iSpring: Video Case Study 3 of 3

iSpring Early Adopters Project: Video Case Study 3

In the Learning Technology Development team we’ve recently completed the early adopters’ project in the use of iSpring. Following on from Sertip and Maggies previous videos, we would now like to introduce Carl Simmons from the Faculty of Education.

Carl shares his experience and advice from the iSpring Early Adopters project. He tells us how his department uses iSpring to transform their existing traditional external facing resources into a format that supports accessibility for students out on placement. Carl also describes how support from Learning Technologists can help you overcome any obstacles and enhance the students’ learning experience. Take a few moments to view our third and final video case study.

Carl Simmons Case Study 3click_to_open

 

 

 

 

 

iSpring Early Adopters Project: Video Case Studies 1 & 2

Sertip_Case_Studyclick_to_open

 

 

 

 

 

Case Study 2

click_to_open

 

 

 

 

 

 

 

 

BestofTEL_SMALL

The video case studies powerfully illustrate the positive effect that technology can have.  Their words describe how the use of iSpring can offer huge benefits to the student learning experience. 

At Edge Hill we have built up a critical mass of good practice that can be accessed by staff who are thinking of incorporating these technologies into their courses. If you have been inspired and would like to learn more your Learning Technologist can help.

…and you have access to a wide range of user guides on eShare and beyond:

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Mark Wilcock
Learning Technology Development Officer

 

 

Come and join us for a Nepal Earthquake Mapathon!

CaptureThursday 14th May 12-2 pm E10
Monday 18th May 12-2 pm E4

Saddend by the suffering in Nepal, and inspired by stories of ‘crisis mapping’ – where volunteers all over the world are helping to digitise satellite imagery to provide maps and data that can be used by rescuers and aid groups on the ground, I organised a lunchtime mapathon with my team yesterday.

Learning Technology Development got together in an IT room over lunch to learn how to map and contribute to the Humanitarian OpenStreetMap inititative.

In just 30 minutes we had created accounts, worked through the training videos, practiced adding and editing points, lines, shapes and custom information to the OSM (used to mark locations, roads, paths, rivers, buildings, lakes, fields, etc), and were ready to begin contributing to the international relief effort. We then spent the rest of our lunch working on the, ‘Gorkha, residential areas and buildings’ task, examining satellite imagery to look for hamlets and trace any buildings and paths or roads that connect to these residential areas.

Blake Girardot, activation coordinator of the initiative says, “Any mapping that people can contribute helps,” he adds. “It matters. It’s surprising that it matters so much, but it matters. People can feel good about half an hour of mapping, or 10 minutes. Every click turns into a data point. You do 20 clicks, that’s three buildings that nobody knew about, nobody had access to until you put it in there. Now suddenly those things are on the map.”

As a learning technology team this seemed like a fitting response to the terrible news of a second earthquake – working together and doing something to help.

9 people x 1.5 hours = ‪#‎contributing‬

We’ll be volunteering our time again on Thursday and Monday over lunch, and you are very welcome to join us. No experience necessary! We’d like to see you there.

Meg Juss, Learning Technology Development Manager

Meg Juss
Learning Technology Development Manager

Isn’t it about time you found out what all the Collaborate fuss was, used the right tool to mark your assignments and learnt what your students really think about in class?

DDE_Blog

This post is all about Staff Development in May

During May, through the Digital Practitioner strand of the Developing Digital Excellence staff development programme, Learning Technology Development (LTD) are offing a range of sessions which can show you how to achieve all this, and more!

For full session descriptions and to book on a session, click on the appropriate title:

 

Building Your Personal Learning Environment (Digital Practitioner)
Thursday, 30 April, 2015 12:00 – 13:00
A personal learning environment is created by a learner, using the tools that they choose, to manage their learning and communicate with other learners. ……. We’ll look at tools like feed readers such as Feedly, social networking sites such as Twitter ……………

Electronic Assessment Management – Using the right tools (Digital Practitioner)
Thursday, 07 May, 2015 – 12:00 – 13:00
Electronic Assignment Management (EAM) refers to the tools by which a student submits work online for storage and retrieval by academic, administrative or other staff for marking, feedback or review. One of the key aims of EAM usage is to enhance the student experience………..

