What’s on offer ISD Digital Skills Development Team has released new dates for Term 1. Most of our sessions will be offered remotely using Microsoft Teams.  See our latest schedule below. We are offering a wide range of courses covering Stata, Unix, Microsoft apps (including Teams, OneNote, and Sway), and much more. Highlights include the following brand new additions: DSD: PowerPoint for researchers (Windows) DSD: Software for success: Survey tools  DSD: Design an impactful research poster using UCL templates   DSD: An introduction to free graphic design tools  DSD: In a nutshell: Git version control DSD: How to look after your health at the computer

How to book

Please ensure you are using Desktop@UCL or the UCL VPN when booking.

Prizes to be won!

We have new monthly term-time prizes to be won by staff and students who attend and evaluate our courses.  All you have to do to be in the running to win £20 ‘Love to Shop’ Gift Voucher is complete one of our training sessions, and submit our course evaluation form. The evaluation form should take no more than 1 minute to complete. Good luck!

Find out more

For more information on how to book and join a session on the day, please visit our Practical Course Information page.

Drop-ins

We are also hosting our usual weekly drop-in sessions remotely and face-to-face for those who would like individual support on a specific issue. The dates and times of the sessions, along with the joining link, are available in our ISD Digital Skills Development Moodle course.

More digital skills development opportunities…

Learn online with a vast range of high-quality video-based courses from LinkedIn Learning.  These cover technical skills but also business, personal and creative skills as well.  Visit the UCL LinkedIn Learning page to find out more.

DigiLearn Online is a library of online videos which covers UCL IT essentials. Topics include remote connectivity, data storage essentials, Microsoft Office 365 applications, and much more. Visit the DigiLearn Online webpage to access the video guides.

