The UCL main instance of Moodle (moodle.ucl.ac.uk) will be upgraded this summer from Moodle 3.11 to Moodle 4.2. The upgrade will take place in mid to late July of this year (2023).

The Road to the Moodle 4 Upgrade

The image below provides a high-level overview of the activities that will be taking place over the next few months leading up to the upgrade in July.

 

• March: Continued user group engagement and a demo site with all courses will be made available to the Moodle Development User group
• April: A Moodle 4 demo site including an “in development” UCL Theme will be made available to all staff
• May: Moodle 4 Train the trainer sessions will begin, Online self pace material will begin to be made available
• June: General staff face to face training will commence, Student resource will be published
• July: Staff training continues, Moodle 4 upgrade occurs
• Post upgrade: Staff training will continue, development of the UCL Theme will continue

 

Why are we upgrading Moodle?

Moodle version 3 was released in 2018 and has now reached its end of life for support, bug fixes and security patches. To ensure our platform remains up to date and our user data is secure we need to move to the Moodle 4.

 

A More Modern User Experience and a New UCL Moodle Theme

One of the biggest changes introduced by Moodle 4 is a revamped user interface and user experience. This was Moodle HQ’s primary focus with the release of Moodle version 4.0, and they have updated the underlying technology, the layout and the navigation. This re-design means that Moodle looks more modern and significantly cleaner in its user interface.

To take advantage of these changes, UCL Moodle is moving to a new Moodle Theme. We are currently working with an external partner Titus Learning and internal and external design teams to bring a customised Moodle Theme that best supports UCL needs. This is an ongoing piece of work and one that will extend into the summer, post the release of UCL Moodle 4.2 in July.

The new theme (code name “Norse”) is currently being developed with input and comments from over a hundred and fifty staff, both tutors and course administrators as well as student focus groups. As you can see from our timeline, we aim to release an “in development” Moodle test platform to all staff that will enable you to look at a Moodle 4 environment with the new Moodle Theme applied in April.

This will enable you to see how the new theme and its interactions with course formats has impacted your course. From the review work and feedback already taken place, it is important to note that impact has been minimal.

The screenshots below of the new Moodle Theme should be taken as “in development”. Overall, the layout of the user interface will not change, however colour, icons, fonts, blocks, accessibility features are all still subject to change. However I hope these images give you a good idea of the new general look and feel.

 

 

 

What will courses look like after the upgrade?

The best way to see the changes coming will be to engage with the Moodle demo site that we will be making available in mid-April. This site will have the latest available version of Moodle 4 and the latest version of the new UCL Moodle Theme. From the development and testing work we have undertaken so far we are expecting impact on existing courses to be minor.

The Theme version on this platform is still in a beta state and will be updated as we work towards the upgrade in July. We expect between 2 and 4 additional updates will occur prior to the July upgrade as we refine the theme based on your feedback and complete accessibility checking and design reviews.

Moving from Moodle 3.11 to Moodle 4.2 will bring both changes and new functionality to Moodle. These changes will be detailed in a series of upcoming blogs and will also be the key focus of the training we are in the process of creating.

 

Staff Training

Staff training will be available via two distinct strands. The first will be an online self paced course that will be available on a Moodle 4.2 instance in late May. This course will walk you through the changes and additions to Moodle functionality including an initial topic on how the new Moodle navigation works. This self paced course will use Moodle activities, videos and course completion activities so that a badge or certificate will be received upon completion.

The second strand of training will be provided face to face or online in a more localised faculty/department context. We are currently working on a train the trainer programme, that will be delivered in May to the following individuals: Faculty Learning Technology Leads, Departmental Learning Technologists and Connected Learning Leads. If you would like to be part of the train the trainer programme, please discuss this with your Faculty Learning Technology Lead.

The online and face to face Moodle 4.2 training will commence from June and continue throughout the summer.

 

Student Support

A student Moodle user tour and updated student wiki guides will be made available in June.

 

Have Questions?

