X Close

Digital Education team blog

Home

Ideas and reflections from UCL's Digital Education team

Menu

Archive for the 'Our Views' Category

Tutor’s experience of using UCL Reflect with students

Karen A MShackleford-Cesare12 February 2020

About Reflect and its User Group

Reflect, UCL’s educational blogging platform, has now had its first birthday and the Digital Education team are delighted that staff from across UCL have enthusiastically taken up the challenge of asking their students to blog, or produce other kinds of online assessment on Reflect.

Digital Education initiated the Reflect User Group (RUG) with its first face-to-face event on Thu December 12th, 2019 from 2-4PM. It was an informal ‘show ‘n tell’ opportunity for staff users of Reflect to compare and contrast their experience of using this tool in their teaching practice. Curious non-users were also welcome as we sought to expand its use to enhance teaching and learning.

We had intended to have the first RUG event in the Spring term, but Reflect user and Russian tutor in SSEES, Maria Sibiryakova asked us to step on the gas (accelerator) to make it happen sooner rather than later. She was very keen to meet fellow Reflect users, exchange ideas and learn of/from their experience and practice.

The tutor experiences showcased

The event showcased the experience of four teaching colleagues who used Reflect in the following ways (click on the bar for more):

  • “Reflect as a portfolio tool” –

    Ros Walford, Lecturer and Maria HadjisoterisSenior Teaching Fellow, IoE

    Reasons for use

    • For students to develop a reflective e-portfolio of their practice whilst on placement
    • To facilitate more "back and forth" between teacher and student than was possible with the paper-based portfolio because it can be accessed online at any time.
    • To eliminate the administrative overhead that managing paper binders incurred.

    Outcomes

    • A template was designed that had all the required sections and included guidance to students on adding content. Hence, each student received the same portfolio structure.
    • Self-instructional video was created to get students up and running with their portfolio, which was effective and reduced the need for face-to-face sessions.

  • "Portfolio assessment using the Reflect platform" –

    Hilary McQueen, Lecturer, IoE

    Reasons for use

    • For students to develop a reflective e-portfolio of their practice whilst on placement
    • To facilitate more "back and forth" between teacher/mentor and student than was possible with the paper-based portfolio because it can be accessed online at any time.
    • To eliminate the administrative overhead that managing paper binders incurred.

    Outcomes

    • A template was designed that had all the required sections and included guidance to students on adding content. Hence, each student received the same portfolio structure.
    • The portfolio template has tabs that usefully break down the requirements for students.
    • It was possible to facilitate access to students e-portfolios by non-UCL staff mentors in the schools where UCL students were doing their placements.

    Wish list

    • A way to check progress – some kind of automatic system that shows what has been done and what is new, and ideally what has been checked as we have to keep separate records, which is very time consuming.

    What I would do differently

    • I would create a table for the observation form and insert ready for use.
    • We would book a computer room and go through how to use Reflect.
    • I would introduce Reflect (now I know how to use it) and ensure that other staff members were there, too.
    • Have a test blog that everyone could add something to (say), just to practice.
  • “Reflect for science blog assessments and showcase portfolios” –

    Nephtali Marina-Gonzalez, Principal Teaching Fellow, Medical Sciences 

    Reasons for use

    • The Department wanted to replace of traditional assessment methods with coursework activities designed to engage students in the research carried out in the Division of Medicine inline with the aims of the Connected Curriculum.
    • To give Year 1 students an opportunity to create a public-facing output that showcased the research done at UCL and their understanding of it in terms suited for a lay audience. 

    Outcomes

    • Students found this activity more engaging that last year’s traditional single answer question (SAQ) exam and general feedback from the students was very positive.
    • There was a significant increase in marks for their blogs across the board relative to past exam grades, (namely, 71.4 +/- 6.1 blogs vs 56.1 +/-15 SAQ). 
    • Students were able to appreciate the importance of broad public engagement to their learning process. One student said:
    “If you can’t explain something simply, you don’t really understand it”.

    For Neph's 5 top tips more about his experience with Reflect peruse his case study and interview

    Wish list

    • Better marking tools that were integrated with Moodle.

