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Welcome From UPC Faculty Welcome to this year’s Technology Enhanced Learning (TEL) update, a collaborative publication from across the UPC partnership. The past year has paved the way for rapid change in the HE in FE landscape, from the Browne review to the White Paper and the introduction of the new fees regime. What is becoming increasingly recognised is the innovative use of technology in teaching and learning to enhance the student learning experience. We are moving into a very different climate, where the appropriate use of e-resources and new technologies gives students even wider learning opportunities. There is much more of a focus on the student experience, and it is imperative we are considering the most appropriate use and management of technology in the classroom and online. Plymouth University is investing in new systems such as Primo (live from September 2012) the new library searching tool which replaces Metalib, offering more efficient searching. We are seeing wider use of VLE’s especially with the introduction of tools such as Moodle 2.0 where online assessment can be embedded throughout to support learning development. What is imperative is that we continue to work to develop staff and support them embrace and embedding and sharing these new technologies. This booklet showcases some of the active TEL practice from across the partnership, so enjoy the read and please feel free to contact me or the contributor if you have any questions.
Julie Julie Swain UPC Faculty Student Learning Experience & Technology Enhanced Learning Co-ordinator
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Contributed by: Flea Palmer
Mobile with Plymouth
The University has just released a set of mobile friendly information resources called Mobile With Plymouth University. Mobile With Plymouth University, allows students, both current and prospective, to access comprehensive information about Plymouth University. Mobile with Plymouth University is available from the • • •
iTunes (Apps are available for the iPhone and iPad) Android Market any mobile device with a web browser by going to mobile.plymouth.ac.uk
Current features include • • • • 4
Access to student focused information to support your learning and your time at Plymouth University Open day information Search maps for buildings and locations, on and off campus Find out which Student Computing Rooms have free PCs and see which is the closest using GPS
• • • • • • • •
Search the contact directory Call or email contacts and add them directly to your address book Find Friends – use the Friend Locator to see where friends are and contact them to meet up. Receive University alerts and announcements. Live weather information Videos from the University Mobile access to your e-portfolio Receive the latest news and events from the University and Student Union.
Soon to be accessible by Mobile with Plymouth University • •
Search the Library catalogue View your Library loans
New features, such as mobile access to timetables, are being planned for the future.
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Contributed by: Flea Palmer
The PLAN The Plymouth Learners’ Access Network is a social network which, we hope, will make transition to University a bit easier, enabling your students to get to know fellow students before arriving. Information about the various services, events and attractions available will enable students to start to PLAN their time at Plymouth in order to get the best out of the ‘Plymouth Experience’. Please see link to UPC Progression Group to find out more about the transition process from Foundation Degree to top up. Our mobile app is also available to help and familiarise users with both the campus and the weather.
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Contributed by: Anne McDermott
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Seedpod
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Contributed by: Dan McCaffrey
JISC Regional Support The Joint Information Systems Committee (JISC) exists to champion digital technology, offering leadership and support to UK educational organisations at a local, national and international level. We provide resources, knowledge and expertise that Colleges and Universities would struggle to source individually due to cost and resource. By staying abreast of developments across information and digital technology we help the UK education community make investment decisions that support in the delivery of the learner experience their students demand. The JISC Regional Support Centres (RSC’s) are a network of 12 centres across the UK who assist Higher and Further Education Colleges and Skills Providers with information, advice and guidance in the strategic use of technologies to achieve their organisational goals. JISC RSCs provide strategic advice and support through visits, events and peerto-peer support networks. Working in tandem with other JISC Advance services and partners, RSCs stimulate and support innovation in learning by tailoring advice and guidance to suit a learning provider’s individual needs. JISC Advance are a portfolio of 7 tenured services who developed specialised advice and guidance on a variety of themes. These include JISC InfoNet, for Managers, JISC Legal, JISC Digital Media, ProcureWeb (eProcurement advice) and several others. The RSC’s act as regional disseminators for these specialist agencies, and also provide brokerage, linking up Institutions and agencies regionally and nationally, supporting and disseminating on good practice, and helping JISC funded project activity succeed and acquire traction outside of the funded milieu. In the South West, the RSC is composed of a team of 10 advisers who have a broad range of knowledge concerning multi-faceted aspects of technology across the post-compulsory education sectors. For instance, we have expertise in the pedagogic and procedural applicability of Virtual Learning Environments, expertise in how to acquire funding and apply sound principles of project management to technology related projects, expertise in utilising Social Media to enhance Learning and Teaching etc. The Higher Education Adviser for the JISC Regional Support Centre South West is Dan McCaffrey, who works closely with the University of Plymouth Colleges Network to support, promote and enhance existing Technology Enhanced Learning activity with Colleges enjoying UPC support.