Latest schedule

Start Date	Start Time	End Time	Session Title	Venue
11/10/2022	14:00	15:00	DSD: An Introduction to R with Rstudio – Part 1 (Remote classroom)	This session will take place via an online teaching platform
11/10/2022	10:00	11:15	DSD: Microsoft Teams Introduction (Prerequisite Course for Advanced Workshops)	This session will take place via an online teaching platform
11/10/2022	10:00	11:00	DSD: Mentimeter for Continuous Module Dialogue (CMD)	This session will take place via an online teaching platform
12/10/2022	10:00	11:00	DSD: Pivot tables in Excel – Demo	This session will take place via an online teaching platform
12/10/2022	15:00	16:00	DSD: Inspiration: Mind mapping tool – an overview demo	This session will take place via an online teaching platform
13/10/2022	14:00	16:00	DSD: Software for success: Data analysis & statistical tools	This session will take place via an online teaching platform
13/10/2022	10:00	11:00	DSD: Word tips and tricks	This session will take place via an online teaching platform
14/10/2022	10:00	11:00	DSD: Getting Started with Stata – Part 1 (Orientation and materials)	This session will take place via an online teaching platform
18/10/2022	14:00	16:00	DSD: An Introduction to R with Rstudio – Part 2 (Remote classroom)	This session will take place via an online teaching platform
18/10/2022	14:00	15:30	DSD: Microsoft Teams Workshop 1: Beyond Basics Overview	This session will take place via an online teaching platform
18/10/2022	10:00	11:00	DSD: Planning a short film	This session will take place via an online teaching platform
19/10/2022	10:00	11:30	DSD: Creating accessible PowerPoint presentations	This session will take place via an online teaching platform
19/10/2022	14:00	15:00	DSD: Excel tips and tricks	This session will take place via an online teaching platform
19/10/2022	TBC	TBC	DSD: Excel Essential Skills – WORKSHOP 1	Campus-Based
25/10/2022	10:00	11:00	DSD: Filming advice for a short film	This session will take place via an online teaching platform
20/10/2022	10:00	11:30	DSD: VLookup in Excel – workshop	This session will take place via an online teaching platform
21/10/2022	10:00	12:00	DSD: Getting Started with Stata – Part 2 (Using Stata)	This session will take place via an online teaching platform
25/10/2022	10:00	11:45	DSD: Pivot Tables in Excel – Workshop	This session will take place via an online teaching platform
25/10/2022	14:00	16:00	DSD: An Introduction to R with Rstudio – Part 3 (Remote classroom)	This session will take place via an online teaching platform
25/10/2022	12:00	13:00	DSD: Inspiration: Mind mapping tool – an overview demo	This session will take place via an online teaching platform
26/10/2022	15:00	16:00	DSD: How to look after your health at the computer	This session will take place via an online teaching platform
26/10/2022	12:00	13:00	DSD: Software for Success: Winning with charts	This session will take place via an online teaching platform
26/10/2022	10:00	11:00	DSD: Sway, Microsoft’s modern presentation tool – Demo	This session will take place via an online teaching platform
27/10/2022	10:00	11:30	DSD: Microsoft Teams Workshop 2: Managing & Participating in Meetings	This session will take place via an online teaching platform
27/10/2022	10:00	11:00	DSD: Podcasting made easy	This session will take place via an online teaching platform
28/10/2022	10:00	12:00	DSD: Getting Started with Stata – Part 3 (Scripting techniques)	This session will take place via an online teaching platform
01/11/2022	14:00	16:00	DSD: An Introduction to R with Rstudio – Part 4 (Remote classroom)	This session will take place via an online teaching platform
01/11/2022	14:00	15:30	DSD: XMind mind mapping tool – workshop	This session will take place via an online teaching platform
02/11/2022	10:00	12:00	DSD: Software for success: Survey tools	This session will take place via an online teaching platform
02/11/2022	10:00	11:15	DSD: Basic image editing using free tools – demo	This session will take place via an online teaching platform
02/11/2022	14:00	15:30	DSD: Microsoft Teams Workshop 3: Document Management and Collaboration	This session will take place via an online teaching platform
02/11/2022	14:00	15:00	DSD: Excel Essential Skills – WORKSHOP 2	Campus-Based
03/11/2022	11:00	12:00	DSD: Read&Write: Text-to-speech software – an overview	This session will take place via an online teaching platform
03/11/2022	10:00	11:00	DSD: LaTeX: Demo of Overleaf	This session will take place via an online teaching platform
03/11/2022	14:00	15:00	DSD: Software for success: Writing tools	This session will take place via an online teaching platform
03/11/2022	10:00	11:00	DSD: Best practice for video captions and transcripts	This session will take place via an online teaching platform
04/11/2022	10:00	12:00	DSD: Getting Started with Stata – Part 4 (Modelling and reporting)	This session will take place via an online teaching platform
08/11/2022	12:00	13:00	DSD: Introduction to REDCap for research – demo and Q&A	This session will take place via an online teaching platform
08/11/2022	10:00	17:00	DSD: Introduction to Matlab	Campus-Based
08/11/2022	14:00	15:00	DSD: Creating Infographics using free web-based tools	This session will take place via an online teaching platform
08/11/2022	10:00	11:00	DSD: Introduction to stop motion animation	This session will take place via an online teaching platform
09/11/2022	12:00	13:00	DSD: Software for success: Working with Bibliography and Citation Apps	This session will take place via an online teaching platform
