- Enable Project Staffordshire University aims to embed coordination between projects within the university, to enable the development of new processes that will allow curriculum development to become more flexible and responsive.
- Cascade Project aimed to use technology to enable the University of Oxford Department for Continuing Education to respond better to the challenges created by the government’s ELQ policy by enabling the Department to undertake its activities more efficiently, develop new, or repurpose existing, activities and augment the services currently offered to students.
- Google New Assessment Tool
- VERiFy Project aims to provide an innovative approach to the provision of feedback to learners in video form, accessed through personal computers and mobile telecommunications devices, encouraging learners to engage in a conversational framework by responding to feedback using video.
- HELF Esubmission Survey
Monday, September 19, 2011
ALTC 2011 - Resources
This is an overview of resources that were shared during ALTC-2011
ATLC 2011 - Part 2 Assessment
Eassessment, specifically esubmission and emarking appeared to be hot topics at the ALT conference this year, which was really useful for me as we are focusing on this at our institution.
The following papers stood out for me at the conference.
Visualising the holistic assessment experience – The use of Google tools to support effective design. Mark Kerrigan, Rita Headington, Simon Walker
This presentation demonstrated a development using google forms that tracked the assessment diet landscape, and illustrated assessment bloating, either too many assessments at the same time or too much of the same assessment. The reports provided
"displays assessment diet, landscape and importantly an experiential timeline. The timeline, based on a Google Motion Chart, interactively displays assessment periods, type and weighting concurrently for each course within a programme. Staff are then able to interact with the assessment parts of their programmes and see graphically, in real-time, the consequences of their design decisions. By linking this process to the face-to-face curriculum design workshops, staff are better informed about their programme’s design, thus permitting the evidential-based development of a supportive holistic curriculum that is aligned to both the staff and student experience and good assessment practice." (Kerrigan et. al 2011)
Managing Change in the Development of Sustainable Online Assessment PracticesAnn Liggett, Christopher Cramphorn
I should give this presentation a shout as it was from colleagues at NTU, and they did us proud. It provided an excellent overview with respect to the issues identified during piloting e-submission and e-marking. It clearly identified the processes and the roles and responsibilities of colleagues within the processes, as well as, providing an overview of the evaluation process. Again this presentation emphasised the importance of admin staff in the process. It, also, with respect to emarking, stated that the amount of time it takes to mark reduces with practice. The majority of students were in favour of esubmission, because it meant they did not have to queue, regarding e-marking they found the comments easier to understand/read than written comments. The presentation, also, noted that external examiners need to training in e-marking and that anonymising papers still posed a challenge.
Using Asynchronous Video and Mobile Technologies to Enhance Learner Engagement with Formative FeedbackJames McDowell
This presentation provided an overview of the project VERiFy which aimed to go beyond transmissional approaches to assessment feedback by introducing a conversational framework and using video "feedback loop system"
.
'has enabled the asynchronous exchange of video-feedback, facilitating a feed-forward conversation between learners and tutors around work-in-progress; a series of case-studies explores the learner and tutor experience of the intervention.' (McDowell 2011)
The project has also produced a repository of feedback objects, which provides another avenue for reusable objects. I was wondering in the next round of OER if any projects will focus on open assessment objects.
eSubmission – UK policies, practice and supportBarbara Newland, Lindsey Martin, Andy Ramsden
This presentation provided an overview of the Heads of Elearning eSubmission survey. It found the following
'Only 21% of institutions have an institution-wide policy on eSubmission with 18% have separate regulations and 24% included in existing regulations. The most common technologies used are Turnitin integrated within the VLE or the institutional VLE rather than “home-grown” technologies. Academic attitudes to eSubmission are more positive than those for eMarking and eFeedback. The variety of staff development includes 82% face to face and 82% how-to-guides with 58% providing online video/screencasts. Examples of good practice were identified as well as a range of issues...Effective eSubmission has the potential to increase efficiency in organisations by improving their business processes and eFeedback may enhance learning. The survey outcomes, sample guidelines and examples of good practice can inform institutional adoption and changes in policy and practice. (Newland et. al 2011)'
It was interesting to see that the majority of institutions surveyed did not have an institutional policy for e-submission.