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For more details on the activities of the JISC RSC South West: http://www.jiscrsc.ac.uk/southwest For more details about the JISC Advance service portfolio: http://www.jiscadvance.ac.uk/cgi-bin/default?section=welcome For more details on JISC: http://www.jisc.ac.uk/ For further information please contact Dan McCaffrey email: danmccaffrey@rsc-south-west.ac.uk
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Contributed by: Sim Taylor
Bicton College Learning Resource Centre The Learning Resource Centre (LRC) holds a range of digital cameras, voice recorders and flip cameras to enable HE learners to record work experience. Equipment is also used to observe and record for the Individual Research Project Module. This is especially important in some of the subject disciplines, such as Equine and Animal Science where observations of animal behaviour can be recorded. Learners have benefitted from the HE study room which is equipped with networked computers and printer. Bookable private study rooms are also available in the LRC where up to 6 Higher Education learners can use computers and work collaboratively on projects. Use of computers and equipment is supported by the LRC staff who work closely with learners as many of the HE groups are small, LRC staff are able to tailor specific help and support to students. Sim Taylor, the LRC Co-ordinator is able to support learners with their use of the Plymouth University Portal for research in small workshops and on a one-to-one basis.
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Olympian Mary King Opens Fantastic New Indoor Arena Bicton College has just opened its new equestrain facilities and will provide excellent teaching and learning facilities for full and part-time students and external customers. The facilities include an extended 20m x 60m indoor arena with geltrack surface, gallery seating for 150 people, state of the art teaching rooms, two allocated judging areas and staff offices/reception area. The improved facilities will attract a much larger equestrian audience and increase the number and type of events which may be held at the venue. The new facilities also house video technologies allowing riders to record and reflect on their practice. This footage can then be used inside and outside of the classroom and arena to support the enhancement of rider performance. It also enables staff to showcase examples of practice across the student groups and to utilise functionality, such as slow motion footage to develop reflective practice. Over 250 equestrian enthusiasts attended the grand opening of the impressive international size arena at Bicton College, which were formally opened by Olympic rider Mary King and horse King Solomon lll during a day of equestrian displays and entertainment.
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Contributed by: Virginia Havergal
Bridgwater College At Bridgwater college we are focusing on the development of HE critical study skills. Our focus has been to developing workshops for staff and students to ensure that they have the skills and tools to undertake their HE studies. We have also been looking at some e-learning resources which support teaching and learning, please see below.
Classzone, Online resources for classes. Link - http://www.classzone.com
Cast Science Writer, a tool which supports students in writing lab and class reports. Link - http://sciencewriter.cast.org/
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Engage in Research
Stem Wishees designed to help improve writing in Science, Technology, Engineering and Mathematics. Link - http://www.thinkingwriting.qmul.ac.uk/wishees/index.html
Parade of Games, a site created to provide educators and trainers with easy to assemble educational games. Link - http://facstaff.uww.edu/jonesd/games/
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Contributed by: Stu Welsh
dBs Music dBs Music specialises in audio production, sound and music technology and, as such, our students enjoy excellent facilities. The music industry is unique in that it requires a broad knowledge of both vintage/ classic gear and cutting edge technology. We are pleased to be able to offer our students valuable practical time on a large range of industry standard equipment. This provides them with a “well rounded” set of industry appropriate skills and we feel, gives them an edge over other applicants. Our students have gone on to gain employment with Abbey Road Studios, ITV Studios, NBC and Super Audio Mastering to name just a few. The technological side of our business moves extremely rapidly with manufacturers quick to embrace new ideas. Nowadays, it’s not uncommon to see a Sound Engineer mixing music by using an iPad or other portable tablet device.
We have recently adopted the Apple iPad at dBs Music as a tactile teaching device. All of our HE tutors have a tablet device. As well as using the iPad to demonstrate technical ideas, giving students the opportunity to interact with the lesson content, the iPad is also used to aid in communication between students and tutors. 16
The technological advances are put to use practically by the students during their end of year show. Project Warp is a student led, live event which showcases their technical skills by mixing live performance with traditional instruments with cutting edge technology.
Alongside their studies, our students enjoy access to all lesson materials via our Virtual Learning Environment (VLE). Accessible from any computer with an Internet connection, our Moodle VLE system serves as host for all lecture notes, lesson content and assignment work. Students are able to upload their work to Moodle for marking and feedback. dBs Music is a pioneer in adapting the Moodle system for use with our own practice. Within Moodle we have implemented a traffic light system which displays instant visual feedback to students, on the status of their assignments and when work is completed their submissions turn green.