    What I'd do differently

    • Give the students several examples of what is expected of them.
    • Invite UCL's Copyright officer to give a lecture to on copyright issues.
    • Utilise the Open tool kit for students that Digital Education's Leo Havemann and Samantha Ahern are developing.
    • Students found communicating scientific concepts in lay terms particularly challenging so the target audience of the blogs will be adjusted according to the level of expertise of the students.
    • Build on our use of Reflect to have our students use it to create a 'showcase portfolio' that will trace their progress and achievement throughout their degree.
  • “The Use of Blogs in Developing Writing Skills in Russian” –

    Maria Sibiryakova, Senior Teaching Fellow, SSEES

    Reasons for use

    • For students to create a language portfolio, which serves as an ipsative form of assessment. They contribute to it regularly and can get feedback from peers and externals as well as their tutor that feeds forwards into their next post.
    • To motivate students  to write more in Russian by:
      • Providing an external audience for their work, not just their tutor
      • Enabling them to see and comment on each other's work – peer review
    • To prompt students to take responsibility for what they write both the:
      • Content they create
      • Language they use

    Outcomes

    • Students were less likely to submit a draft
    • This new form of assessment was as effective as traditional methods, e.g. exams
    • Students developed transferrable digital skills through their use of WordPress

    Wish list

    • Ability for students to see the number of views their posts have had
    • Would like Reflect to have more support for marking
    • To eliminate the need for Turnitin, Plagiarism as a trust issue

    What I'd do differently

    • Incorporate training on academic integrity
    • Include a copyright statement and seek guidance/support from the UCL library.

    For more view Maria's presentation slides.

     

Reflect user support

Krystyna Huszcza, Senior IT Trainer, Digital Education, ISD 

Runs a hands-on workshop at basic/introductory level at least twice per term that is open to all staff and students. No prerequisites are required beyond an assumed comfort level with using word processors and browsers. The course description is presented below and you can find and book a place on the next workshop on the Digital Skills Development at IOE – Course Bookings page.

[Note: Staff wanting to arrange demonstrations or hand-on training for their students (and/or colleagues) at specific times should email digi-ed@ucl.ac.uk].

Blogging/WordPress: Blogging with Reflect (WordPress-based)

UCL Reflect is UCL’s new educational blogging service allowing students and staff to use blogging for teaching and learning. It is in fact a WordPress platform called CampusPress which offers access to many WordPress themes and plug-ins. See: UCL Blogging Service for more information about the Reflect service.

Individual blogs can be requested by staff or students. Teachers can request a Class blog to use with their students in teaching or for assessment. To request a Reflect blog please use the online form available from our wiki page: Requesting a blog

This introductory session will focus on the basics of working with an individual blog and aims to build your confidence for posting blogs and managing your account. It assumes you have very little or no previous WordPress experience. The session will cover many of the basics skills, introduce you to one or two advanced tools/features and point you in the right direction for further training and resources. Topics covered will include:

  • Navigating Reflect
  • Creating posts
  • Formatting text
  • Working with images
  • Scheduling a time to publish posts and reverting to draft status
  • Versions
  • Categories and Tags
  • Themes
  • Widgets in sidebar
  • Pages and Menus
  • What are plugins?
  • Privacy
  • Useful settings and customisations

EARLY BOOKINGS REQUIRED: Please note that bookings for this course are only open until 4 days prior to the course to allow for time for a UCL Reflect blog to be created for you to use in the training session.

If you wish to create a Reflect blog well in advance of the session you may request one by completing the online form found on UCL's Reflect wiki page: Requesting a blog.

One of the things we had hoped to have time for at the meeting was to discuss how the RUG can be most useful to members. Although due to lively Q&A, we didn’t end up getting to that topic, we still want to hear your views on this. Hence, please let us know via our online form. All in all, we think the format of this meeting worked well and we intend to repeat it in the next few months.

Looking forward to the next User Group meeting, we are hoping once again to hear from staff with a range of use-cases for Reflect. Issues which we know people are working on include assessment criteria for Reflect blogs and sites, doing group work on Reflect, and comparing Reflect with MyPortfolio. Of course, if you would like to speak, or hear about particular things please complete this online form, we’ll be notified and get in touch.