Collaborate; Find out what it is and how it could help you? (Digital Practitioner)
Wednesday, 13 May, 2015 – 13:00 – 14:00
Blackboard Collaborate is a real time (live) web conferencing platform which allows the facilitation of teaching and learning, offices, conferences and meeting spaces on the web or on mobile. This rich platform is available for all Edge Hill staff and students ……..

Classroom Voting Systems (Digital Practitioner)
Tuesday, 19 May, 2015 – 12:00 – 13:00
Classroom voting systems are used in a variety of ways, with aims such as increasing engagement, allowing students to answer questions in class anonymously, to check understanding of concepts, or to start group discussions.

All sessions within the Developing Digital Excellence programme can be viewed and booked months in advance via the HR Staff Development booking system. Most sessions are either held in the G2-ICT training room, Ground floor, LINC Building or as online webinar using Collaborate.

Can’t see what you want…….?
Beyond the advertised staff development programme, Learning Technology Development(LTD) can deliver fully tailored bespoke sessions on Learning Edge (Blackboard) and other online, mobile or classroom technologies. Through discussion LTD will, in partnership with yourself, develop a session to correspond exactly to your departments’ and/or programmes’ needs and processes.

For further information on anything relating to learning technologies or to arrange a consultation for a bespoke session, please contact either your faculty’s dedicated Learning Technologist or contact our (LTD) central support on LTDSupport@edgehill.ac.uk / 01695  650754 x7754.

 

 

iSpring: Video Case Study 2 of 3

iSpring Early Adopters Project: Video Case Study 2

In the Learning Technology Development team we’ve recently completed the early adopters’ project in the use of iSpring. Following on from Sertip in last month’s case study, we would now like to introduce Maggie Webster from the Faculty of Education.

Maggie shares her experience in the iSpring Early Adopters project and tells us how she uses iSpring to transform her traditional resources into a format that supports formative assessment for online and blended delivery. Maggie also describes how support from Learning Technologists can help you overcome any obstacles and enhance the students’ learning experience.

Take a few moments to view our second video case study. Look out for the third and final video coming later this month.

Case Study 2

click_to_open

 

 

 

 

 

BestofTEL_SMALL

Maggie’s video illustrates powerfully the positive effect that technology can have.  Her words describe how the use of iSpring can offer huge benefits to the student learning experience. 

At Edge Hill we have built up a critical mass of good practice that can be accessed by staff who are thinking of incorporating these technologies into their courses. If you have been inspired and would like to learn more your Learning Technologist can help.

…and you have access to a wide range of user guides on eShare and beyond:

wordpresspenpic

Mark Wilcock
Learning Technology Development Officer

 

 

Ever wanted to flip your classroom, teach students across the world or just sort out a space for your own learning?

DDE_BlogDuring April, through the Digital Practitioner strand of the Developing Digital Excellence staff development programme, Learning Technology Development (LTD) are offing a range of sessions which can show you how.
For full session descriptions and to book on a session, click on the appropriate title

Flipping Content – Learn how to make Screen and Pod casts (Digital Practitioner)
Thursday, 09 April, 2015 – 12:00 – 13:00
Add variety to your course with audio and video. Learn the basics of screencasting and podcasting, and start recording your own episodes to share with your students……..

Collaborate; Find out what it is and how it could help you? (Digital Practitioner)
Thursday, 16 April, 2015 – 13:00 – 14:00
Blackboard Collaborate is a real time (live) web conferencing platform which allows the facilitation of teaching and learning, offices, conferences and meeting spaces on the web or on mobile. This rich platform is available for all Edge Hill staff and students ……..

Electronic Assessment Management – Using the right tools (Digital Practitioner)
Tuesday, 21 April, 2015 – 12:00 – 13:00
Electronic Assignment Management (EAM) refers to the tools by which a student submits work online for storage and retrieval by academic, administrative or other staff for marking, feedback or review. One of the key aims of EAM usage is to enhance the student experience………..