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Contributed by: Sue Caporn
City of Bristol College The Use of e-books with HE Students This research project, undertaken at City of Bristol College during 2010-11, looked at the perceptions and usage of eBooks by students on foundation degree programmes. The research aimed to follow up a cohort of Business and Early Childhood Studies students who were subjects of an initial project on attitudes to eBooks. This project focussed on the changing attitudes of study in their second year of study. The project also replicated the survey methodology used in the original project with two Technology foundation degrees: Automotive Business and Engineering. Data was collected from two questionnaires completed by these students, one immediately after an introductory workshop and the other two months later, and staff teaching on the programmes were interviewed. The research found that the usage of eBooks by the 2nd year Business and Early Childhood students had decreased by September 2010, and that the students were less satisfied with eBooks and less likely to use them in future, with technical problems a factor. The Technology students were found to be more positive about eBooks than the Business/Early Childhood students, to have used more eBooks in relation to print books, and to be much happier to read directly from the screen. However, some of these students found eBooks difficult to navigate and search, and in all groups many students still express a preference for print books. The Technology lecturers commented on the poor image quality of the eBooks, but believed them to be a useful resource. All participants valued the ability to access eBooks remotely, as well as the additional access to relevant titles offered by eBooks. The eBooks workshops were found to have had an impact on both the way in which students intended to carry out research and on confidence levels in relation to eBooks.
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Contributed by: Sue Atkinson
City College Plymouth Foundation Degree in Public Services Students at City College Plymouth have been using PebblePad to record their academic and professional practice within the Foundation Degree in Public Services. Students have been working on developing reflective skills, recording activities and using webfolios for employment opportunities. By utilising PebblePad at the beginning of the course they have been continually developing their e-portfolios and are able to generate targetd CV’s and action plans for project work which will enhance their professional profiles. Below are examples of the activities recorded and built upon by stage. This process is iterative and supports additional career management and guidance opportunities offered within the college. Evidence demonstrates that the majority of the cohort, once engaged with the tool, use it frequently and actively in order to enhance their professional development. Some part time students have been using the webfolios for interview as it provides a interactive and evidence based presentation. Stage One • •
• • • • • •
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• • • •
Nepal Trust - Charity event for group work. This was a reflective piece of work relating to a Working in Groups assignment. Edinburgh visit. Trip relating to several assignments, Criminal Justice, Political awareness, Academic and Professional Practice. Reflection on visit, skills learnt and information collected from organised trips to police, law courts and Scottish parliament Flux event for some students with write up on tasks and experience Academic and Professional Practice Module which includes action planning and skills auditing Recording feedback and reflection from assignments Referencing tool - using the Plymouth Univeristy referencing community Complete ‘M’e Reflection on degree year and any voluntary work or paid work (working with people) Plymouth Award- if enrolled Career information, applications Job and interview procedures Graduate CV
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Visiting speakers, reflection on content of information Development of webfolios to demonstrate professional skills development
Second year • • • • • • • • • • • • • •
Reflection on progression year Work experience/voluntary work/paid work Applications for Special Constables, Crime Stoppers, Victim Support, Samaritans etc CV updating and continuation of year one London visit to Westminster parliament and Metropolitan police control centre Action Research projects x 2, Devon and Cornwall Police and Royal Marines Recording feedback from assignments and reflect on feedforward PDP continuation Recording visits, Harbour Centre, Fire stations Plymouth Award- if enrolled Progression and careers information Short course reflection and evaluation of projects Personal CPD Student tutorials and meetings
An example of an informative webfolio: http://e-portfolio.plymouth.ac.uk/viewasset.aspx?oid=126157&type=w ebfolio&pageoid=126162
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Contributed by: Kevin Burrows
City College Plymouth Accountancy students at City College Plymouth are reaping the benefits of the use of video cameras to capture group sessions as part of their problem-based learning projects. The recordings are being used reflectively to encourage collaboration and improve confidence, inspiring a collective learner voice. In addition Moodle and Google Docs support the students collaboratively throughout their studies. A large proportion of the cohort are international students, who are using a second language admist a new and challenging culture and learning environment. Problem based learning is a centred activity that the students undertake and it involves the students taking charge of their learning, setting objectives and tasks for each other to undertake as part of the project. Video cameras have been introduced into the classroom in order to aid external verifiers for assessment and quality purposes. When this proved to be a successful student learning model, it was then introduced as part of the students’ problem based learning project. The technology was then rolled out as part of a blended learning approach to teaching and learning, enabling students to access their own videos from Moodle (Virtual Learning Environment). The overall aim is to help the students to develop their reflection and research skills, whilst enhancing access to the resources through Moodle. Communication and peer support was also requested as an area that the captured sessions would enhance. The process undertaken is: • • • • • • • •
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Students form a group of up to 8, guided by a Tutor They start by creating their problem based statement within the classes Tutor provides room allocations for the group and timetables uploaded to Google Docs Students upload their findings into Moodle to capture week by week activity Students upload their agendas for meetings into Moodle, supported by Tutor Students compile minutes of the meeting and upload to Moodle Tutor reviews the minutes and provides feedback Sessions are video recorded with the group and made available in Moodle
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Tutor gives feedback to the group at the end of the recorded video. Students can also watch themselves in the recordings and reflect on the activities involved in the sessions. The tutor also provides RSS (Really Simple Syndication) feeds to help sync content and make it easier for students to access.