09/11/2022	10:00	11:45	DSD: OneNote – Workshop	This session will take place via an online teaching platform
10/11/2022	10:00	17:00	DSD: Introduction to Matlab	Campus-Based
10/11/2022	10:00	11:30	DSD: Sway, Microsoft’s modern presentation tool – Workshop	This session will take place via an online teaching platform
10/11/2022	10:00	11:00	DSD: Record a narration over your PowerPoint on a PC	This session will take place via an online teaching platform
11/11/2022	10:00	17:00	DSD: Getting Started with Stata – (Campus based)	Campus-Based
15/11/2022	14:00	16:00	DSD: Data Visualization in R with ggplot2	This session will take place via an online teaching platform
15/11/2022	14:00	15:30	DSD: Styles and table of contents in Word – Workshop	This session will take place via an online teaching platform
15/11/2022	14:00	15:00	DSD: Explore the potential of UCL Mediacentral	This session will take place via an online teaching platform
16/11/2022	17:00	20:00	DSD: An Introduction to R with Rstudio (Campus-based)	Campus-Based
16/11/2022	10:00	11:00	DSD: Microsoft Forms Demo	This session will take place via an online teaching platform
16/11/2022	14:00	15:00	DSD: Word tips and tricks	This session will take place via an online teaching platform
16/11/2022	14:00	15:00	DSD: Excel Essential Skills – WORKSHOP 3	Campus-Based
17/11/2022	14:00	16:00	DSD: Getting Started with SPSS	This session will take place via an online teaching platform
17/11/2022	10:00	11:15	DSD: Microsoft Teams Introduction (Prerequisite Course for Advanced Workshops)	This session will take place via an online teaching platform
22/11/2022	12:00	13:00	DSD: In a Nutshell: Git version control	This session will take place via an online teaching platform
22/11/2022	15:00	16:00	DSD: Read&Write: Text-to-speech software – an overview	This session will take place via an online teaching platform
22/11/2022	10:00	11:30	DSD: Creating accessible Word documents	This session will take place via an online teaching platform
22/11/2022	14:00	15:30	DSD: Getting Started with Markdown	This session will take place via an online teaching platform
22/11/2022	10:00	11:00	DSD: Excel tips and tricks	This session will take place via an online teaching platform
22/11/2022	14:00	15:30	DSD: OneDrive for sharing files	This session will take place via an online teaching platform
22/11/2022	14:00	15:00	DSD: Design an impactful research poster using UCL templates	This session will take place via an online teaching platform
23/11/2022	17:00	20:00	DSD: An Introduction to R with Rstudio (Campus-based)	Campus-Based
23/11/2022	10:00	11:30	DSD: Microsoft Teams Workshop 1: Beyond Basics Overview	This session will take place via an online teaching platform
24/11/2022	12:00	13:00	DSD: PowerPoint for researchers (Windows)	This session will take place via an online teaching platform
24/11/2022	14:00	16:00	DSD: Getting Started with SPSS	This session will take place via an online teaching platform
28/11/2022	14:00	15:45	DSD: Pivot Tables in Excel – Workshop	This session will take place via an online teaching platform
29/11/2022	14:00	16:00	DSD: Intermediate statistics with Excel 2016	This session will take place via an online teaching platform
29/11/2022	14:00	15:15	DSD: Basic image editing using free tools (Demo)	This session will take place via an online teaching platform
30/11/2022	14:00	16:00	DSD: Better Tables in R	This session will take place via an online teaching platform
30/11/2022	10:00	11:30	DSD: Sway, Microsoft’s modern presentation tool – Workshop	This session will take place via an online teaching platform
01/12/2022	10:00	11:45	DSD: Charting with Excel	This session will take place via an online teaching platform
01/12/2022	12:00	13:00	DSD: In a Nutshell: Excel functions we should all know	This session will take place via an online teaching platform
01/12/2022	14:00	16:00	DSD: Format your Thesis (Windows)	This session will take place via an online teaching platform
02/12/2022	14:00	17:00	DSD: Scripting Stata’s new Tables and Collections	Campus-Based
06/12/2022	10:00	11:30	DSD: Microsoft Teams Workshop 2: Managing & Participating in Meetings	This session will take place via an online teaching platform
06/12/2022	14:00	15:00	DSD: Make a short film with your iPhone	This session will take place via an online teaching platform
07/12/2022	10:00	11:30	DSD: Photo editing with Pixlr X – Workshop	This session will take place via an online teaching platform
08/12/2022	14:00	16:00	DSD: Advanced statistics with Excel 2016	This session will take place via an online teaching platform
08/12/2022	10:00	11:30	DSD: Creating accessible PowerPoint presentations	This session will take place via an online teaching platform
09/12/2022	10:00	17:00	DSD: Think like a computer programmer	Campus-Based
13/12/2022	14:00	15:30	DSD: Creating accessible Word documents	This session will take place via an online teaching platform
13/12/2022	14:00	15:30	DSD: VLookup in Excel – workshop	This session will take place via an online teaching platform
13/12/2022	14:00	15:00	DSD: An introduction to free graphic design tools	This session will take place via an online teaching platform
14/12/2022	14:00	16:00	DSD: Kick-starting your literature review	Campus-Based
15/12/2022	10:00	12:00	DSD: Data Manipulation in R with Rstudio	This session will take place via an online teaching platform
15/12/2022	10:00	11:30	DSD: Microsoft Teams Workshop 4: Forms Polling in Channels, Chats and Meetings	This session will take place via an online teaching platform
16/12/2022	12:00	13:00	DSD: In a Nutshell: Starting a Nvivo Project	This session will take place via an online teaching platform