Squaring the Triangle: Institutional Compliance, Academic Freedom and the Student VoiceAlice Bird
This presentation discussed students increasing involvement of students in policy at Liverpool John Moores University. LJMU have, also, piloted e-submission and have found that you cannot ignore marking and feedback when looking at esubmission. The presentation, stated that one challenge is that although institutions want e-submission not enough resources are being put into it.
The following papers stood out for me at the conference.
Visualising the holistic assessment experience – The use of Google tools to support effective design. Mark Kerrigan, Rita Headington, Simon Walker
This presentation demonstrated a development using google forms that tracked the assessment diet landscape, and illustrated assessment bloating, either too many assessments at the same time or too much of the same assessment. The reports provided
"displays assessment diet, landscape and importantly an experiential timeline. The timeline, based on a Google Motion Chart, interactively displays assessment periods, type and weighting concurrently for each course within a programme. Staff are then able to interact with the assessment parts of their programmes and see graphically, in real-time, the consequences of their design decisions. By linking this process to the face-to-face curriculum design workshops, staff are better informed about their programme’s design, thus permitting the evidential-based development of a supportive holistic curriculum that is aligned to both the staff and student experience and good assessment practice." (Kerrigan et. al 2011)
Managing Change in the Development of Sustainable Online Assessment PracticesAnn Liggett, Christopher Cramphorn
I should give this presentation a shout as it was from colleagues at NTU, and they did us proud. It provided an excellent overview with respect to the issues identified during piloting e-submission and e-marking. It clearly identified the processes and the roles and responsibilities of colleagues within the processes, as well as, providing an overview of the evaluation process. Again this presentation emphasised the importance of admin staff in the process. It, also, with respect to emarking, stated that the amount of time it takes to mark reduces with practice. The majority of students were in favour of esubmission, because it meant they did not have to queue, regarding e-marking they found the comments easier to understand/read than written comments. The presentation, also, noted that external examiners need to training in e-marking and that anonymising papers still posed a challenge.
Using Asynchronous Video and Mobile Technologies to Enhance Learner Engagement with Formative FeedbackJames McDowell
This presentation provided an overview of the project VERiFy which aimed to go beyond transmissional approaches to assessment feedback by introducing a conversational framework and using video "feedback loop system"
.
'has enabled the asynchronous exchange of video-feedback, facilitating a feed-forward conversation between learners and tutors around work-in-progress; a series of case-studies explores the learner and tutor experience of the intervention.' (McDowell 2011)
The project has also produced a repository of feedback objects, which provides another avenue for reusable objects. I was wondering in the next round of OER if any projects will focus on open assessment objects.
eSubmission – UK policies, practice and supportBarbara Newland, Lindsey Martin, Andy Ramsden
This presentation provided an overview of the Heads of Elearning eSubmission survey. It found the following
'Only 21% of institutions have an institution-wide policy on eSubmission with 18% have separate regulations and 24% included in existing regulations. The most common technologies used are Turnitin integrated within the VLE or the institutional VLE rather than “home-grown” technologies. Academic attitudes to eSubmission are more positive than those for eMarking and eFeedback. The variety of staff development includes 82% face to face and 82% how-to-guides with 58% providing online video/screencasts. Examples of good practice were identified as well as a range of issues...Effective eSubmission has the potential to increase efficiency in organisations by improving their business processes and eFeedback may enhance learning. The survey outcomes, sample guidelines and examples of good practice can inform institutional adoption and changes in policy and practice. (Newland et. al 2011)'
It was interesting to see that the majority of institutions surveyed did not have an institutional policy for e-submission.