By capturing the students on video, particularly international students, this has helped to develop their critical analysis skills and has enabled them to review their performance and reflect. “I would say most definitely, by getting the students to reflect and getting them to review the videos to reflect on how they worked. They could also get a chance to see how their peers operated.” Kevin Burrows, Lecturer Students also become role models to other students, which encourages participation and involvement. This in turn helps the more shy or reserved students to engage more and develop their confidence throughout the project. In the future students may come to expect even more support outside of classroom time. This represents a big change within any learning organisation and how this can be monitored, but not only that there needs to be support from management to help develop new projects and facilitate them. “You’ve got to have the support from management to make sure they recognise how much time you’re spending on developing blended learning.” Kevin Burrows, Lecturer Students value being in closer-knit groups and having the teacher available to work with them as individuals, which helps them with their coursework. Some of the students do feel nervous about being on camera, although they see the technology as a valuable addition to their course. With Moodle the tutor has a place where he can go to see what the students are doing and monitor their progress. The most valuable aspect is that students now have even more support outside the classroom, an approach supported by management of the Higher Education faculty.
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It’s challenged the norms of what we do in the classroom and what we do outside the classroom.” Kevin Burrows, Lecturer “Technology enabled me to reach over 150 students, whereas if I was trying to see 150 people face-to-face it could not be done.” Kevin Burrows, Lecturer It is also apparent that mobile devices are becoming more and more of a student tool from which to access resources. This is something that has increased over time especially during exam time. It is hoped this project will be further expanded throughout the next academic session to include more mobile technologuies, along with supporting staff to blend their programmes to meet the needs of the students and enhance the student learning experience.
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Contributed by: Bex Ferriday
Cornwall College Social Networking - using Facebook for Teaching, Learning & Marketing There are those who say that only the brave or foolhardy educator would consider using Facebook as part of their teaching toolkit. The knotty issues of friending students, cyberbullying and online identity sit like land mines in the field of battle and institutions, for fear of blowing themselves up, often find a blanket ban of the infamous social networking site solves any issues before they have a chance to occur. It’s now 2012, Facebook is ubiquitous and as much a part of people’s daily routine as cleaning their teeth, eating Shepherd’s Pie and washing socks. Switch Facebook off at network level and you can no longer stop students from accessing it – as the proliferation of smart phones will attest. Take students’ phones away from them at the start of each day and return them when the buses arrive to take them home and you are effectively switching normal life ‘off’ for students and plunging them into the dark ages. Surely this isn’t the correct way to prepare young adults for normal life? How then, do institutions embrace this technology while ensuring use of Facebook as a part of teaching and learning is safe and secure? Cornwall College decided to bite the social networking bullet when it became apparent that the best way to contact students outside college hours was not via email (which students rarely check, it apparently being ‘the domain of the elderly’) or through the VLE, but to go to where the students already were: Facebook. The next step was to write a Briefing Paper extolling the virtue of safely using Facebook as part of teaching and learning and a Safe Use Policy designed specifically for social networking. We wrote a short, dynamic and image-rich online training session for staff interested in using the social networking site, a checklist highlighting a series of criteria that teachers had to adhere to in order to set up a Facebook space for their learners, then sat back and waited....
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...Six months later and the college has almost 2 dozen Facebook spaces used to sharing important course-related information, films, documents and links (and those all important messages to students) and to market the college’s restaurants and beauty salons. Whetted your appetite? Follow these links to access downloadable copies of the Briefing Paper and Acceptable Use Policy, and watch a webinar that explains all of this in more detail.
LINKS: Facing up to Facebook webinar: http://vimeo.com/24925321 Briefing Paper: http://www.slideshare.net/rscsw/facing-up-to-facebook-issues-forthe-uses-of-facebook-with-1619-year-old-learnersa-research-basedexploration Safe Use Policy: http://www.slideshare.net/rscsw/staff-professional-code-of-conduct 27
Contributed by: Hayley Randle
Cornwall College The Equitation Science team at Duchy College staged an event exploring the use of technology (from video cam to ipad technology) in equitation working along side the Jon Pitts Fit to Ride programme. This event, attended by equine industry professionals from across the South West and academics alike, was supported by University Plymouth Colleges Faculty as part of a wider project examining the use of technology in teaching and learning combined with creating equestrian uniqueness to enhance employability. The continued and enhance integration of the use of technology in riding will improve learning potential of riders and allow them to see the effect of their actions on the horse virtually instantaneously. The Equitation Science Team have established academic and practical relationship with Jon Pitts and the Fit to Ride programmes now provide Duchy’s Equitation Science students with work based opportunities throughout their academic programmes. 2012 saw the pilot of this work with Ellen Forster working in Oxford with one of Jons eventing clients and the development of Fit to Ride practitioner status with 2011 BSc (Hons) Equitation Science graduate Katie Allin, who herself won the prestigious International Society for Equitation Science student poster award at the ISES 2011 international conference in The Netherlands at the Global Dressage Forum. The ipad is used to record rider movement and then using an app called icoach, where points can be mapped onto the footage to allow the rider to see position and line. From this they can review their seat, posture and poise whilst riding. One of the most useful aspects is to manipulate the pressure points to look at potential movements and impact on saddle engagement. It can then be played in slow motion so that the rider and audience get the opportunity to reflect on the movement and gain a further understanding to improve their riding position.