https://www.futurelearn.com/courses/blended-learning-getting-started

Managing the ambitious Ufi-funded MOOC project that is Blended Learning Essentials has required a leap of imagination. Back in May, we had no video, no scripts, no quizzes, no Padlets, no glossary, no crib sheets, no Digital Champions, no flyers, no tweets, no conference keynotes, nothing built on the FutureLearn platform. Diana Laurillard and Neil Morris had expressed a desire for video of actual teaching with actual learners using actual blended learning techniques in actual colleges and actual private training providers. Where were we going to get that from? And to add some extra spice, by the time Suzanne Scott from Borders College had consulted teachers in the Vocational Education and Training sector to establish what we needed, it was the height of summer, and all the colleges were having a break.

Thankfully, we had a supremely talented team combining Evans Woolfe Media, who travelled the country interviewing, shooting and editing video, and University of Leeds Digital Learning Team who put it all together, and as if by magic we started to see a MOOC emerge. Meanwhile, Maren Deepwell from ALT was working tirelessly on planning a marketing campaign to beat all others, and plotting accreditation pathways for our learners to progress from the MOOC. In the background, Richard Nelson from Bradford College was assembling a force of Digital Champions to support the MOOC, and creating a plan for how they could do it.

I was working with further education teachers to make the crib sheets – including the brilliant Wendy Rogers, just retired from a glorious career at Croydon College, Phil Durrant, and my colleagues at UCL Institute of Education – Rebecca Wilson, Tim Neumann and Kit Logan, who also helped to bring them to life in our UCLeXtend Moodle course. Rachel Challen from Loughborough College was thinking about the best way to evaluate the course, and all our other partners in colleges and organisations (AELT, ETF, AOC, Tinder Foundation, NIACE, Sheffield College and Northern College) were contributing to videos and promoting the course to their members. So many people, so much enthusiasm, so much talent! Even so, it was an incredible challenge – six months to launch the first of our two MOOCs to transform the landscape of vocational education and training.

But finally it is a reality, and we have reached the end of week 1. It was a major feat from our end to be sure, but that was only ever half the story. The participants themselves are the main part of the picture. I am seriously impressed by the energy and insight of the contributions that everyone is making on and off the FutureLearn platform. I have never enjoyed a MOOC so much – the discussion is great. Obviously, it is my favourite subject, but even so – I have to stop myself spending all my time reading the comments, and following the links that people have posted. It is making me think that this project could really change things and it is great to have been a part of it.

Fully online courses, with non-matriculated learners, are classified as ‘digital services’ and their income is subject to VAT (currently 20%). This levy applies to the fees charged. You don’t have to add tax if you add teachers instead; but does it all add up?

Types of learners and courses

Let’s make the first point crystal clear – we’re talking about non-matriculated learners here.  These kind of courses are generally branded as CPD and Short Courses; anything offered which you learn online but do not become a registered student of that institution or provider.

The rules affect only fully online courses. If your course is face to face or blended / hybrid / mixed mode delivery, i.e. it has a face to face component, then tax does not apply. Your fully online course might also be known as distance learning – but it means there’s no physical fixed environment in which learners attend and they do not get awarded university credits or a degree.

Credit bearing degree or Face to face teaching = not taxed. 

E-services and Digital Services

There is a UK Gov definition of what constitutes as an ‘e-service’ or ‘digital service’. These are the terms the UK Government use when defining a broad catalogue of things ‘electronically supplied’. The definition of ‘electronically supplied’ “covers e-services which are automatically delivered over the internet, or an electronic network, where there is minimal or no human intervention” (Gov.uk). The definition is not comprehensive, and judgement is required from the provider. And I must add if you’re unsure please consult HMRC on Vat2015.contact@hmrc.gsi.gov.uk or your tax/financial/legal advisors.

