The JISC have recently updated their Elluminate Live Good Practice guide (http://www.jisc.ac.uk/elluminateguidance). This focuses on exploring how to use the Elluminate Live Conference tool in teaching and learning. At UCS we use GoTo Meeting, which offers a very similar feature set. I would recommend you spend 15 minutes, with a hot drink and read section 3: designing for participant engagement. This outlines lots of potential ways of enhancing teaching and learning, and works through a number of case studies and work flows.
If you'd like to discuss how to transfer these ideas into your teaching, please email the Elevate Team (elevate@ucs.ac.uk).
Thursday, 16 February 2012
Tuesday, 14 February 2012
Upcoming e-assessment events in Eastern Region
The following are a number of e-assessment events provided through JISC RSC Eastern, which you might be interested in over the next few weeks. e-Portfolios to support assessment and feedback
Free Webinars
e-Portfolios to support assessment and feedback
Friday 17th Feb 1-2pm
Presenters: Emma Purnell (University of Wolverhampton) and Geoff Rebbeck
Further info and to register: http://jiscaf17feb.eventbrite.co.uk/
Digitally-Enhanced Patchwork Text Assessment (DePTA)
Friday 24th February 2012 1-2pm
Presenter: Caroline Macangelo (University of Cumbria)
Further info and to register: http://jiscafdepta.eventbrite.co.uk/
Both sessions are free and will be hosted in Blackboard Collaborate.
On 30th March RSC Eastern are offering a free e-Assessment Showcase hosted by Hertford Regional College this event will showcase best practice in the Eastern Region, topics covered will include, Screencasting for Assessment , Enhancing the e-assessment processes in a mobile world, Verbal Tagging in assessment, paperless formative assessment design for BTEC courses, for the full programme and to book go to
http://info.rsc-eastern.ac.uk/events/event_details.asp?eid=1031
Free Webinars
e-Portfolios to support assessment and feedback
Friday 17th Feb 1-2pm
Presenters: Emma Purnell (University of Wolverhampton) and Geoff Rebbeck
Further info and to register: http://jiscaf17feb.eventbrite.co.uk/
Digitally-Enhanced Patchwork Text Assessment (DePTA)
Friday 24th February 2012 1-2pm
Presenter: Caroline Macangelo (University of Cumbria)
Further info and to register: http://jiscafdepta.eventbrite.co.uk/
Both sessions are free and will be hosted in Blackboard Collaborate.
On 30th March RSC Eastern are offering a free e-Assessment Showcase hosted by Hertford Regional College this event will showcase best practice in the Eastern Region, topics covered will include, Screencasting for Assessment , Enhancing the e-assessment processes in a mobile world, Verbal Tagging in assessment, paperless formative assessment design for BTEC courses, for the full programme and to book go to
http://info.rsc-eastern.ac.uk/events/event_details.asp?eid=1031
Thursday, 9 February 2012
Creating your presentation on the iPad (Keynote)
Based on a train trip home, and watching over someones shoulder as they create a presentation on the iPad using keynote, I thought, I should really try this, why am I creating on a desktop, and uploading to dropbox when I could use my iPad?
The Elevate Team were recently invited to talk at a Suffok Digital event around what we are up to with QR Codes (http://suffolkdigital.org/upcoming-events/suffolk-jelly-ucs-incubator-7th-feb-2012). Hence, I needed to create a presentation to cover this 10 minute session. Although I didn't use it on the day, as I used a flip chart, some of my thoughts are below;
The presentation is available from:
As you can see, it includes all the general requirements for a presentation;
It was very easy to author through the Keynote on the iPad. For screenshots, and web images I simply screen grabbed on the iPad (on/off and navigation square), and edited on my iPad using the Chop Suey HD App.
The only disappointment is the difficulty of displaying video on the iPad, for instance, I was very keen to include the following YouTube Video. This could not be embedded in my presentation, so I'd need to bookmark it in my YouTube App and present through this, so toggling between apps in a presentation - what could go wrong :-)
The other drawback is, it will not allow you (or if it does, I've missed it) to upload to Dropbox from my KeyNote app. So I am having to email it to myself to get hold of the file to upload !!
That aside, I enjoyed it, so I've another couple of workshops next week so I'll create and present from my iPad, using my iPod as a remote control.