Reflect’s Hall of Mirrors

SamanthaAhern31 January 2020

Reflect is UCL’s educational blogging service. It is a WordPress-based platform, hosted by CampusPress. Although Reflect is the educational blogging service, it can be utilised in a number of different ways by both staff and students for teaching and learning purposes. The flexibility of the WordPress platform enable Reflect sites to be structured in any of the following ways, as both individual and class sites:

  • As a traditional blog
  • As a website built from a number of static pages
  • As a website built from a number of static pages with an incorporated public or private blog

In addition these sites can be public, private or accessible to a selected group of users.

Why use Reflect for teaching and learning?

Reflect can be used to support all six dimensions of the Connected Curriculum:Connected Curriculum framework diagram

  1. Students connect with researchers and with the institution’s research.
  2. A through-line of research activity is built into each programme.
  3. Students make connections across subjects and out to the world.
  4. Students connect academic learning with skills for the workplaces.
  5. Students learn to produce outputs – assessments directed at an audience.
  6. Students connect with each other, across phases and with alumni.

 

Reflect could be incorporated into teaching and learning, including assessment in the following ways.

Traditional blogs could be used to:

Example activity: Connected Curriculum Dimension:
Reflect on readings throughout a module or course 1, 2, 4
Maintain a reflective journal e.g. of teaching practice experience 2, 3, 4
Maintain a lab notebook or project journal 1, 2, 4
Produce a short form essay linking learning to current affairs 1, 3, 4

Websites could be used to:

Example activity: Connected Curriculum Dimension:
Co-produce a website on a set topic for a specified audience 1, 3, 4
Produce a showcase portfolio of work 4
Produce an open resource for specified audience 3, 4, 5
Facilitating a citizen science project 1, 2, 3, 4, 5, 6

Websites with blogs could be used to:

Example activity: Connected Curriculum Dimension:
Create an evidence portfolio for professional practice and  maintain a reflective journal 1, 2, 3,  4, 5
Create a website to share research project outcomes and maintain a project journal / notebook 1, 2, 4, 5

For a discussion on the use of UCL Reflect for the creation of portfolios, please see: Creating digital portfolios

How is Reflect being used for teaching and learning?

Since its launch Digital Education have sought to work with colleagues from across the institution to support the use of Reflect for teaching and learning, enhancing their digital pedagogy toolkit and the student experience.

To date, two events have been held to showcase the use of Reflect and to facilitate knowledge exchange between colleagues who are currently using and would like to use Reflect.

The first event organised by colleagues in the Arena Centre for research-based education, the Showcase Portfolio event, was held in the North Cloisters on 28 May 2019. The aim of this event was to provide students and staff with an opportunity to see examples of how blogging can be used for educational, professional and personal purposes.

This event was preceeding by a blog post and a case study where colleagues shared how they were using Reflect with their students:

The second event, Teaching and Learning with Reflect, was held in the Christopher Ingold Building on 12 December 2019. At this event staff shared their experiences of using Reflect for teaching and learning with their respective cohorts.

For a  write-up of the event please see: Tutor’s experience of using UCL Reflect with students

More information about UCL Reflect, including FAQs, can be found in the Reflect Blogging Resource Centre. In addition, you may wish to join the Reflect User Group on Microsoft Teams. In this team, colleagues across the institution share news, experiences and related readings to the use of UCL Reflect.

 

 

 

 

Inspiration – Great News – It has been saved!

Michele CFarmer29 January 2020

I have heard that Inspiration mind mapping software has been bought by another company and will be continued.

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.

ABC Learning Design Update

CliveYoung19 December 2019

ABC is the effective approach to curriculum (re)design, developed at UCL four years ago and now used widely not only at UCL but across the HE sector. Well over a thousand colleagues have now had a chance to participate in an ABC workshop. For those still unfamiliar with this ‘sprint’ approach, programme and module teams take part in an engaging hands-on ‘design sprint’ workshop, usually facilitated by UCL Digital Education. In just 90 minutes using a game format, teams collaborate to create a visual ‘storyboard’ outlining the type and sequence of blended and online activities required to meet the module’s learning outcomes. Assessment, cross-programme themes and institutional policies such as the Connected Curriculum can all be integrated according to the needs of the programme/module.