Included on the Gov.uk site is a list of examples to help clarify what might be classified as an e-service, or digital service:

Service	e-service	Electronically supplied?	Covered by the new rules
Pdf document manually emailed by seller	Yes	No	No
Pdf document automatically emailed by seller’s system	Yes	Yes	Yes
Pdf document automatically downloaded from site	Yes	Yes	Yes
Stock photographs available for automatic download	Yes	Yes	Yes
Live webinar	No	No	No
Online course consisting of pre-recorded videos and downloadable pdfs	Yes	Yes	Yes
Online course consisting of pre-recorded videos and downloadable pdfs plus support from a live tutor	Yes	No	No
Individually commissioned content sent in digital form eg, photographs, reports, medical results	Yes	No	No
Link to online content or download sent by manual email	Yes	Yes	Yes

 

I think what’s important to note are the two above which are highlighted (and that apparently they are not classified electronically supplied – this bit is important).

The European Commission provides further clarification on the definition of a digital service in their ‘Explanatory notes on the EU VAT changes to the place of supply of telecommunications, broadcasting and electronic services that enter into force in 2015’ publication (EC – pg. 85).

There’s a lot to digest here, but their overview is:

‘Electronically supplied services’ as referred to in Directive 2006/112/EC shall include services which are delivered over the Internet or an electronic network and the nature of which renders their supply essentially automated and involving minimal human intervention, and impossible to ensure in the absence of information technology.

Emphasis added – but it helps make my point; if you’re running online courses just be cautious around full automation. This would be defined as a self-paced, self-assessed (or automatically assessed) course with no critical teacher-based human input (i.e. it’s not automated). The EC are pretty clear that their “explanatory notes are not legally binding and only contain practical and informal guidance about how EU law should be applied on the basis of the views of the Commission’s Directorate General for Taxation and Customs Union” (EC report – P1). Pretty reasonable; we need to interpret and not jump to incorrect conclusions.

My interpretation of digital services is there’s been a digital transformation to business this millennium and it is right that a TAX is applied to businesses profiting from this. I see it as if you’re selling  something, we want a slice of the profits to prop up the economy – and this is totally fair. For digital services I imagine it’s to do with scale; Apple iTunes can sell a [nearly] unlimited number of MP3 files, no problem. Professor Famous can’t teach an unlimited number of people, at some stage they’re going to crack, the quality will drop, the interactions fail, and something needs to change.

As the rules are interpretative it seems from the new guidance that if you provide human-based interaction between learners and teachers (or facilitators) then you’re less likely to be classified as a digital service. Surely it’s therefore better to not say ‘avoiding tax’ but instead ‘adding value’ by adding teachers?

Well, let’s try some simple calculations:

Income = course fees – expenses (I=C-E)

I run a course which teaches 20 people, they each pay £1000 (it’s pretty good)

Example A – Fully online course

• Fees = £20,000 (20 x £1,000)
• Expenses = £4,000 (Tax on income of £20,000)
• Income = £16,000 (£20,000 – £4,000)

Example B – Facilitated online course

• Fees = £20,000 (20 x £1,000)
• Expenses = £4,000 (paying a teacher)
• Income = £16,000 (£20,000 – £4,000)
• Bonus – someone just got paid £4,000 to teach 20 people something

Relax: There’s always tax

Tax is inevitable, and perfectly acceptable – we need it. The point is you could’ve weighed up paying a teacher instead and likely boosted the learning experience. In Example B less (or more) than £4,000 could’ve been paid to a teacher; so the net income is still reduced – but it’s gone somewhere else. The teacher will still pay some level of income tax, so let’s not get too far into an anti-tax agenda.

Also the fees could’ve also been much lower, but even at £100 each, the £400 spent on a teacher still seems like a solid investment. It does make checking your numbers a good idea; i.e. what’s a sustainable income required to keep this going / scale accordingly for projected fee:learner levels.

It’s not avoiding, or saving, it’s enhancing learning with teachers!