Squaring the Triangle: Institutional Compliance, Academic Freedom and the Student VoiceAlice Bird
This presentation discussed students increasing involvement of students in policy at Liverpool John Moores University. LJMU have, also, piloted e-submission and have found that you cannot ignore marking and feedback when looking at esubmission. The presentation, stated that one challenge is that although institutions want e-submission not enough resources are being put into it.
ALTC 2011 - Strategy
Nearly 2 weeks late but not forgotten, my feedback on ALTC-2011 . I thought I would organise my blog according to specific categories that relate to my interests and what I was looking for at the conference. Before I go any further I would like to congratulate ALT for their excellent arrangements and hospitality. This conference goes from strength to strength, it attracts a very warm crowd of practitioners from various parts of the elearning world, who are willing to openly discuss and share best practice in a non-intimidating manner, which I think is really important.
Strategy:
Leadership in a cold climate. Leading where the past is no reliable guide to the future. A reflection on the strategic leadership of people, technology and institutions in UK HE. Ewart Wooldridge:
This presentation held back no punches with respect to how leadership should change to understand the potential of learning technologies. Wooldridge argued that institutions should move away from focusing on the operational aspects of technologies, to focusing on the strategic use, illustrating the shortcomings with respect to management and the exploitation of technology..He stated that leadership within universities should take a less adversarial and more collaborative approach. The great hoorah of the presentation for people based professional services was that Wooldridge said that he had banned the terms non-academic and back office, he could also clearly articulate the need for professional services in today's universities a contrast to this recent discussion in the THES with respect to changes at Northampton.
Not future-proofed but future-focused: graduate attributes and the digital universityNeil Witt, Helen Beetham
Works at the University of Plymouth found that:
'while students have diverse preferences and expectations around technology use, there is a common need for consistency and clarity about digital practices at course level. Students want 24/7 access to course information and learning materials, but they also need opportunities for reflection and review of their own strategies for study. They value e-learning experiences where these are clearly relevant to their long-term goals, and they recognise the need for teaching staff whose own confidence and competence are high.' (from abstract)
They also, found that by improving admin processes they could improve student experience. The project, also, investigated the opportunities for e-submission. Successful initiatives, were online course payment, producing generic content and providing support via the VLE.
Improving Student Employability using Active Portfolio – the GWizards ApproachLachlan MacKinnon, Liz Bacon, Elaine Major
Mackinnon began with a challenging statement that the HE sector can only afford 4 research intensive universities. In this climate the University of Greenwich School of Computing and Mathematical sciences has initiated a project called GWizards that addresses the issue of student employability giving them the opportunity to be involved in real world projects. The project:
'seeks to re-engage the university with the local community. In particular, this involves working directly with all types of organisation to identify project activities of mutual benefit. This mutual benefit is determined by opportunities for students to gain experience in the workplace, organisations to gain practical technical help for little or no cost, and academic staff to gain project experience and publishing opportunities. To facilitate this process, CMS has developed credit bearing modules on its programmes that link to these employability opportunities, so students have the chance to follow directly relevant project work within their academic studies to earn academic credits for practical work, and also to be engaged in the management and control of these activities both internally and externally to the university within a student-run company structure.' (from abstract)
It would be interesting to see if this could work in other disciplines.
Understanding the Development of Learning Technology Support Staff to Push Beyond MaturityJebar Ahmed
This 5 year longitudinal study at the University of Huddersfield analysing VLE data and data from interviews found that:
'support strategies were initially capable of targeting large groups of teachers effectively via staff development workshops which led to an increase in the use of the VLE. Pushing beyond a level of maturity meant that LT support staff required additional skills to provide course teams with bespoke and specialised advice, an aspect often overlooked in strategic models. Once adoption of the VLE across the school had reached its peak' (Ahmed 2011)
Again emphasising the importance of strategic integrated approach to staff development when engaging academics in technology enhanced learning. The study found that support staff require technical and pedagogic skills. It argued that support staff personal development should include:
a) research on tools, techniques and trends; b) teaching and learning through courses such as a PGCE – Teaching Certificate and additional higher qualification' (Ahmed 2011)
I think the challenge with respect to PGCHE courses is making them flexible enough so that support staff can meet the assessment criteria if they are not full time teachers.
