Just following up on the previous post about using the Elevate Team's iTune vouchers (£15.00) each enable you (UCS staff) to buy and reflect on iPad Applications to use in your teaching and learning.
The pilot will work as follows; we'll put out a call (this is the first), where we make upto 5 vouchers available. The expectation is, you will keep a log of observations (using a wordpress blog), and be prepared to present a short sessions (10 minutes, 10 slides) at an event of uses of tablet devices in learning and teaching at UCS. This will be sometime in December, 2011. There are two applications you will be expected to explore, these are the ShowMe, and Iannotate PDF. Apart from this, the rest of the voucher (about £10.00) is yours to spend on applications which are appropriate to you.
To apply, please email elevate@ucs.ac.uk (assuming you are a UCS staff member, directly involved in Teaching), outlining how you are expecting to use the iPad in your teaching, which application you have identified, and agreeing to complete the reflection and observations.
We look forward to hearing from you soon.
Thursday, 29 September 2011
Monday, 26 September 2011
Elevate supporting iPad (tablet) projects at UCS
Recently, Andrew Revitt via the ILTS fund purchased three iPad2’s for exploration in Teaching and Learning at UCS. These have been passed to the Elevate Team to manage the loan and coordinate the projects.The aims for us is to explore how the iPad can be used to enhance the assessment and feedback process at UCS. Therefore, the support we’ll be providing will focus on promoting the use around this area.
The model will be based around using a few applications, and adopting a cloud computing approach. As opposed to a desktop replacement / extension model. So applications we’ll be supporting and recommending are;
The model will be based around using a few applications, and adopting a cloud computing approach. As opposed to a desktop replacement / extension model. So applications we’ll be supporting and recommending are;
- File storage: Dropbox
- Notetaking: Wordpress or Evernote
- Word Documents: OfficeHD or Google Docs
- Presentational: KeyNote
- Annotation Tools: ShowMe & iAnnotate PDF
- Mind Map: iThoughtsHD
- Video Distribution: YouTube (unlisted channel)
A second wave of projects will be to support those who already own an iPad, but we’ll provide iTune vouchers to purchase the following software (or very similar):
- ShowMe
- iAnnotate PDF
The role of the Elevate Team is to support the assessment and feedback agenda and not the iPad per se. Therefore, we’ll not be over technical support, or suggesting applications outside those mentioned above.We will also run a number of session during the academic year, which will disseminate and share how people have been using tablet technology in their teaching and learning. We will also be running a number of short sessions around achieving certain common tasks.
So, what about those who are not using Apple based devices? We’ll we’ve a number of Android devices available, so please contact us about those.
To find out how you can get involved in these projects, please email us at elevate@ucs.ac.uk
So, what about those who are not using Apple based devices? We’ll we’ve a number of Android devices available, so please contact us about those.
To find out how you can get involved in these projects, please email us at elevate@ucs.ac.uk
New students, learning technology and digital literacies
During the Student Induction period the Elevate Team have been running sessions across UCS on how technologies can enhance your learning. As part of this we have used the Clickers (Turning Point) software to gather information.The aims of using the clickers included; demonstrating a technology they will use in their learning, and a rough snapshot across the first year student on technology use, and their perceptions.
Over 11 induction sessions (UCS Ipswich only) we collected a total of 617 people (students) votes on a number of questions.
The questions focused on the following key areas;
The key differences (when we explained to students) was the power user was a content creator, compared to the novice. While the happy amateur tended not to use intranet based information.
The outcomes indicate the majority of students rate themselves (n = 617) as a novice (66.3%), compared to a happy amateur (17.3%), a power user (11.5%), or rather anxious (4.9%). Many observations can be drawn from this, including we tend to have a new intake who have a really good grounding in software (desktop and web based). It also indicates the need to devote resources to a well designed student support package, as 22% are not engaging with web based material would rate themselves as anxious and stressed with respect to technologies in learning.
Overall, there are some lessons we need to take on board. Although, these are good indicators for learning technologies, there are still a large group of students, who are not confident or digitally literate, around the use of externally hosted solutions. Therefore, we do need to ensure our student support mechanisms are fit for practice.
Lastly, the ice breaker question … how did students like our shirts? This question was asked by the Elevate Team member when they ran the session. The majority didn’t care (67.9%), while 5.3% hated it! The sample was 585 people ... a lesson for use next year.
Over 11 induction sessions (UCS Ipswich only) we collected a total of 617 people (students) votes on a number of questions.
The questions focused on the following key areas;
- what technology have you used in your learning?
- are you registered on Web 2.0 technologies?
- how would you rate yourself in terms of technology?
The outcomes indicate the need to develop effective student development programmes around technology based learning and digital literacies.