After running pilots in the 2014-15 academic year, ABC was launched as a service in 15-16 and has enjoyed steady growth in numbers of modules (re)designed per annum. As part of UCL’s 2016-21 Educational Strategy we committed to work with 250 modules by 2021. We have nearly reached this already, not counting workshops run by UCL academic colleagues.

Word of ABC soon spread beyond UCL especially as we provide workshop materials for free download. In 2016-18 we were funded by HEFCE Catalyst to both evaluate the ABC method and develop these materials onto a downloadable ABC Toolkit to help other institutions run their own workshops. We ran demos at several JISC Connect More events, ALT-C and international conferences and as a result ABC is now a familiar UCL ‘brand’ in the UK and beyond.

90% of ABC participants surveyed in the HEFCE project agreed their experience was positive and 71% that the workshop enabled them to enhance the curriculum. Many follow-up interviewees commented on the ‘buzz’ in the room and enjoyment of the workshops:

it’s just a fun workshop so it’s colourful, it’s paper based, you’re moving things around and you’re feeling things, people are excited, if there are tutors and there are many of those who actually have a fear of technology type things, well they don’t have to worry about it in a workshop like this, …  it’s alive, you can see it; people are talking and it’s great to see that….

In parallel we have run the workshops for 16 fellow-members of the League of European Research Universities, including at Edinburgh, Oxford, Imperial, Trinity College Dublin, Amsterdam, Copenhagen and the Sorbonne. This networking led to the current Erasmus + project ‘ABCtoVLE’ (2018-2020) investigating both how institutions localise ABC and link it to their online learning environments. This year the UCL Digital Education team have also run workshops by invitation in Warsaw, Zurich, Geneva, Reykjavik and even as far afield as Auckland and Sydney.

The global interest in UCL’s learning design method is wonderful but hard to keep up with, so next year we will focus more on building a sustainable network.

Dynamic teaching using Active Learning Platform tools

Janice K MKiugu22 November 2019

Active learning refers to any learning activity which involves the active participation of the student and it’s not a new idea – Active learning: Quick guide

Beetham H. (2007) notes that  students learn more effectively when they:

  • are active;decorative
  • are motivated and engaged;
  • can bring their existing capabilities into play;
  • are appropriately challenged;
  • have opportunities for dialogue;
  • receive feedback;
  • have opportunities for consolidation and integration.

There are a wide range of learning technologies that can help support the process of active learning. Among those available to UCL staff are the engagement tools within Lecturecast. Staff don’t need to be using Lecturecast for recording to take advantage of these tools. Existing presentations such as PowerPoint slides can be uploaded, and interactive elements e.g. polling slides easily added.

Before, during or after the delivery of the lecture, students are be able to:

  • Flag confusing content;
  • Bookmark slides they may want to revisit during their revision;
  • Take notes – these are personal and only visible to the specific students. Students can later download these notes;
  • Ask questions and engage in discussions;
  • Respond to interactive question slides.

Staff are able to:

  • Deliver lectures with interactive question slides thus making classroom sessions more engaging;
  • View points in the lecture where students may have been confused;
  • View questions raised in class and respond to these either during or after the lecture;
  • Generate in class discussion while lecturing or after the lecture;
  • After the lecture, view student engagement with lecture slides and recordings;

To find out more or to organise bespoke training for teaching staff in your department/programme team, please contact Digital Education: digi-ed@ucl.ac.uk

Useful links

References

Beetham, H. (2007) ‘An approach to learning activity design’, In: Beetham, H. and Sharpe, R., Eds. Rethinking pedagogy for a digital age: designing and delivering e-learning, Abingdon: Routledge. (pp 26-40.)

Higher Education Academy and Centre for Materials Education, 2008, ‘Active Learning’, Higher Education Academy, available from https://www.advance-he.ac.uk/knowledge-hub/active-learning-quick-guide , last accessed 21st November 2019