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Contributed by: John Fitzsimons
Exeter College Seattle, Exeter, Prague. Where next for TV Production? This year we have been developing innovative approaches to international TV drama production and expanding our work with commercial and industrial clients. Our second year FdA TV group have linked with Central Washington University (USA) students to design and produce a short drama film. The script has been developed and agreed via video conferencing and social media links, using Celtx software and dropbox technologies. This is the first time we have attempted to create a joint drama film project. It is extremely demanding, requiring some innovative thinking to allow filming in what will be three locations: Seattle, Exeter and Prague. Some considerable thought has been given to how filming by two different teams in three international locations can produce one finished film. If it works, we will repeat the exercise next year and publish the methodology. One problem that was considered was how to show the same actor in different locations without the actor having to travel to the USA. Green screen was considered, but eventually the students decided to film from a first person point of view. This meant that the audience would not see the main actor in any location. Other problems solved so far are conceptual in terms of continuity, communication and technical formats. We have also been working closely with local employers this year to develop Local TV. This seems to be leading in the direction of students being trained in news production, and in producing promotional programmes for a variety of organisations. Initiatives with the NHS and Flybe will result in the production of a range of videos, but crucially for the students, they will have an increasing level of responsibility and autonomy to produce this work.
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A bonus from the international work is that Central Washington University (CWU) has now established a cable channel for their students that extends across Washington State. The journalists there have requested an exchange of news stories to be broadcast on their weekly news programme, resulting in the production of a range of news items by the Exeter FdA TV Students. Documentary programmes made by students in Exeter and on the Media Arts programme at Plymouth University have also been submitted to CWU for future broadcast.
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Contributed by: Amanda Isaac
Petroc Online Interactive Tutorials at Petroc Petroc Learning Resources are now using interactive assignment workshops to support FE and HE students. These classes are available to book through Learning Resources. The PASS Class for each group is then loaded onto Moodle course pages, for access during and after the session. PASS Class – a Practical Assignment Study Session for learners to help them ‘pass’ a set assignment . The PASS Class is an interactive session using videos, activities and quizzes that learners can work through at their own pace, aiming to: • maximise learners’ use of available resources • develop students as independent learners • develop learners’ research skills • improve their efficiency when researching. (Page 9 of the PASS Class is shown below)
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PASS Classes have been well-received, the students particularly liking that the tutorial is accessible online at any time, so they could do a subject specific Learning Resources workshop at their own pace without feeling pressured to complete it in the session. We are in the process of converting the content to UDUTU, as this looks clear and attractive, and is easier to load and access. We are developing this online tutorial approach to cover more digital and information skills development across college, as with our Plagiarism and Referencing quiz, (Question 2 shown below)
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Contributed by: Martin Rowe
Petroc Online Communication Tools - supporting part time students The recurring theme this year has been the use of online tools to store and retrieve information, and to communicate. Developments have included students using ‘the Cloud’ to work outside of the confines of the timetable and the classroom. The online tools Google Groups, SkyDrive, Pebblepad, and Delicious have all been used extensively to store personal information, to facilitate group communication, and to support the sharing of research information. A Google Group and a SkyDrive shared space was created by the FdSc Computing and FdA Business and Computing students. These students are creating a substantial, professional website for a local Art Gallery. As they are part time and only attend College one day a week - they travel to the College from various parts of Devon: one from Sidmouth, one from Holsworthy, one from Ilfracombe, one from Hartland, one from Barnstaple, and one from Bideford - Google Groups seemed to provide the answer to the problem of group communication when outside of College. Jon Ward from Sidmouth comments: “I’m a part time student who travels sixty miles each Wednesday to attend lectures in Barnstaple. I therefore only meet the other members of my group once a week, I have found it has been essential to use tools such as Google groups and SkyDrive which allow us to collaborate and continue working during the week outside of college. The use of Google Groups has allowed us to help each other learn new things from home. Team members have helped each other learn new skills from home such as the use of PHP and CSS. SkyDrive is a cloud based file sharing tool it has helped us centralise shared documentation for our group project so we can all have access to them where ever we are (at home college or on the road from smart phones). It has also meant we have a place to store our sprint burn down charts so at any time during the project members of the team can check for themselves how well we are performing and if we will meet our targets.”