The Elevate Team were recently invited to talk at a Suffok Digital event around what we are up to with QR Codes (http://suffolkdigital.org/upcoming-events/suffolk-jelly-ucs-incubator-7th-feb-2012). Hence, I needed to create a presentation to cover this 10 minute session. Although I didn't use it on the day, as I used a flip chart, some of my thoughts are below;
The presentation is available from:
As you can see, it includes all the general requirements for a presentation;
- text, images, links
It was very easy to author through the Keynote on the iPad. For screenshots, and web images I simply screen grabbed on the iPad (on/off and navigation square), and edited on my iPad using the Chop Suey HD App.
The only disappointment is the difficulty of displaying video on the iPad, for instance, I was very keen to include the following YouTube Video. This could not be embedded in my presentation, so I'd need to bookmark it in my YouTube App and present through this, so toggling between apps in a presentation - what could go wrong :-)
The other drawback is, it will not allow you (or if it does, I've missed it) to upload to Dropbox from my KeyNote app. So I am having to email it to myself to get hold of the file to upload !!
That aside, I enjoyed it, so I've another couple of workshops next week so I'll create and present from my iPad, using my iPod as a remote control.
Tuesday, 7 February 2012
Positive feedback from Elevate's student induction sessions.
The latest intake of students at UCS were graced with the Elevate Team's presence during the student inductions, to not only go over our current institution services such as the VLE and the E-portfolio system but to empower students to look at personal learning networks and other Web 2 tools outside of UCS. Demonstrating the benefits of such tools as twitter, diigo etc
This has changed greatly from our old student induction approach which was very point and click orientated mainly focusing around the VLE.
It seems as though our new approach has certainly guided some students into trying some of the tools we suggested, below is a comment from a student who decided to have a play with twitter.
This has been fantastic feedback for our team, demonstrating a need for students to be made aware of Web 2.0 technologies and how they can be used to enhance their learning outside of what the institution provides. We make sure that in our demonstrations, we don't push or set objectives for students to complete any tasks, but simply sell the benefits of the tools, it's then up to the students to pursue further if they feel it will benefit them.
As the student comment above shows, there maybe a lot of students who know about tools such as twitter and diigo, however not know how best to use them in a learning context.
This has changed greatly from our old student induction approach which was very point and click orientated mainly focusing around the VLE.
It seems as though our new approach has certainly guided some students into trying some of the tools we suggested, below is a comment from a student who decided to have a play with twitter.
Further to our conversation earlier today, I write to continue my eulogising about Twitter as a resource which has helped me immensely with my post-grad studies. As a mature student, many of the social networking sites have passed me by, but following your presentation to the MACYS group in October, I promptly signed up for a Twitter account and it has been transformational in providing me with links to websites, reports, research documents, policies, headlines, and an e-streamed conference.
Despite living in a home environment where there is more modern technology than Dixons, my comfort zone was purely email and online shopping. However, discovering Twitter has been a revelation. Before your talk, I assumed it was a social space for people to detail the minutiae of their lives in 140 characters, but it would seem I assumed wrong!
To begin with I searched for St Elizabeth Hospice, an organisation for which I currently work on a voluntary basis. From finding them, I was able to link to other hospices, and through them, I have been able to access research, grief counselling resources, and sibling programmes, enabling me to use these resources within my assignments, and also in providing a wider snapshot of hospice provision. My links led me to ACT – an overarching organisation for Hospice Care, for both parents and professionals, and an e-stream of their recent Rights of The Child conference. I am now following numerous child cancer charities, such as Clic Sargent and Be Child Cancer Aware to name only 2, and have requested hardcopies of publications I have come across on such sites.
I feel that Twitter has brought to my pc information and resources that I may not have come across through searching library database journals, catalogues, and Google. Additionally, I am following a few people who are terminally ill children, and this has added another, more human dimension to my theoretical studies. Admittedly, I am lurking on Twitter, and never contribute to anything as I am unsure how, but I check my tweets daily and it is now a starting point for the day, to see what has been released since I looked last.
I thought I would be the last person to be singing Twitter’s praises, but your enthusiasm encouraged us to venture forth into territories unknown and it has been worthwhile. My husband used to refer to me as a technical luddite, but no more….
What a phenomenal tool requiring few skills but yielding such fascinating outcomes. I wish someone had espoused its benefits years ago. Thank you!!
This has been fantastic feedback for our team, demonstrating a need for students to be made aware of Web 2.0 technologies and how they can be used to enhance their learning outside of what the institution provides. We make sure that in our demonstrations, we don't push or set objectives for students to complete any tasks, but simply sell the benefits of the tools, it's then up to the students to pursue further if they feel it will benefit them.