Strategy:
Leadership in a cold climate. Leading where the past is no reliable guide to the future. A reflection on the strategic leadership of people, technology and institutions in UK HE. Ewart Wooldridge:
This presentation held back no punches with respect to how leadership should change to understand the potential of learning technologies. Wooldridge argued that institutions should move away from focusing on the operational aspects of technologies, to focusing on the strategic use, illustrating the shortcomings with respect to management and the exploitation of technology..He stated that leadership within universities should take a less adversarial and more collaborative approach. The great hoorah of the presentation for people based professional services was that Wooldridge said that he had banned the terms non-academic and back office, he could also clearly articulate the need for professional services in today's universities a contrast to this recent discussion in the THES with respect to changes at Northampton.
Not future-proofed but future-focused: graduate attributes and the digital universityNeil Witt, Helen Beetham
Works at the University of Plymouth found that:
'while students have diverse preferences and expectations around technology use, there is a common need for consistency and clarity about digital practices at course level. Students want 24/7 access to course information and learning materials, but they also need opportunities for reflection and review of their own strategies for study. They value e-learning experiences where these are clearly relevant to their long-term goals, and they recognise the need for teaching staff whose own confidence and competence are high.' (from abstract)
They also, found that by improving admin processes they could improve student experience. The project, also, investigated the opportunities for e-submission. Successful initiatives, were online course payment, producing generic content and providing support via the VLE.
Improving Student Employability using Active Portfolio – the GWizards ApproachLachlan MacKinnon, Liz Bacon, Elaine Major
Mackinnon began with a challenging statement that the HE sector can only afford 4 research intensive universities. In this climate the University of Greenwich School of Computing and Mathematical sciences has initiated a project called GWizards that addresses the issue of student employability giving them the opportunity to be involved in real world projects. The project:
'seeks to re-engage the university with the local community. In particular, this involves working directly with all types of organisation to identify project activities of mutual benefit. This mutual benefit is determined by opportunities for students to gain experience in the workplace, organisations to gain practical technical help for little or no cost, and academic staff to gain project experience and publishing opportunities. To facilitate this process, CMS has developed credit bearing modules on its programmes that link to these employability opportunities, so students have the chance to follow directly relevant project work within their academic studies to earn academic credits for practical work, and also to be engaged in the management and control of these activities both internally and externally to the university within a student-run company structure.' (from abstract)
It would be interesting to see if this could work in other disciplines.
Understanding the Development of Learning Technology Support Staff to Push Beyond MaturityJebar Ahmed
This 5 year longitudinal study at the University of Huddersfield analysing VLE data and data from interviews found that:
'support strategies were initially capable of targeting large groups of teachers effectively via staff development workshops which led to an increase in the use of the VLE. Pushing beyond a level of maturity meant that LT support staff required additional skills to provide course teams with bespoke and specialised advice, an aspect often overlooked in strategic models. Once adoption of the VLE across the school had reached its peak' (Ahmed 2011)
Again emphasising the importance of strategic integrated approach to staff development when engaging academics in technology enhanced learning. The study found that support staff require technical and pedagogic skills. It argued that support staff personal development should include:
a) research on tools, techniques and trends; b) teaching and learning through courses such as a PGCE – Teaching Certificate and additional higher qualification' (Ahmed 2011)
I think the challenge with respect to PGCHE courses is making them flexible enough so that support staff can meet the assessment criteria if they are not full time teachers.
Monday, September 5, 2011
Students overwhelmed by surveys on feedback
I was interested in the overview in the THES in its article Efforts to secure feedback 'missing the mark' of the "Effective Course Evaluation Report" - The report found that:
- Many universities seeking feedback on courses and lecturers via surveys struggle to achieve a meaningful response from students.