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Google Groups site for the part time FdSc Computing and FdA Business and Computing students Group Project.
SkyDrive site for the part time FdSc Computing and FdA Business and Computing students.
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The use of Pebblepad continues for various Foundation Degree Courses. Tracey Herbert from the FdA Early Childhood Studies finds it particularly helpful.
“Pebblepad has changed the way I work, making it easier to keep records, ideas, reflections or CV items in one place, available at any time. It enables me to share my thoughts with students and lecturers instantly, reduced my paper usage and made online academic collaboration simple – it’s amazing!” The use of the online space has also been used by the stage 1 FdSc Computing students in an interesting way. Early in the course the students realised that at HE level the requirement to supplement the Lectures and class activities with research was expected of them. In response to this one student created a Delicious site for the group to record good resources for research in the different modules.
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As William Hales says “Inspired by the college VLE system I was interested in creating a resource environment that could be shared with my peers, allowing us to gather information and post links to any relevant, informative sites that will help towards research. Delicious is a ‘social bookmarking service’ and became the basis for this. It has since been used to aid research for assignments and share interesting material.”
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Contributed by: Jolanta Peters
Somerset College Web 2.0 and Information Literacy Tutorials We live in an age of continuous technological development and enhancement. Today’s academic libraries need to think how to unlock the full educational potential of digital technologies, especially in information literacy development. Embedding the use of Web 2.0 technologies, that students use so ubiquitously in their academic and daily lives, reflects well within library developments at Somerset College.
Fig. 1: A handful of Web 2.0 tools www.wordle.net
There are hundreds of Web 2.0 tools available (see Fig. 1) and dozens are added to the web every day. Engaging with all of them would be a near-impossible task but here at Somerset College we have embarked on the tested and trusted ones. Xerte, a user-friendly Web 2.0 tool, was chosen for creating accessible and interactive information literacy development tutorials. These tutorials involve topics such as choosing the right keywords when conducting research, using Boolean operators, Harvard referencing tutorials, etc. Xerte offers a great set of non-technical content templates. There is loads of choice for embedding text, images, YouTube videos.
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screen casts, drag and drop and lots more (see Fig.2).
Fig. 2: Imbedded media available in Xerte http://localhost/xertetoolkits/
This means that librarians can be involved in creating these interactive tutorials and students are able to test their knowledge by accessing them 24/7 via the college’s VLE (Scoodle). This project is particularly beneficial to distance learners who are able to learn at their own pace by logging into the tutorials with imbedded media and test what they have learned by engaging in a short quiz or a drag-and-drop exercise. These tutorials also supplement study skills sessions delivered by the library staff for students on attended courses. Library staff and FdA Computing and Internet Technologies students are also working on a collaborative interactive ‘Harvard Referencing’ tutorial which covers referencing major information sources. This is a lengthy project but it enables technology students to further develop their research and technical skills whilst working on a practical project. In order to achieve specific objectives associated with the project, students develop their Web 2.0, scripting and creative media skills. One of the major objectives set for FdA Computing students is to create these tutorials from the perspective of a student (not just a developer) who will be learning from these tutorials. Tutorials are also set to be editable and easily embeddable into the college’s VLE. Interactive information literacy development tutorials provide opportunities for students to connect with Web 2.0 technologies and make learning a stimulating and positive experience.
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Contributed by: Sarah Beach
South Devon College Moodle 2 @ South Devon College In September 2011, South Devon College moved to Moodle 2. The benefits and new features of Moodle 2 • •
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Navigation - New navigation block allowing you to move around Moodle easily Easier uploading resources and storage - The resource menu has been cleaned up making it easier for teachers to choose the type of resource they want to add. It is now much easier to upload, share and delete files. File Repositories/File Picker - Users can now upload files, access previously uploaded files and add content from external repositories, such as YouTube, Flickr and Google docs. Private files repository - all users now have a personal storage area for files. HTML - Now basesd on TinyMCE therefore works on more browsers. Has a resizable editing area as well as an icon to full screen mode. Includes a Moodle media icon allowing users to easily embed media from an external repository such as YouTube. Blocks - Can now be added to resource/activity pages and can also be placed in the dock area on the left side of the screen freeing space on the Moodle page. Quiz Module - Now includes a navigation box and students can flag questions to refer back to. Tracking progress - Activity Completion, Course Completion and Conditional Activites provide methods for tracking progress and setting conditions. Teachers can see an overview of all the learners and students can see their own progress.