If you have questions please do get in touch with the Digital Education team.

 

What does it take to succeed in a student research project, or any research project for that matter?

Well, there’s a whole lot of stuff that Digital Skills Development can’t help with, and anyway, you’re all really good at that stuff: the scholarship, the domain knowledge, the research skills.  But, there’s an awful lot that we can offer.

Getting on top of the choices that face you now and planning what tools you will use will allow you to work out what skills you need to acquire and how you are going to acquire them.  And beefing up your digital capability will not only improve your chances of research success, but will add to your capital in an area that employers rate among top desirable job skills.

When people plan research projects, they often forget to work out what software tools and techniques they will use, what skills those tools require, and where they are going to get those skills.  Often, we think it will all just be obvious and somehow it will come together.  Well, in a way it usually does, but with a little planning and foreknowledge, we can transform these decisions from afterthought to opportunity.

Digital Skills Development has six demonstration sessions to put you on the road to software success.  Each session introduces tools to tackle specific tasks for your research project.  We look at:

1. writing: is there life beyond Word?  Is there any reason to go there?  How do I cope with fussy formatting requirements?
   Upcoming session: DSD: Software for success: Writing tools Fri 17-Feb-2023 12-1pm
2. using survey tools: which is the best one for your research project?
   Upcoming session: DSD: Software for success: Survey tools Tues 21-Feb-2023 11-12noon
3. winning with charts: which is the best chart type for your data?
   Upcoming session: DSD: Software for Success: Winning with charts Wed 15-Feb-2023 12-1pm
4. data visualisation: what tools are available for visually presenting your data?
   Upcoming session: DSD: Software for success: Data visualisation Thu 16-Feb-2023 10-12 pm
5. data analysis: is it worth learning to code, or can I cope by wrestling with my data in Excel?  I don’t do numbers, how can software help me?
   No upcoming sessions: DSD: Software for success: Data analysis & statistical tools join the interest list to be told about future dates.
6. managing literature: imagine a world where your library and database searches link seamlessly  with your citation system and a database of annotated PDFs.  That world can be yours.
   No upcoming sessions: DSD: Software for success: Working with Bibliography and Citation Apps join the interest list to be told about future dates.

If you haven’t thought about what tools you will use for each of these tasks, or if you have thought about it but you’re just not sure what to do, these sessions are for you.  There will be demonstrations of different tools and approaches with guidance and discussion of what tool is best for the job.  If you think you know what software you are going to use, then we invite you to come along and  be challenged: there may be tools on offer that could smooth the way to a successful research project.

Now is the time to move beyond those good old coping strategies and tame the software beast.  These sessions will help you do it.

 

 

 

The next release in our Course Lifecyle toolset is now ready for deployment and will appear in our Production Moodle site shortly.

This is our first release of our course context freezing or “Read Only” Moodle block.

 

The Lifecycle block will be available in Moodle from 9th January 2023 to allow individual courses to be made Read-Only, and thus prevent the accidental update or deletion of content.

Previously each year we would take a Snapshot Moodle, which we would automatically make it Read-Only at the end of November.

This period would have given teams on average three months to complete the Late Summer Assessment period, and to make any adjustments or hide courses before they become part of our Moodle course archive in line with UCL’s data retention policy.

As we now have one Moodle, we need to provide the Read-Only function at the individual course level and not the entire site, (you can think of it as a course level snapshot).

 

NOTE: The block will display only the year category and the course’s start and end date, prior to the course end date being reached. Once the course end date is reached the additional functionality and automatic Read-Only date will be displayed.

 

The new Lifecycle block has several functions:

• Provides an automatic default read only mechanism.
• Provide a mechanism for course administrators to override the suggested default date and to choose a custom date.
• Display the year category (Moodle 2021/22, Moodle 2022/23)
• Display the course start and end date.

 

Once the Read-Only date is reached, the Moodle page will be automatically queued for processing overnight, and will become Read-Only to staff and students the following day.