In terms of what tasks they have completed previously in their learning, they where asked, “previously had you completed any of the following in your studies?”a) Been told to access some web based reading resources
b) Had to submit some work electronically for marking
c) Maintain an electronic portfolio
The results (n = 590), indicated the majority of the audience had been instructed to use web based resources in their learning (45.9%, and 33% when combined with answer b). While the number who had previously been exposed to electronic portfolios was very low (1.4%).
It must be stated the question design was poor, as it did not include a not used any of these options, and the multiple answer made it difficult to identify patterns. However, it did give an indication of low awareness around what is an e-Portfolio. A message which must be taken on board when staff roll out Mahara within their teaching.
An increasing trend within teaching is the combined use of internal and externally hosted software. For instance, our Induction focused on how students could take ownership of their learning and use Web 2.0 technologies to achieve a number of learning outcomes. A simple indicator of engagement with Web 2.0 technologies was to ask, have to a facebook account? The rationale being, if yes, they must have created an account, and therefore, engaged with Web 2.0 services. The results indicated our student base has engaged with Web 2.0 technologies, as 85% have a facebook account, 10% do not, and 5% would not say (n = 599).
A limitation of this question was they might not be on Facebook, but use other Web 2.0 services. This question didn’t accommodate this scenario.
The final question focused on how students perceived their confidence with using technology. They were asked how they would rate themselves, as either a technology (software) power user, novice, happy amateur or being anxious.
The definitions were as follows:
b) Had to submit some work electronically for marking
c) Maintain an electronic portfolio
The results (n = 590), indicated the majority of the audience had been instructed to use web based resources in their learning (45.9%, and 33% when combined with answer b). While the number who had previously been exposed to electronic portfolios was very low (1.4%).
It must be stated the question design was poor, as it did not include a not used any of these options, and the multiple answer made it difficult to identify patterns. However, it did give an indication of low awareness around what is an e-Portfolio. A message which must be taken on board when staff roll out Mahara within their teaching.
An increasing trend within teaching is the combined use of internal and externally hosted software. For instance, our Induction focused on how students could take ownership of their learning and use Web 2.0 technologies to achieve a number of learning outcomes. A simple indicator of engagement with Web 2.0 technologies was to ask, have to a facebook account? The rationale being, if yes, they must have created an account, and therefore, engaged with Web 2.0 services. The results indicated our student base has engaged with Web 2.0 technologies, as 85% have a facebook account, 10% do not, and 5% would not say (n = 599).
A limitation of this question was they might not be on Facebook, but use other Web 2.0 services. This question didn’t accommodate this scenario.
The final question focused on how students perceived their confidence with using technology. They were asked how they would rate themselves, as either a technology (software) power user, novice, happy amateur or being anxious.
The definitions were as follows:
- I’m a power user. I’m very competent with Microsoft Word, I’m a master of the pivot table, I update blogs, I’ve added content to youtube and I use Google Docs
- I’m a novice. I’m very good as some aspects of Microsoft Office, I read lots of material from web sites, I access multimedia (video and audio) online, and I have used skype
- I’m a happy amateur. I tend to use UCS computers and software, and share most of my word documents as email attachments. It meets my needs
- I’m rather stressed and anxious when it comes to technology. I don’t feel in control, and what I’m currently doing isn’t very satisfactory
The key differences (when we explained to students) was the power user was a content creator, compared to the novice. While the happy amateur tended not to use intranet based information.
The outcomes indicate the majority of students rate themselves (n = 617) as a novice (66.3%), compared to a happy amateur (17.3%), a power user (11.5%), or rather anxious (4.9%). Many observations can be drawn from this, including we tend to have a new intake who have a really good grounding in software (desktop and web based). It also indicates the need to devote resources to a well designed student support package, as 22% are not engaging with web based material would rate themselves as anxious and stressed with respect to technologies in learning.
Overall, there are some lessons we need to take on board. Although, these are good indicators for learning technologies, there are still a large group of students, who are not confident or digitally literate, around the use of externally hosted solutions. Therefore, we do need to ensure our student support mechanisms are fit for practice.
Lastly, the ice breaker question … how did students like our shirts? This question was asked by the Elevate Team member when they ran the session. The majority didn’t care (67.9%), while 5.3% hated it! The sample was 585 people ... a lesson for use next year.
Student login problems
Just a quick post to inform everyone that student's can't currently login to the UCS network, IT Services are currently looking into this issue and we'll update when we know more.
These problems of course affect our Wolsey VLE for students.
Thanks
David
These problems of course affect our Wolsey VLE for students.
Thanks
David
Tuesday, 20 September 2011
Visual Browsing and Augmented Reality
An area that the Elevate Team are looking into at the moment is the overlaying of online, virtual resources with real world, physical items. We'll be looking to work with our School of Science, Technology and Health, in particularly the division of Science and Technology where researchers are doing some very interesting work with international status in the field of regenerative medicine. We'll be looking to take some of their data to make scientific posters come to life, with the overlaying of video and 3D graphics.