Learning with peers, and a teacher is a good thing. There is a vast array of data, research-informed evidence and general ‘feeling’ that teachers are needed. Quite frankly if teachers were not needed, they’d probably have been replaced by computers as quickly as possible. Obviously there is a place for self-directed and peer-to-peer learning; but that’s not the point I’m making – all that good stuff can still exist. This post is merely indicating the situation regarding tax and teaching. Take away the teacher, add the tax. It’s illogical, to a large extent.

 

Closing thoughts

If you’re offer online courses as a digital service, and paying VAT, you might just want to reflect on this. If you consider adding in a teacher; it’ll likely improve the dynamic, enhance the learning and maybe even save you some money. But also remember one other thing; this article is written by an expert in education and technology, not a tax advisor. If you take this as tax advice, you need to re-evaluate your sources of knowledge. You should then browse HMRC.org and GOV.UK and speak to experts! Also this post is not the view of UCL – and if it gets me in trouble it might disappear pretty quickly… 

I wrote this because I was genuinely surprised that tax is a variable factor for online courses. Tax is important, as is good education. I trust being slightly more informed you’ll make the right choices. I’d also welcome a debate on my interpretation of all this.

We built it, but would they come?

Designing an online course in e-learning for UCL staff has its uncertainties, mostly to do with the big question, is anyone actually going to turn up? The pressures on staff at a research intensive University are multiple and intense. Everyone is juggling so many competing priorities, that taking the time to learn about teaching with technology may be an aspiration never fated to turn into a reality.

We looked to the MOOC phenomenon for inspiration. If there is one thing MOOCs do well it’s publicity. They make the prospect of doing a course so easy and so enticing, that you can’t help but sign up. So we made our promo video and sat back and waited. We said to ourselves, if we get 30 people, that will be good, but of course, really we wanted more.

It was with some relief, therefore, when the self-enrolments started to trickle through. We passed the 100 mark fairly early, but we weren’t quite at 200 a day or so before the course was due to start. Never fear, however, because the enrolments didn’t stop. Currently UCL Arena Digital has 214 participants, and people continue to sign up.

Who were they and what were they doing?

Painstaking analysis reveals that there were 96 different UCL departments represented. The top 5 departments (by numbers of participants) appeared to be:

1. Dept of Managment Science & Innovation 11
2. IOE – Culture, Communication & Media 9
3. Dept of Security and Crime Science 8
4. Centre for Prep Studies – Astana 8
5. Centre for Languages & International Education 7

In addition to these figures, however, there were 15 people who came from different departments but who all had an affiliation with the UCL Institute of Child Health, and 23 people from the UCL Institute of Education. Honourable mentions too, to the Research Department of General Surgery, Institute of Ophthalmology, SELCS and IOE – Lifelong & Comparative Education, all with 5 representatives each. We had one person from UCL Australia.

During the Unit, we invited participants to watch some video tutorials and explore resources in a Lesson activity and a Book (both ways of presenting content in Moodle). Then we asked people to share some media they use in their teaching on a Padlet (which is a great, easy tool that resembles putting post-it notes on a virtual pin board). There was a glossary for participants to contribute to, and a discussion to take part in, and a final webinar to share experiences on the Thursday of the second week.

Click that link!

By Wednesday 18^th March, the Using Multimedia: A Moodle Lesson activity had 1246 views (including 242 tutor views). The Going Further with Multimedia: A Moodle Book resource had 1465 (including 71 tutor views). The Wall of Media (the Padlet) had been viewed 64 times, The Language of the Media Glossary had been viewed 327 times, and the discussion forum “When can the use of media enhance teaching and learning” had 544 views.

We were overjoyed at the enthusiasm of course participants. We have 16 entries in the Glossary now, spanning 5 pages, 34 posts on the Padlet Wall of Media, including some brilliant tutor-crafted screencasts and lots of great examples from participants’ teaching. The shared Practice space has been filling up too. That’s a blank Moodle course for participants to try out what they’ve learnt if they don’t have somewhere else to practice their skills. What is great about it, is that we can all see that learning has taken place, and it is an encouragement to everybody.