 

Automated Read-Only Process

The automated Read-only date will be based either on the course end date, or the end of the Late Summer Assessment period (whichever is later), plus eleven weeks. This should provide enough time any final marking or updates to the course. Once the automatic suggested date is reached the course will become Read-Only.

If you take no further action, the Moodle page will become Read-Only to staff and students at the end of this date.

 

NOTE: For modules which follow the standard academic calendar, Automatic Read-Only will occur normally at the end of November each year (eleven weeks after LSA’s have bene completed).  However, as this is the first time the Lifecycle block will be used, the default Read-Only date will be artificially moved forward to the end of February 2023 to allow course teams time to review the use of the new block and seek guidance as needed.

 

Local Course Override Process

The automation aspect of the Read Only Tool we hope will satisfy most of our course administration teams requirements. However, we are aware that some course teams may require to make their courses read-only later than the automatic function. At the initial release of the tool, you will not be able to make a course read-only prior to the automated date suggested.

The Digital Education Services Team, do have an override function that they can employ to make a course Read-Only upon request at any time. We will review the number of these requests and feedback to see if we need to build that functionality into the tool for end users.

We have created several override settings which will allow course teams to either disable the course read-only setting or to set a specific date for the course to be made read-only.

 

 

Making a Read-Only course editable again

In the same manner as the existing Moodle Snapshots, teaching teams cannot reactivate a Moodle course once it has been made Read-Only.

If you do require edit access to a Read-Only course this will need to be requested by contacting the Digital Education Support team at:   digi-ed@ucl.ac.uk

Further details for using the Lifecycle Block are available in our Moodle Mini guide M30i

 

NOTE:- we will develop and alter the user interface and experience based off of feedback we receive from our users regarding this tool. All updates will be documented within the Moodle Mini Guide M30i.

 

Jason Norton

Head of Virtual Leaning Environments

By joining the 2023 Bloomsbury Learning Exchange (BLE) Cohort and working towards CMALT accreditation. You may be a tutor, a PGTA, an ELO, a TA, a Librarian, a Learning Technologist, etc. Anyone in fact, who is a staff member at one of the institutions affiliated to the BLE (namely, Birkbeck, LSHTM, RVC, SOAS, UCL, City, University of London and UoL) and has been using technologies effectively to teach or support teaching and learning. Indeed, since the pandemic hit many more staff at UCL have been doing just that.

What is CMALT?

CMALT stands for Certified Membership of the Association for Learning Technology and the CMALT Accreditation Framework provides pathways to peer-assessed accreditation for a cross-section of learning technology focused professionals, educators and administrators in the UK and internationally.

The scheme enables candidates to:

• have their experience and capabilities certified by peers;
• demonstrate that they are taking a committed and serious approach to their professional development.

Accreditation is achieved by successful submission of a reflective, online portfolio, which evidences skills and experience in learning technology across four core areas and a specialist area. There are three different pathways to choose from to best match your experience.

In the past five years, over 100 staff members from across the BLE partners have set off on their CMALT voyage – with many achieving their CMALT accreditation. Previous cohorts have comprised academics, course administrators, librarians, learning technologists, careers advisers and other professional support staff who all have a strong interest in technology to support learning.

Find out more about it

There will be two Introductory webinars on:

1. Thursday 5^th January 2-3pm 
2. Thursday 19^th January 1-2pm

Please complete this booking form to receive a link to join your preferred session or to watch a recording of it if you’re unable to attend either.

From 20th September 2022, media transcripts will be automatically applied to the closed captions track if they meet the 90% confidence score threshold.

We have activated automatic transcription and closed captions by default in Lecturecast as an additional supporting tool to provide fully accessible videos for our students as part of UCL’s digital strategy.

Aside from being an aid to viewers with auditory impairment, transcripts and captions can be extremely useful as a study tool.  Students often search large amounts of text using keywords to pinpoint passages of interest; Lecturecast transcripts, which are searchable and synchronised with the recording, allow similar searches of video presentations.

