Digital Education team blog
  • We support Staff and Students using technology to enhance education at UCL.

    Here you'll find updates on institutional developments, projects we're involved in, updates on educational technology, events, case studies and personal experiences (or views!).

    Subscribe to our elearning newsletters.

  • Subscribe to this blog

  • Meta

  • Tags

  • Creative Commons Licence

  • A A A

    Archive for the 'Nataša’s Notes' Category

    ABC (Arena Blended Connected) curriculum design

    By Natasa Perovic, on 9 April 2015

    (For latest news about ABC LD, visit ABC LD blog)

    The ABC curriculum design method is a ninety-minute hands-on workshop for module (and programme) teams. This rapid-design method starts with your normal module (programme) documentation and will help you create a visual ‘storyboard’. A storyboard lays out the type and sequence learning activities required to meet the module’s learning outcomes and how these will be assessed. ABC is particularly useful for new programmes or those changing to an online or a more blended format.

    The method uses an effective and engaging paper card-based approach based on research from the JISC* and UCL IoE**. Six common types of learning activities are represented by six cards. These types are acquisition, inquiry, practice, production, discussion and collaboration.

    learning_types_all_cards

    The team starts by writing a very short ‘catalogue’ description of the module to highlight its unique aspects. The rough proportion of each type is agreed (e.g. how much practice, or collaboration) and the envisaged blend of face-to-face and online.

    curriculum_cards_m

    Next the team plan the distribution of each learning type by arranging the postcard-sized cards along the timeline of the module. With this outline agreed participants turn over the cards. Each card lists online and conventional activities associated with each learning types and the team can pick from this list and add their own.

    workshop team selecting activities

    The type and range of learner activities soon becomes clear and the cards often suggest new approaches. The aim of this process is not to advocate any ‘ideal’ mix but to stimulate a structured conversation among the team.

    Participants then look for opportunities for formative and summative assessment linked to the activities, and ensure these are aligned to the module’s learning outcomes.

    assessment

     

    The final stage is a review to see if the balance of activities and the blend have changed, agree and photograph the new storyboard. graph_s

    The storyboard can then be used to develop detailed student documentation or outline a Moodle course (a module in Mooodle).

     

    curriculum_final

    The ABC team is developing a program-level version based on the Connected Curriculum principles.

    Participants’ thoughts about ABC curriculum design workshop:

     

    For questions and workshops contact Clive and Nataša cy_np

     

    More:

    References:

    *Viewpoints project JISC

    **UCL IoE: Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

     

    Video competition showcasing students’ research

    By Natasa Perovic, on 9 January 2015

     

    All UCL Faculty of Brain Sciences Masters students were invited to submit a two-minute video that summarised their research. The aim of the competition was to showcase the high quality research being conducted by Masters students and to provide an opportunity for students to develop the necessary skills to make their research accessible to the public.

    Students were instructed to answer the following:

    What is your research question?
    What have you found in relation to your question?
    Why is it important?

    The entries were of a  high standard and demonstrated the excellent work taking place across the faculty. Four students particularly impressed the panel of judges with their ability to communicate their message in a clear and engaging manner.

    The winners of our first Masters Video Competition are:

    1st place:

    Tara Brah (MSc Biology of Vision, supervised by Prof Shin-ichi Ohnuma). How do we make the third eye?

     

    2nd place:

    Giulia Borghini (MSc Cognitive Neuroscience, supervised by Prof Vince Walsh and Dr Marinella Cappaletti). Alpha stimulation effects on working memory and inhibitory abilities in elderly

     

    Highly Commended:

    Nathan Hayes (MSc Developmental Neuroscience and Psychopathology, supervised by Dr Helena Rutherford). The Impact of Maternal Substance Use on Neural Processing of Social and Non-social Feedback

     

    Highly Commended:

    Seray Ibrahim (MRes Speech, Language and Cognition, supervised by Dr Michael Clarke and Dr Duncan Brumby).   Involving child communication aid users in the development of communication aids

    More information:  Poster about the competition http://www.ucl.ac.uk/slms/education/education-domain/documents/posters/video_competition_showcasing_research.pdf by Dr Jennifer Rodd and Dr Alex Standen

    Teaching innovation and technology enhanced learning at UCL School of Pharmacy

    By Natasa Perovic, on 15 December 2014

    technology enhanced learning UCL pharmacy
    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

    BoB (Box of Broadcasts) National

    By Natasa Perovic, on 1 November 2014

    How are you getting on with BoB?

    BoB is Learning on Screen’s on demand TV and radio service for education. This academically-focused system allows staff and students to record programmes from over 65 free-to-air channels, and search BoB’s extensive archive.

     

    Logging in

     

    Searching for content

    Requesting programmes

    Using embed codes

    Using with PowerPoint

    Importing your clips and playlists

    Accessing BoB reports

    Setting user preferences

    Issue reports and laternative bradcasts

    To access BoB, log in with your UCL user details http://bobnational.net/

    BoB user guide http://bobnational.net/faq

    Have you met BoB?

    By Natasa Perovic, on 9 October 2014

    Box of Broadcast

    Box of Broadcast

    BoB (Box of Broadcasts) National is an innovative shared online off-air TV and radio recording service for UK higher and further education institutions.

    Staff and students can record programmes from 65+ TV and radio channels.  The recorded programmes are kept indefinitely in an media archive, which currently stores over 2 million programmes and are shared by users across all subscribing institutions. The archive also includes searchable transcripts and one click citation referencing.
    The recordings can be set before or after the broadcast (30 day recording buffer). The programmes can be edited into clips and shared with others. They can also be embedded into Moodle.
    To start using BoB, log in with your UCL user details http://bobnational.net/

    E-Learning Development Grant Winners 2014

    By Natasa Perovic, on 7 August 2014

     The winning bids for E-Learning Development Grants (ELDGs) 2014/15  have been selected. 

    Congratulations to all!

    Applicant(s)

    Department

    Summary title

    Alan Parkinson, Lynsie Chew, Jim Berry Management Science & Innovation Using e-voting Data and Feedback to Steer Teaching and Learning
    Kevin Kiernan Management Science & Innovation Multi-part Mixed Media Questioning For Objective Formative Assessment
    Antonis Bikakis; Anne Welsh; Simon Mahony; Charlie Inskip Department of Information Studies LOBD: Linked Open Bibliographic Data: creating an open, linked and interactive educational resource for bibliographic data
    David Bowler Physics & Astronomy Investigating IPython notebook servers for teaching physics
    Michael Clarke & Chris Donlan Developmental Science Evaluation of a new blended learning programme
    Nicole Johnston LIS – Social and Historical Sciences – UCL Qatar Using Lecture Capture to flip the classroom for students who speak English as a foreign or second language
    Sarah Warnes Management Science & Innovation Using scenario and action-based blended learning to engage and motivate students in a large cohort
    Adam Liston UCL Institute of Neurology Distance Learning Neuroanatomy Workshops – development of an online resource
    Amit Batla UCL Institute of Neurology Interactive case based instructional methodology in clinical neurology
    Daven Armoogum Physics & Astronomy The Custom Analysis Toolkit
    Gesine Manuwald Greek and Latin Artefacts from the Petrie Museum in Greek and Latin classes

     

    E-LEARNING DEVELOPMENT GRANTS (ELDG)