Now take a break …

Something else we learnt from MOOCs is that participation drops off sharply after the first week, and continues on a downward slope. It seems that everyone’s intention is good, and the enthusiasm can be sustained for so long, but, inevitably, all the other pressures of life get in the way once more. So, we thought, if we split the course into two week Units, with breaks in between, maybe that will keep people with us. And if you haven’t already enrolled, it means that you still can – and you have time to catch up before Unit 2 begins.

Unit 2 will start on April 13^th 2015 and will focus on Communication

So get ready for wikis, discussion forums, Twitter and more. If you ever thought of ditching the PowerPoint and doing something more interesting instead, then Unit 2 is for you.

Enrol here and see you all again very soon.

 

UCL’s new public-facing e-learning environment; UCLeXtend is ready and waiting for your ideas. Live since May 2013 it has attracted over 5000 learners and 23 courses. We revamped it in August 2014 and now it’s sitting pretty. But there’s a lot more to come, this is where you get involved. 

Note: this post is largely written for an internal audience, apologies to external readers – do contact us (details below) if you have an enquiry.

About UCLeXtend

For those who don’t already know, it’s a Moodle-based online platform which can cater for a wide range of courses. Its core capability is to advertise courses, attract/process registrations and provide an online space for learning and teaching. Do take a look for yourself – http://extend.ucl.ac.uk 

It can be used to support a range of ideas and activities and so far has been used for: 

• CPD
• Executive education
• Conferences
• Taster modules
• Research dissemination
• Mini-MOOCs
• Self-paced study. 

Some are free, others charge; some are open, others are closed/private. A few are fully online, and the majority support face to face activities. Around half are brand new – but others have been running for some time in other guises. Some are not even courses at all, and that’s OK too.  

In brief; UCLeXtend is/offers:

• Moodle based – get on the ground running;
• Open registration – you do not need a UCL computer account to be a UCLeXtend learner / delegate / participant / etc. Anyone can register with their own email / password combination.
• Payment processor – not everything in life is free, so UCLeXtend accepts most credit and debit cards (or the slower, pay-by-invoice option)
• Free course provider – some things in life are free, you don’t have to charge for your course
• Discounts and ‘bulk seats’ options – more information in the UCLeXtend 101 wiki

Note: income derived from your UCLeXtend course goes directly to your department finance codes.

Get involved & find out more

Online guidance

There’s a few more things to cover; but much of it is procedural or too bloaty for email. So instead; we’ve compiled online content that outlines a lot of the questions you may have, processes, a handful of forms and a few other things. Do take a look, it should cover a lot (but it’s still in development):

https://wiki.ucl.ac.uk/display/UCLeXtend

(UCL login required – top left of the wiki, sorry external folk)

UCLeXtend drop-in session

If you’re interested in exploring UCLeXtend  or have questions you want to ask please do get in touch. We’re also running a trial (one-off for now) session where you can come and ask questions, share your ideas and hear about what do next. We’ll do a demo of UCLeXtend and be on hand to talk with you. Feel free to come for the whole hour, or drop-in whenever you like. 

Details

2nd December 2014, 13:00 to 14:00 in Foster Court 233 

If you can’t attend this we will look to put on more dates in the future (January onwards) or would rather do it via an online meeting or for us to come along to a departmental / faculty / teaching group session then just ask. 

Getting started? Why not try a ‘CPD Wrapper’

With so many options opening up; we felt it important to highlight one which is slightly easier to grasp and works well with existing provision. The concept is CPD Wrappers which we covered at the last Forum event in November. Here’s a presentation we made in E-Learning Environments which broadly outlines the ideas:

Full URL: https://www.haikudeck.com/cpd-wrappers-uncategorized-presentation-AmK4CAMI4E

If you’re interested in developing a ‘CPD wrapper’ (or anything else for UCLeXtend) get in touch with us, email is best – extend@ucl.ac.uk

Contact us

I don’t mind you contacting me directly, but you may find a faster (and more organised) response from the email above which goes to a shared inbox. Or come along to the session next Tuesday and we’ll go from there. 

Hope to hear of your ideas soon!