As the student comment above shows, there maybe a lot of students who know about tools such as twitter and diigo, however not know how best to use them in a learning context.
Monday, 6 February 2012
iPad Use in Science - Using Apps to Supplement Teaching
Last week, I covered electrocardiography (ECG) with a group of my students. In addition to some 'lecture' based material, and some practical use of ECG measurement and recording in the laboratory, the students had a play with the Nova Professional Series Heart Pro III app on the iPad.
The app is developed in collaboration with Stanford University School of Medicine and East Tennessee Cardiovascular Surgery Group, and is certainly highly credible in terms of accuracy of content. The Nova 3D4Medical series offer a range of anatomical and physiological apps, that may well be worth a look for other relevant courses/departments at UCS. Certainly, I've seen software at 100 times the cost that is far less informative (and certainly less intuitive) - this app was approx. £13.
In more general terms, and perhaps more widely relevant, was how how much the students enjoyed using such tools to supplement their learning. Whilst dissecting a heart can be an excellent learning experience, you can't make an inert piece of dead tissue 'jump to your tune', and watch/re-watch simulation models of it's function. The students reported that the exploring nature of using the app was a real plus (there's a learning style definition here isn't there - help me people!). We all know the old saying of a picture can be worth 1000 words. Well in these apps, you have motion videos, created/developed by world class experts. If a picture is worth 1000 words ---- we need a new colloquialism!
Lastly, so as not to get carried away, I don't think these types of learning tools replace the need for structured learning, I think they complement it. Whilst the students were left at times to go and explore and play with it, the app was also used at key stages to visually demonstrate certain key bits of theory in a more formal/structured way. That still needs the human being to dictate that part.
Anyway, for those working in similar fields, you'll also be aware of the exorbitant costs of most educational software. This was a brilliant learning tool - and it cost less than £15 (no conflict of interest here - commission etc. :-). Any further info' wanted like specific app use during this ECG session etc., please get in touch/reply.
Gavin
The app is developed in collaboration with Stanford University School of Medicine and East Tennessee Cardiovascular Surgery Group, and is certainly highly credible in terms of accuracy of content. The Nova 3D4Medical series offer a range of anatomical and physiological apps, that may well be worth a look for other relevant courses/departments at UCS. Certainly, I've seen software at 100 times the cost that is far less informative (and certainly less intuitive) - this app was approx. £13.
In more general terms, and perhaps more widely relevant, was how how much the students enjoyed using such tools to supplement their learning. Whilst dissecting a heart can be an excellent learning experience, you can't make an inert piece of dead tissue 'jump to your tune', and watch/re-watch simulation models of it's function. The students reported that the exploring nature of using the app was a real plus (there's a learning style definition here isn't there - help me people!). We all know the old saying of a picture can be worth 1000 words. Well in these apps, you have motion videos, created/developed by world class experts. If a picture is worth 1000 words ---- we need a new colloquialism!
Lastly, so as not to get carried away, I don't think these types of learning tools replace the need for structured learning, I think they complement it. Whilst the students were left at times to go and explore and play with it, the app was also used at key stages to visually demonstrate certain key bits of theory in a more formal/structured way. That still needs the human being to dictate that part.
Anyway, for those working in similar fields, you'll also be aware of the exorbitant costs of most educational software. This was a brilliant learning tool - and it cost less than £15 (no conflict of interest here - commission etc. :-). Any further info' wanted like specific app use during this ECG session etc., please get in touch/reply.
Gavin
Thursday, 2 February 2012
How've Elevate been helping staff at UCS in Jan 2012?
A question I’m often asked is … so, how have the Elevate Team been helping staff at UCS to design, develop and deliver technology enhanced teaching and learning opportunities? So the following should highlight a few approaches, and I challenge to contact the Elevate Team to see how we could help you employ these in your teaching.
Assessment
Andy has been working with a number of staff across UCS on the use of the Optical Mark Reader software for multiple choice exams. The lecturers have wanted to run summative MCQ exams for students. The approach is we use the OMR, the discipline expert writes the questions, we create the exam answer sheets, the students complete the paper, we scan them and send the lecturer the results as a CSV file. We supported Dr Kulbir Singh Birak roll out a 60 question exam for 93 students, all went smoothly.