Lecturecast has built-in ASR (automatic speech recognition) to produce recording transcripts. Transcripts are automatically created for any media uploaded to Lecturecast and are available to viewers once a recording’s audio file has been processed.

Closed Captions use the same ASR file as the transcript but are not available if they do not meet the 90% confidence score threshold or until the ASR file has been ‘applied’ to a recording (until then the CC button in the player will be inactive).

Closed captions will NOT be automatically applied to:

• New recordings with a confidence score lower than 90%
• New Zoom videos automatically transferred to Lecturecast
• Older recordings made prior to the 20th September 2022.

Closed captions can still be manually applied using the ‘apply to CC’ button in the transcript editor after review/corrections are made.

See below an example of what a transcribed lecture with closed captions would look like:

 

Further information and detailed instructions are available on the ‘Transcripts and closed captions in Lecturecast (ASR)’ mini guide.

Please contact lecturecast@ucl.ac.uk with any questions.

 

The July Jamboree celebrated some of the smaller, more discipline-specific education technology tools available at UCL, and gave you a chance to see them in action and ask questions of the vendors or developers.

The videos of these sessions are now listed below. Access to the videos requires a UCL login. All videos have human-corrected captions and a transcript available.

Monday 11 July: Learning design and content

• H5P: Create, share and reuse interactive HTML5 content in your browser. H5P video (UCL login required). Find out more about H5P)
• Learning Designer: A visually structured approach to learning design to think through and support your students’ learning. Learning Designer video (UCL login required). Find out more about Learning Designer
• UCL MediaPods: Create professional quality videos in minutes with our all-in-one studios. UCL MediaPods video (UCL login required). Find out more about MediaPods

Tuesday 12 July: Feedback and interaction

• Audio and video: Martin Compton and Marieke Guy from UCL share some tips for making videos on a mobile phone, and using tools for audio feedback to students. Audio and video creation video (UCL login required). Find out more about making videos on mobiles or audio feedback)
• GoReact: GoReact brings together online tools for video + feedback, deliberate practice, and more so you can empower confident skills in any discipline or profession GoReact video (UCL login required). Find out more about GoReact
• Mentimeter: Engage your audience & eliminate awkward silences. Mentimeter video (UCL login required). Find out more about Mentimeter

Wednesday 13 July: Mathematics and coding

• MATLAB and Simulink: MATLAB is a programming and numeric computing platform used by millions of engineers and scientists to analyze data, develop algorithms, and create models. MATLAB and Simulink video  (Find out more about MATLAB and Simulink
• CoCalc: CoCalc is a cloud-based collaborative software oriented towards research, teaching, and scientific publishing purposes. CoCalc video (UCL login required). Find out more about CoCalc
• Overleaf: LaTeX, evolved – The easy to use, online, collaborative LaTeX editor. Overleaf video (UCL login required) (find out more about Overleaf)

Thursday 14 July: Simulations in STEMM subjects

• Labster: Labster provides award-winning STEM curriculum-aligned virtual laboratory simulations within biology, biochemistry, genetics, biotechnology, chemistry, physics and more. Labster video (UCL login required). Find out more about Labster
• Lt: Lt is an online learning platform with ready-to-use content for life sciences, nursing, and medicine. Lt video (UCL login required). Find out more about Lt
• LearnSci: Transformative digital tools for science educators. Outstanding learning experiences for students. LearnSci video (UCL login required). Find out more about LearnSci

Friday 15 July: Reading, writing and annotating

• Talis Elevate: Build conversation within your content and give your students a voice. Talis Elevate video (UCL login required). Find out more about Talis Elevate
• Hypothesis Make your course readings more active, visible, and social by engaging your students in social annotation. Hypothesis video (UCL login required). Find out more about Hypothesis
• UCL Reflect: UCL Reflect is provided to allow students and staff to use blogging for teaching and learning purposes. UCL Reflect video (UCL login required). Find out more about UCL Reflect