Collaborate; Online Teaching and Learning (Digital Practitioner)
Wednesday, 22 April, 2015 15:00 – 16:00
This online session will give you first-hand experience of being a participant on an online teaching webinar using Collaborate software. This virtual training session will give you a general overview of how a Collaborate session looks and feels. You will have the opportunity to interact in demonstrations of the essential teaching tools …… 

Collaborate; Online Personal Tutoring in a Private Virtual Office (Digital Practitioner)
Thursday, 23 April, 2015 13:00 – 14:00
This online session will give you first-hand experience of personal tutoring in a private virtual office, using Collaborate software. You will have the opportunity to interact in demonstrations of the essential tutoring tools ………

Building Your Personal Learning Environment (Digital Practitioner)
Thursday, 30 April, 2015 12:00 – 13:00
A personal learning environment is created by a learner, using the tools that they choose, to manage their learning and communicate with other learners. ……. We’ll look at tools like feed readers such as Feedly, social networking sites such as Twitter ……………

All sessions within the Developing Digital Excellence programme can be booked via the HR Staff Development booking system.
You can view our programme and plan your sessions for the next few months by using the booking system. Most sessions are either held in the G2-ICT training room, Ground floor, LINC Building or as online webinar using Collaborate.

Can’t see what you want…….?
Beyond the advertised staff development programme, Learning Technology Development (LTD) can deliver fully tailored bespoke sessions on Learning Edge (Blackboard) and other online, mobile or classroom technologies. Through discussion LTD will, in partnership with yourself, develop a session to correspond exactly to your departments’ and/or programmes’ needs and processes.

For further information on anything relating to learning technologies or to arrange a consultation for a bespoke session, please contact either your faculty’s dedicated Learning Technologist or contact our (LTD) central support on LTDSupport@edgehill.ac.uk / 01695  650754 x7754.

 

iSpring: Video Case Study 1 of 3

iSpring Early Adopters Project: Video Case Study 1

In the Learning Technology Development team we’ve recently completed the early adopters project in the use of iSpring. Over the coming weeks we’ll be sharing the knowledge and experience of three selected participants who have successfully embedded iSpring into their eLearning toolkit and produced some impressive learning materials for students.

This week we’re introducing our first video – featuring Sertip Zangana from the Faculty of Health & Social Care.  Sertip is a Senior Lecturer in Advanced Clinical Practice. He talks about his involvement in the project and his general practice, including the benefits his students’ experienced in the online environment, and the challenges involved.

Why not take a few moments to view the first of three video case studies. Look out for the next two videos coming in April.

Sertip_Case_Study click_to_open

 

 

 

 

 

BestofTEL_SMALL

Sertips’s video powerfully illustrates the positive effect that technology can have.  His words describe how the use of iSpring can offer huge benefits to the student learning experience. 

At Edge Hill we have built up a critical mass of good practice that can be accessed by staff who are thinking of incorporating these technologies into their courses. If you have been inspired and would like to learn more your Learning Technologist can help.

…and you have access to a wide range of user guides on eShare and beyond:

wordpresspenpic

Mark Wilcock
Learning Technology Development Officer

 

 

BBC-featured History quiz engages students in HEA project

Reflections on ‘What Kind of Historian are you?’ Quiz

According to Mason Norton (Edge Hill University) and Dan Taylor (University of Roehampton), in history, there are four broad categories of historian:

  • Empiricist

  • Postmodernist

  • ‘historian from below’

  • ‘top-down’

The categories emerged as part of the Developing Historical Thinking project run by Edge Hill and Roehampton, when Mason and Dan teamed up to create a Cosmopolitan style self-test quiz – aimed at getting first year History students to think about the theory of history.  Mason wrote this post, and Dan comments: “… it’s a thoughtful reflection on a great tool and an enjoyable collaboration”.

 

Reflections on ‘What Kind of Historian are you?’ Quiz

by Mason Norton

HEA-QuizQuizzes can seem like a very basic, almost too simple, pedagogic tool, and with a topic as complex and as endless as historiography, you might be forgiven for thinking that the two would not go together very well. However, back in the summer of 2013, myself and Dan Taylor of Roehampton were given the task of thinking up a quiz to be called ‘What Kind of Historian are you?’. Whilst to me, the answer is simple, I was conscious of the fact that to many first-year undergraduates, the challenge is to get them to think about the theory of history as something other than a tedious irrelevance.