For around 18 months UCL has been piloting something new called UCLeXtend. This is a platform for courses that are available to the public. The rationale was simple; getting a computer account for UCL was too heavy-going and cost-prohibitive BUT there were many circumstances where just access to Moodle was the only requirement. We sought to address that with UCLeXtend.

I am sure many of you out there would appreciate the challenge; you have an online university environment that’s slowly filling with loads of great things and you want to prise it open, just a bit, so other people can come in too. We were inundated with reasons to do this but generally speaking it was so short course participants can have access to something that resembles a course hub.

Alternatives

Sure there are many ways to achieve this. Any creative type person can build a webpage somewhere and host a load of content. But that’s not a course hub; it’s a webpage full of content. How can users interact? Social media might provide one way forward, but not completely; there are gaps. While many tools exist out there there remained the need for something more ‘UCL’. Luckily putting branding aside, there are be other reasons to run an externally-facing course hub on internally-facing environments.

Moodle

We’ve been using Moodle for about 8 years at UCL and it’s firmly embedded. For UCLeXtend we checked (with some help) a selection of 160 e-learning environments available on the market; and we still settled for another Moodle. Some platforms came close, but with hindsight, they were not appropriate for all use-cases.

The original goal was to open Moodle to external audiences, and we have now done this. Additionally; UCLeXtend offers the opportunity to run a variety of courses, and what might seem like a small step-change in technical capability it has changed the landscape in which we can play in.

Public/private

A public course means anyone can sign-up and become a part. It might be limited in terms of ‘seats’ (places available) but it generally means you attract a wide audience and have a variety of people in the cohort. We built a course catalogue so you can promote a course and direct anyone to UCLeXtend for registration. Private courses are the opposite; they are not listed, they are advertised to a selective group and they hold up barriers to stop just anyone getting in. There’s really valid reasons for both.

Free/premium

Free courses come with the glamour and appeal of Moocs but do not always have to be on such a scale. A free course may be just trying to reduce the payment barrier to entry, and have no interest in attracting thousands of people. For serious, niche subjects, this is an asset worth bearing in mind. Premium courses are probably on the opposite end of the spectrum. It’s OK to make money and offer a good quality course. They cost money to make and are worth spending money to take. UCLeXtend takes credit cards and payment by invoices.

Open/closed

Open may be in terms of beer (see above) or as in speech. If an academic wants a completely open course, they can make this in UCLeXtend. Open comes in many flavours, and as long as it’s legal, we can try to support any wild idea that may exist in this space. On a lighter note; it means working with members of the public in an academic space can be supported by a UCLeXtend course. We think this is important. Closed courses are similar to private, they are not designed for everyone; professional CPD is one example, as would a project involving a vulnerable or specialist group. We don’t always want to open the doors to everyone when it’s not appropriate to do so.

Not courses!?

Not everyone is building a course, we have resources, workshops and ‘spaces’ already. I am sure we’ll see more variety in the future. Sometimes we have to refer to each use-case as something (course is default) but we welcome the challenge of supporting the ideas of the UCL community, so watch this space.

Lessons learned

We’ve got a modest growth happening in this public-facing e-learning environment aka UCLeXtend. It’s being used for a range of things from CPD and Executive Education to public-engagement and open Moocs. We’re looking at using it for disseminating research output (and building this into grant proposals from the outset) and supporting events and groups, UCL and beyond. We are also increasingly aware of the benefits of working in this space; they are proportional to the indirect benefits of being active in this area. We have identified 36 benefits of Moocs from observing and researching the scene and trying to get our heads around it all. We see UCLeXtend as an integral component to UCL’s Life Learning offering, where courses can be offered to people in a range of physical and virtual environments.

So, where next?

1. More ‘courses’, users and ideas coming to life
2. Enhance the platform
3. Sustainable course development
4. Share pedagogical experiments (and results)
5. Evaluate and speculate

Take a look

UCLeXtend is available and you’re very welcome to look around, register for courses and see what it’s all about.

UCLeXtend

Internal members of staff may want to look at the UCLeXtend 101 space, which will uncover a lot about what’s needed to get started:

UCLeXtend 101

Get in touch

Best contact is extend@ucl.ac.uk for all types of enquiries.