. Both staff and students are expected to understand how to use technology in order to operate within an increasingly digital society. There is a huge number of self directed online learning resources available (such as MOOCs and YouTube videos) and increasingly flexible work and study arrangements are being supported by enhanced technology use. As more staff see the benefits that technology can bring to the classroom, and true blended learning becomes the norm in many areas, it is going to be more important to implement appropriate support structures so staff have the resources to understand and work with these emerging technologies. It is equally important that students are supported in their use of these tools.

The Learning Technologists within Engineering are in a unique position to understand the opportunities and issues arising in the classroom, and react to these quickly and effectively. We have already seen numerous outputs from these roles. These include a video editing guide to help academics produce professional looking videos for their students; the use of tools within Moodle and MyPortfolio on a scale not seen before with large cohorts of over 700 IEP students; and an exemplar of how scenario-based learning can be supported by technology in MS&I. While these outputs have been developed in reaction to local needs, they have been shared back for others to use and reference, and therefore they benefit the wider UCL community.

As we see more of these roles implemented across UCL, we will begin to see more dramatic change than has been achievable in the past. One of the plans for the future involves running student focus groups and interviews to better understand how Moodle and other e-learning systems are helping students with their studies and how provision can be improved. The Engineering Learning Technologists will continue their work with local staff to help their departments to use technology more effectively and improve the student experience.

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..

The archive for this year’s excellent Bartlett Pedagogy conference, MOOCs, e-learning and beyond: Exploring the future of virtual built environment teaching, held on 1 July 2014 at UCL’s Bloomsbury Campus is now open.

Videos of the keynotes and presentations / audio files of the speakers can be accessed at bit.ly/bartlettmoocs.  “This exciting conference brought together over 70 participants from across the UK, Europe, Australia and the US, both professionals interested in E-learning and MOOCs and architects/built environment teaching staff interested in the future of pedagogy”.

Although the focus was on built environment teaching and learning, participants saw a wide range of interesting and often inspirational ideas that will be of interest to everyone who teaches and is interested in the future of learning.

Last week saw the final session in the current series of Summits and Horizons, a seminar series jointly organised by the Centre for the Advancement in Learning and Teaching (CALT) and E-Learning Environments (ELE). Appropriately, the session focused on the predictions of the 2014 NMC Horizons Report, in the context of use of emerging technologies to support teaching and learning at UCL.

Fiona Strawbridge highlighted the trends, challenges and emerging technologies identified in the report:

Fiona’s slides, and a video précis of the report are also available.

Ros Duhs highlighted the need to consider the relevance of what students are learning at university for the future workplace, and stressed the importance of authentic learning, teaching and assessment strategies.

Janina Dewitz considered recently emerging technologies including semantic aware applications and smart objects (predicted in the 2009 NMC Horizons report) and affective computing. Her take on these technologies was that although many are being taken up by the consumer market, they have yet to make a substantial impact on higher education. Janina also mentioned individuals’ right to privacy and the lack of trust surrounding commercial access to their personal data. Similarly, students may object to the transparency associated with learning analytics; there is also the difficulty of measuring learning online since learning happens all the time and in other places.

Clive Young presented the results of a survey ELE conducted with teaching staff about their use of external cloud-based tools. The survey revealed that a large range of external tools, which are used personally, are also being used to support teaching, research and administration, but more support may be necessary to increase adoption beyond the early adopters. The results are being reported in more detail in another blog post.

Nick Grindle looked back at the technologies predicted in earlier NMC Reports. While some technologies such as mobile computing and apps, cloud computing and geo-everything have materialised within the predicted timeframe, one area which has still to reach its potential is gaming and gamification, first mentioned in the 2005 report. This is one of the themes of the forthcoming call for submissions for the E-Learning Development Grants, so hopefully at UCL we can make progress in this area.

A closing panel discussion highlighted the role of the Arena Scheme, in partnership with ELE, in promoting digital scholarship. There was also a discussion about the importance of the institutional learning environment for security and support in using e-learning. While Moodle works extremely well and is very highly rated by students, we should be alert for the emergence of other platforms which might best serve longer-term future needs. Finally, thanks were given to Moira Wright for overseeing the successful and smooth administration of all nine sessions this year.