So we realised the quiz could be an opportunity to make something daunting look a little bit fun, whilst making students stop and think. After half a summer of e-mails going back and forward, we managed to get it down to four categories; empiricist, postmodernist, ‘historian from below’, and ‘top-down’. This was a simplification of some historical schools of thought, but it was a necessary one- freshers, for example, are ill-equipped to know, or even care, about debates within, say, the Marxist school of historians about the collapse of the USSR. This process was in itself quite interesting because it showed collaboration not just between the universities, but between the disciplines- I am a historian whilst Dan is a philosopher. The conversations between the two of us were mutually informative- it is useful, I think, for a historian to see what a philosopher thinks of history, and also for a philosopher to see what a historian thinks of philosophy.

Then, we had to think up of ten questions to ask. Easy? Well, no, actually. We needed to strike a balance between covering ground already encountered at A-level, and also introducing students to new areas of historical enquiry. Most freshers, for example, would probably have never thought of treating human sexuality as a subject for serious historical enquiry. So our quiz needed to be constructed as a bridge between what had already gone before- what students would, or at least should, be fairly confident about tackling- and some of what they would be looking at over the next three years.

When we launched the quiz, there was an immediate flurry of interest, which was pleasing. Then, when it came to the dissemination phase, interest expanded even further. We received an e-mail asking if we wanted to let the quiz be used on a History teaching resources site, and then we received an approach to talk about the quiz as part of Making History on BBC Radio 4, with a link to the quiz on the programme’s website, which boosted the profile of the HEA project as a whole.

Consequently, when it came to the second iteration, there followed after the quiz a series of entries on personal journals using BlackBoard (which was also the software upon which the quiz ran), which meant that we could see what students made of the quiz and their answers. This further developed the interactive process between student and tutor. We observed students reflecting upon their engagement, and come the end of the semester, when we ran the quiz again, we could see how far (or not) students had come.

So the quiz, through both its construction and its iteration/implementation, proves the use of technology as a crucial part of the digital humanities, and of education as a two-way street. In the iteration, students have been introduced to some different historical schools via a practical, hands-on exercise, as opposed to say a fifty-minute lecture, followed by a two-hour seminar. We as tutors have then learned more about individual students and their preconceptions, and what we need to work on and/or develop over the next few weeks that the module will be running for- something that we would not otherwise have had necessarily until the first assessment a few weeks later. This dialogic element is what makes BlackBoard such a vital learning tool, in my opinion- we can pick up on the misconceptions earlier, and without causing such a knock-on effect for student grades, or, for that matter, the confidence of individual students.

In the construction, we have been forced to look more seriously at what we had taken for granted- and in the design of this quiz, one or two of my own preconceptions have been challenged- that may well have been the same for Dan too. So this means that we too become better historians (or, in Dan’s case, a better philosopher) as a result of having to rise to a new challenge, which is, to use a cliché, all part of the learning curve.

The result is that a format that may, at first glance, seem trivial and trite, is actually- once you start to work with it in depth- quite challenging and quite stimulating- and offers a new take on what is, perhaps, an old problem.

BestofTEL_SMALLMason Norton

Associate Tutor
Department of English & History
Nortonm@edgehill.ac.uk

What I find most interesting in this post is how Mason highlights the increased connection between academics and students facilitated by the quiz and other technologies.  If you have been inspired and would like to learn more your Learning Technologist can help.  LTD would be very happy to work with you to create a similar quiz for your area – perhaps developing a quiz workshop for your team.

BlackBoard also have some good online resources – such as this one about creating tests and surveys (a test is equivalent to a quiz):

   Tests_Surveys_Pools – Creating_Tests_and_Surveys

More generally, LTD deliver a wealth of support and staff development sessions – here’s a link to the current series that you can book on:

   DDE: Digital Practitioner

Collaborate ‘Rooms’

… a 24/7 classroom and/or your own ‘Virtual Office’.