Within the new and improved Moodle, some HE courses are trialling the use of a third-party tool for marking electronic assignments. Students upload their assignment in PDF format onto their course, and the lecturer can then mark the PDF online. Markers can highlight and make comments on the PDF, grade the assignment and give feedback.
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Example of the options available on the PDF marking toolbar
We are also using the Twitter block that our in-house Moodle developers have created. This enables us to post feeds from Twitter directly into Moodle courses to direct students to news items of interest in their subject area.
This feature also works well on support courses such as the University Level Information course, where students are able to find Student Finance information through the feed, and on the University Careers and Employability course, where students can view new job opportunities from Milkround.
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Contributed by: Graham Tysall
Truro and Penwith College TEL @ Truro College
THE YEAR JUST GONE Reflection The TEL focus at Truro College for the past year has focussed on the integration of the iPad2 into the curriculum using a number of different delivery vehicles. The main developments are around the use of the tablet as a wireless connectivity platform with a range of servers, mainly Linux based, in order to provide a unique learning environment centred on flexibility. The original intention was to investigate the use of PowerPoint presentations controlled by the iPad from the rear of lecture rooms in order to allow staff to physically integrate and interact with student learning and obtain a perspective of the delivery from a new aspect! Technology has not necessarily freed the lecturer as much as has been hoped; many lecturers remain tied to a system situated at the front of a class and obliged to deliver in a ‘presentational’ manner. Whilst this works moderately well for the delivery of factual content it is not the most flexible model and it certainly does not showcase new technology in the best light nor encourage an innovative approach.
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However, these simple plans were rapidly superseded as more complex apps have become available and it was obvious that bash shell programming, web page coding, MySQL database connectivity could all be utilised from any point within the lecture room. This flexibility has had wide implications on lecture delivery allowing greater inter-action with students as well as permitting the lecturer to engage with problems, queries and suggestions in real time without the necessity to constantly return to the front of the room. Student lead design can now easily be accessed whilst communicating with the individual concerned and, by configuring personal systems in the correct way a link can easily be setup between the iPad2, student machine and server. This has allowed live discussion of such things as coding challenges where the group can contribute solutions whilst observing the impact of their suggestions upon the target machine - no more copying files from different computers to the master system. On the move web development via FTP links especially apps like FTP On The Go Pro have proved invaluable for maintaining a range of resources that are now retained for the computer technologies based students. Instead of providing PDF based DMRs, module handbooks and all the additional plethora of documentation surrounding the delivery of higher education programmes everything is now linked via a purpose built website allowing rapid updating of any resource. Resource sharing has also undergone a change at the college in relation to the FdSc Web Technology students who are actively encouraged to use Dropbox in place of Moodle due to its superior connectivity especially to a range of mobile devices. Programming in the bash shell although possible on the iPad2 via apps such as iEditor was found to be much simpler by using a proprietary SSH client such as zaTelnet (free) or iSSH. The latter, requiring purchase, has much more functionality although the former will support connections to a remote server, in this case a Ubuntu Linux box, and does support full shell sessions. There are limitations to the functionality of the freebie, not unexpectedly, but it does the job and only if you require more flexibility or sophistication (such as tunnelling) you would need to move up to the purchasable product.
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Contributed by: Darren Morgan
Weymouth College Weytrack The College has developed its own single, central student information/ tracking system: Weytrack. The primary purpose of the system is to enable structured monitoring of the learner experience. The system provides access to all individual learner or whole course information. It enables staff to select the course data from any programme area and then add this information to their home page. The course information includes average attendance data, punctuality, course progress, students with additional needs, learners at risk and the status of individual SMART targets. (Please refer to Figure1)
Figure 1: Program Areas Overview
The system uses a traffic light system for identifying issues and enabling fast intervention. (Refer to Figure 2) Other features at this level include group timetables, group photos, MIS forms and unit tracking.
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Figure 2: Course Overview displaying traffic light system:
Drilling down to individual learner level will display a learner’s previous qualifications, their contact details and any ALS alerts or notes.
Figure 3: Individual Learner Information:
At this level, units can be tracked on an individual basis. Lecturers have the option to add assignments for electronic submission and future plans are to use unit tracking for HE course IMPs.
Figure 4: Individual Unit Tracking:
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Programme Area Managers have a global view of the system (Please refer to Figure 5). They can access area performance indicators such as attendance data, numbers of withdrawals, learners at risk and status of tutorial SMART targets.
Figure 5: Overall Course data
Learners view their records through their e-ILP (electronic individual learning plan). As the system is web based, students can access this data on or off campus and can monitor and amend their targets, view their attendance and progress reports, upload their completed assignments, view their grades and engage in dialogue with staff (Please refer to Figure 6).