- Student representatives have indicated that students are not effectively engaged in the feedback process and, for some, providing feedback can even be intimidating.
- Universities need to work harder at feeding back to students the actions they will
be taking as a result of input provided for course and lecturer evaluation surveys. - End-of-module evaluation is a particular stumbling block in the provision of feedback to students - and feedback can be slow - but moving to mid-module evaluation can help to improve the process.
- Ideally students want the opportunity to express their views on course improvements at a time that their feedback benefits them directly.
- Universities need to embrace new technologies to improve turnaround time - but effective feedback can be gained via a combination of paper and online surveys.
- Universities should establish a more consistent (centralised) approach to survey administration - including a standard set of survey questions - to enable effective benchmarking at course and institutional level.
- In-class student involvement in survey administration can increase commitment as they are stakeholders in the process.
- the move to mid module evaluation
- the involvement of students in survey administration
- more effective feedback on feedback
- the need to embrace new technologies
Friday, September 2, 2011
ALTC Orientation
Just familiarising myself with the ALT-C site - and finally figured out how to load the short presentation I am doing with Anna Armstrong at Nottingham Trent University. For presenters who are still having difficulty finding the instructions on how to load your slides you may find the following extract from the guidelines useful:
A. Uploading your presentation to CrowdVine
CrowdVine is the networking site for ALT-C 2011. Its URL is http://altc2011.ac.uk/.
Some of you have already got accounts on CrowdVine, and, by mid to late July, all
conference delegates will be given active encouragement to create accounts.
There are two helpful things that you can do to help other delegates to get the most out of
your session and attract a wider audience.
Firstly, please use the “Calendar” tab to find your session on CrowdVine and sign up to
attend it. Please encourage fellow presenters to do likewise.
Secondly, if and when you have a PowerPoint or other presentation to share with
conference participants, please upload it to CrowdVine as a comment to the session in
which you are presenting. If you do this, please include in the covering note to the upload a
clear reference to the number of your presentation. This appears in bold font immediately
before the title of your presentation. It is typically a 2 or 3 digit number deriving from the four
digit unique ID by which your presentation has been identified throughout the submission,
reviewing and other processes.
For obvious reasons it is best to avoid uploading large files – say over 10 MB.
As an alternative you may wish to consider pointing instead to a URL elsewhere that
contains your presentation
If you want to attend our presentation it is on the last day 9-10 8th November
A. Uploading your presentation to CrowdVine
CrowdVine is the networking site for ALT-C 2011. Its URL is http://altc2011.ac.uk/.
Some of you have already got accounts on CrowdVine, and, by mid to late July, all
conference delegates will be given active encouragement to create accounts.
There are two helpful things that you can do to help other delegates to get the most out of
your session and attract a wider audience.
Firstly, please use the “Calendar” tab to find your session on CrowdVine and sign up to
attend it. Please encourage fellow presenters to do likewise.
Secondly, if and when you have a PowerPoint or other presentation to share with
conference participants, please upload it to CrowdVine as a comment to the session in
which you are presenting. If you do this, please include in the covering note to the upload a
clear reference to the number of your presentation. This appears in bold font immediately
before the title of your presentation. It is typically a 2 or 3 digit number deriving from the four
digit unique ID by which your presentation has been identified throughout the submission,
reviewing and other processes.
For obvious reasons it is best to avoid uploading large files – say over 10 MB.
As an alternative you may wish to consider pointing instead to a URL elsewhere that
contains your presentation
If you want to attend our presentation it is on the last day 9-10 8th November
0146 One Year On: Nottingham Trent University’s SHARE Project reflects on the challenge of engendering a digital sharing culture Vicki McGarvey, Anna Armstrong - It would be lovely to see you there.
I will also put the slides on slide share.
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