The recent upgrade to our Collaborate web conferencing system has added a ‘Rooms’ feature – i.e., every course and every instructor now have their own Collaborate ‘Room’ that is open 24/7 – with all the rich features of a web conferencing system such as audio, web cameras and the ability to see each other’s computer screens.

We’d like to encourage you to use your tutor room as a ‘Virtual Office’ for student tutorials, 1-2-1 feedback, or even research interviews (making recording a doddle!).

The only thing you need to do is to add a link to let students access it.  An easy option would be to add a ‘Tool Link’ in the course.  Do this by clicking the Add Menu Item icon (the large + sign on the top left menu), selecting Tool Link that will bring up the Add Tool Link box (see the picture), and then enter:CollabToolLink

  • Blackboard Collaborate into the Name box
  • Select Blackboard Collaborate Scheduling Manager from the drop down box
  • Tick ‘Available to Users’
  • Click submit.

You can drag the tool link up the left hand panel to put it somewhere more sensible – perhaps near the Content item?

When students click on the link they will see all the Collaborate rooms and sessions in the course area – including your room.

There are other ways of linking to your tutor room – and you can also send out email links that anyone can use to get into your room – this is very useful for bringing guest speakers into a session.  See this guide about adding a Virtual Office to your email signature.  To have a chat about these options or anything relating to learning technologies please contact us (see the Faculty Contact on this page) or email the LTD team on LTD Support@edgehill.ac.uk / 01695 650754 x7754.  We also offer many sessions on Collaborate through staff development.

PeggySemingtonCollaborateSession

 

Finally, for a quick recap of the feature of the Collaborate system, please take a look at this 5 min overview by Peggy Semington* or the 7 minute interactive orientation from Blackboard.

 


* Peggy Semingson is an associate professor of Curriculum and Instruction at the University of Texas at Arlington: https://twitter.com/PeggySemingson

Course User Management

users

Following the our recent transition from the Section Merge Tool (SMT) to the Course Relationship Tool (CRT), I thought it would be a good idea to follow up with a blog post on some useful user management techniques in Learning Edge course areas.

 

bb_ca_usersandgroupsCourse Management – Control Panel

The topics discussed will focus on the Users and Groups section in the course Control Panel and will be particularly useful for Course Administrators.

You can modify a user’s Role and bb_contextAvailability from the context menu arrow, next to the users username:

User Availability

bb_ca_course_options

This replaces the function to ‘Remove Users from Course’ which used to delete the user’s enrolment.

You can now ‘Change the User’s Availability’ which allows you to toggle if the user can view this course or not.

Effectively setting the availability of the users bb_availableenrolment to available (Yes) or unavailable (No).

This also provides the added benefit of being able to switch back instantly, should you need to.

 

Role Selection

bb_ca_user_options

Similarly, a users role can be modified in the same way.

By selecting ‘Change User’s Role in Course’ you can modify the users course role by choosing one from the predefined list:

bb_role_availability

 

 

 

 

 

 

 

 

As always, if you have any questions please contact LTD Support on 01695 650754 or email ltdsupport@edgehill.ac.uk.

JL_Blog

 

 

 

 

John Langford

Learning Technology Development Systems Officer

Your Digital Tattoo: What the web says about you! – For Staff

DT_square_smallIs how you present yourselves online important? When people search for information about you what might they find, and how does that affect your reputation and employability? How can you take control of what people can find about you online?

Over the last few years we’ve spoken with hundreds of Edge Hill students about issues these questions bring up, and we’ve helped many to develop their online presence to make it look more professional. Now it’s your turn to look at your own online presence, your ‘digital tattoo’ as some call it, and to think about how you could talk about this important subject with your own students.

We’re running a session on Thursday 5th March 2015 from 12:00-1:00pm, in the LINC ICT Training Room (room G2 on the ground floor).

Please book on the session via the Staff Learning and Development booking system.

Quotes from previous attendees:

  • “I think this is a session that everyone can benefit from and provides useful information that we can pass on to students with regards to developing a positive online presence.”
  • “I really enjoyed the opportunity to discuss the elements of this presentation / session and the potential impact for myself and the student experience. A thought provoking session”

beaumont_smaller

Peter Beaumont
Learning Technology Development Officer