Figure 6: Student eILP interface
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Events PedRIO Events PedRIO Brown Bag Lunches To register for any of the lunchtime seminars please email teachingandlearning@plymouth.ac.uk • •
23rd May 2012 – PedRIO funded project show and tell 4th July 2012 - PedRIO funded project show and tell
Talking about Teaching Events (2nd Floor Meeting Room 3 Endsleigh Place) Please register your attendance at these events by emailing teachingandlearning@plymouth.ac.uk The inaugural PedRIO conference is designed to bring together colleagues from across and beyond the university to share pedagogic research. This event will be organised around 4 themed symposia which aim to bring researchers together to disseminate and discuss research findings as well as and develop potential collaborations for future research. We are delighted to announce Professor Glynis Cousin, Director of the Institute for Learning Enhancement, University of Wolverhampton as our keynote speaker for this event. The four key themes for this event are • 21st century learning challenges and new learning cultures • Student voice • Education for Sustainable Development • Pedagogic Research Methodology
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Work Based and Placement Learning Conference - 14th May 2012 (Robbins Conference Centre) Technology Enhanced Learning Showcase 28th June 2012 (Portland Square) – VC’s Teaching and Learning Conference 6th July 2012 (Sherwell Centre) – Call for papers open. Information on all T and L D events available at: http://www.plymouth.ac.uk/pages/view.asp?page=32213 Methods @ Plymouth 2012 Conference. 24-25 May 2012 Plymouth University Methods, Methodology and Epistemology: questions/answers, traditions/innovations, challenges/solutions Methods @ Plymouth 2012 is an interdisciplinary conference focusing on issues of method, methodology and epistemology attracting a diverse audience of researchers and educators from the academic, public, private and third sector and many different research disciplines. It offers a unique opportunity to debate current and future issues of relevance, with delegates drawn from different disciplines and professional areas. Key note speakers are: • Professor John Solomos, Department of Sociology, City University London • Professor Jane Seale, School of Education, Faculty of HES, Plymouth University The themes at Methods @ Plymouth 2012 are: • • • • • • •
New technologies in qualitative and quantitative research Issues of ethics Making research count Researcher respondent relationships Issues/methods of data analysis Reflexivity and challenges in research New research agendas in teaching and learning
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Book your place now for just £95 (including refreshments). Discounts are available for PhD (£60) and Masters (£40) students. http://www.plymouth.ac.uk/pages/view.asp?page=28865 Turbo Tel 14th June TURBO TEL event to be held at Somerset College, 14th June 2012. The JISC Regional Support Centre SW warmly invites you to a lively and fast-paced day of turbo-talks centred upon the use of technology in education. Presentations will be 10 minutes long in a “Pecha Kucha” style format. The entertaining format of this event promises to captivate and inspire attendees, following on from last years very successful event. Technology Enhanced Learning is the core theme of this years JISC RSC South West major summer event. Focussing on innovation in e-learning, this event provides a unique opportunity for education practitioners to find out about new technology and share their experiences. Delegates will gain valuable CPD and the chance to network and collaborate with like-minded practitioners. The fastpaced sessions will provide an opportunity to explore a wide variety of innovative areas, with no requirement to book preferred sessions on the day. Many leading contributors within the Learning and Skills sector will be present to offer high quality workshops. Book at http://www.jiscrsc.ac.uk/southwest/events/all-jisc-rsc-sw-events.aspx
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Contacts With thanks to the following for their contributions: Flea Palmer Plymouth University flea.palmer@plymouth.ac.uk
John Fitzsimons Exeter College johnfitzsimons@exe-coll.ac.uk
Anne McDermott Plymouth University A.McDermott@plymouth.ac.uk
Amanda Isaac Petroc amanda.isaac@petroc.ac.uk
Sim Taylor Bicton College SMTaylor@bicton.ac.uk
Martin Rowe Petroc martin.rowe@petroc.ac.uk
Virginia Havergal Bridgwater College HAVERGALV@bridgwater.ac.uk
Jolanta Peters Somerset College jolanta.peters@somerset.ac.uk
Stu Welsh dBs Music stu.welsh@dBsmusic.co.uk
Sarah Beach South Devon Sarah.Beach@southdevon.ac.uk
Sue Caporn City of Bristol College sue.caporn@cityofbristol.ac.uk
Graham Tysall Truro and Penwith College graham.tysall@gmail.com
Sue Atkinson City College SAtkinson@cityplym.ac.uk
Darren Morgan Weymouth College Darren_Morgan@weymouth.ac.uk
Kevin Burrows City College kevin.burrows@cityplym.ac.uk
Julie Swain UPC (Plymouth University) julie.swain@plymouth.ac.uk
Bex Ferriday Cornwall College bex.ferriday@cornwall.ac.uk
Dan McCaffrey JISC danmccaffrey@rsc-south-west. ac.uk
Hayley Randle Cornwall College hayley.randle@cornwall.ac.uk
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