When we talk to colleagues we are currently talking about the "Harry Potter" effect, where newspapers etc. have moving pictures and stories. We are currently working with our Marketing department to help them bring their next prospectus to life, we are hoping this will also bring the technology to the forefront and allow a wider audience to see what is possible, below is a quick demonstration showing what we doing:
[youtube]http://www.youtube.com/watch?v=rm6jkzwqVKg[/youtube]
The above example uses the brilliant Aurasma app, available on both iOS and Android devices, currently the iOS device is more advanced. The app allows you to tag an image/part of an image, and the associaten a number of images/videos and actions to it.
Once the app recognises the image it plays the appropriate resource. Currently this is all local to the device you are using when creating the "auras" via the app, but it is possible to apply for a developer's account. We have a developer's account and this allows us to create "super auras", these are hosted on the Aurasma servers and means that any device in the world that subscribes to our channel is able to view the auras.
This is a new field for us, and one we believe it could be very exciting, we are very much looking forward to using this within the Learning and Teaching arena.
When we talk to colleagues we are currently talking about the "Harry Potter" effect, where newspapers etc. have moving pictures and stories. We are currently working with our Marketing department to help them bring their next prospectus to life, we are hoping this will also bring the technology to the forefront and allow a wider audience to see what is possible, below is a quick demonstration showing what we doing:
[youtube]http://www.youtube.com/watch?v=rm6jkzwqVKg[/youtube]
The above example uses the brilliant Aurasma app, available on both iOS and Android devices, currently the iOS device is more advanced. The app allows you to tag an image/part of an image, and the associaten a number of images/videos and actions to it.
Once the app recognises the image it plays the appropriate resource. Currently this is all local to the device you are using when creating the "auras" via the app, but it is possible to apply for a developer's account. We have a developer's account and this allows us to create "super auras", these are hosted on the Aurasma servers and means that any device in the world that subscribes to our channel is able to view the auras.
This is a new field for us, and one we believe it could be very exciting, we are very much looking forward to using this within the Learning and Teaching arena.
Elevate Newsletter: September 2011
Our three bullet newsletter for September 2011
For more information, please email us (elevate@ucs.ac.uk)
- The Mahara e-Portfolio is available at UCS (http:/mahara.ucs.ac.uk). This service was funded by ILTS money, and is being used to support the Graduate Head Start Programme. However, it is also available for those who need their students to maintain an e-portfolio for assessment purposes.
- GoTo Webinar is available at UCS. This service is a dedicated desktop conference tool which is externally hosted with GoTo Meeting (http://www.gotomeeting.com). This will allow you to connect people and places virtually. It is perfect for teaching, small group seminars, 1-2-1 support and meetings. This service was funded from the Elevate Team Software Budget. For more information about how you can start using this simply email elevate@ucs.ac.uk
- Staff development - hub & spoke model. The pilot of the hub & spoke model worked really well with ECS over the summer. This involved a learning technologist being based in the Division to support staff and projects. For you book this service, Heads of Division need to email Andy Ramsden (a.ramsden@ucs.ac.uk)
For more information, please email us (elevate@ucs.ac.uk)
*Resolved* RSS Error in Wolsey Assessments Folder
Status: Resolved
Fix: Not required, fixed at system level
We have become aware of a problem within the "Assessments" folder on all Wolsey modules.
Issue: The 2011 modules template included an RSS feed that pulls all the Online Submission FAQ information from the UCS FAQ Engine.
Description: This is a dynamic link that loads the RSS feed when the Assessments folder is viewed, we are currently experiencing an error that states there was no data found, as show below:
We believe the problem is linked to the maintenance work carried out on the FAQ Engine on Friday 16th September, when the system was offline all day for maintenance, it appears the RSS feed has been cached by Wolsey when there was no data available.
Status: Open - Elevate Investigating
Fix: Currently no fix
Work-around: Re-enter the javascript code to reload the feeds
Fix: Not required, fixed at system level
We have become aware of a problem within the "Assessments" folder on all Wolsey modules.
Issue: The 2011 modules template included an RSS feed that pulls all the Online Submission FAQ information from the UCS FAQ Engine.
Description: This is a dynamic link that loads the RSS feed when the Assessments folder is viewed, we are currently experiencing an error that states there was no data found, as show below:
We believe the problem is linked to the maintenance work carried out on the FAQ Engine on Friday 16th September, when the system was offline all day for maintenance, it appears the RSS feed has been cached by Wolsey when there was no data available.
Status: Open - Elevate Investigating
Fix: Currently no fix
Work-around: Re-enter the javascript code to reload the feeds
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