This could be perfect for also running small but regular tests through a semester where you get track student understanding of key concepts as the course developments.
e-Conference
Aaron has been working with Rachel Heathershaw in Nursery & Midwifery to help design and support the e-conference. The e-conference covered three days of activities including accessing pre-recorded presentations, and a real time video conference for a panel discussion, an online form was used to capture the evaluation feedback.
The software included GoTo Meeting, Google Sites, Google Forms, Debut Video Recorder and YouTube. All of these are available to you use.
We also provided advice around how you might design the learning activities to enhance effectiveness.
Capturing the student experience
David has been working with Allison Boggis to record student voices for e-Feedback using basic network software called Audacity.
Meanwhile, the team have been working with a number of staff in course teams, including the course administrators to identify how to enhance the quality of their e-feedback processes to students. This has included process review on how to most efficiently transfer student work for marking and exploring how we could enhance the e-feedback experience for staff. This uses media tablets to challenge the way staff create electronic feedback, both text and multimedia.
So, the challenge is set for you … how can the Elevate Team help you enhance the learning experience through using appropriate technologies? Please contact us to arrange a discussion.
Assessment
Andy has been working with a number of staff across UCS on the use of the Optical Mark Reader software for multiple choice exams. The lecturers have wanted to run summative MCQ exams for students. The approach is we use the OMR, the discipline expert writes the questions, we create the exam answer sheets, the students complete the paper, we scan them and send the lecturer the results as a CSV file. We supported Dr Kulbir Singh Birak roll out a 60 question exam for 93 students, all went smoothly.
This could be perfect for also running small but regular tests through a semester where you get track student understanding of key concepts as the course developments.
e-Conference
Aaron has been working with Rachel Heathershaw in Nursery & Midwifery to help design and support the e-conference. The e-conference covered three days of activities including accessing pre-recorded presentations, and a real time video conference for a panel discussion, an online form was used to capture the evaluation feedback.
The software included GoTo Meeting, Google Sites, Google Forms, Debut Video Recorder and YouTube. All of these are available to you use.
We also provided advice around how you might design the learning activities to enhance effectiveness.
Capturing the student experience
David has been working with Allison Boggis to record student voices for e-Feedback using basic network software called Audacity.
Meanwhile, the team have been working with a number of staff in course teams, including the course administrators to identify how to enhance the quality of their e-feedback processes to students. This has included process review on how to most efficiently transfer student work for marking and exploring how we could enhance the e-feedback experience for staff. This uses media tablets to challenge the way staff create electronic feedback, both text and multimedia.
So, the challenge is set for you … how can the Elevate Team help you enhance the learning experience through using appropriate technologies? Please contact us to arrange a discussion.
Wednesday, 1 February 2012
Using QR Codes in Higher Education
I was recently an invited speaker at a Higher Education Academy sponsored workshop run by a team at Bournemouth University (a big thank you to David Hopkins – http://twitter.com/hopkinsdavid). I was there to share our experiences of QR Code based location aware learning activities, and talk through some of the developments at UCS.
The event blurb is available from: http://bs1.bmth.ac.uk/QRCodes/
There were a couple of points to transfer back to our practice at UCS.
Firstly, the Business School at Bournemouth University developed a Toolkit for creating, embedding, and monitoring the use of QR Codes. I’ll happily share this with people at UCS, and give this a slight UCS lens, ie., the way we can further support you. For a copy of the toolkit, please email.
Secondly, why not give UniTag (http://unitaglive.com) a try to generate QR Codes which are more visually striking QR Codes (different colours, designs, inclusion of images etc.,)
The session slides from me are linked below:
If you have any questions or thoughts about how you might use QR Codes within your teaching, learning and assessment then please email the Elevate Team.
The event blurb is available from: http://bs1.bmth.ac.uk/QRCodes/
There were a couple of points to transfer back to our practice at UCS.
Firstly, the Business School at Bournemouth University developed a Toolkit for creating, embedding, and monitoring the use of QR Codes. I’ll happily share this with people at UCS, and give this a slight UCS lens, ie., the way we can further support you. For a copy of the toolkit, please email.
Secondly, why not give UniTag (http://unitaglive.com) a try to generate QR Codes which are more visually striking QR Codes (different colours, designs, inclusion of images etc.,)
The session slides from me are linked below:
If you have any questions or thoughts about how you might use QR Codes within your teaching, learning and assessment then please email the Elevate Team.
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