Staff Development this Term

Learning Services offer a programme of informative sessions and hands-on training opportunities to help staff develop their use of various technologies.

Come along to our Turnitin Feedback Studio session and mimic the whole electronic submissions process from both a tutor and student perspective. Learn more in our Online Marking, Grades and Feedback session and discover how you can create the best possible experience for your students.

There are a selection of sessions on using different Office packages – including Microsoft Excel, Word, Project, Visio and Outlook!There are also sessions available which can help you get started on using Adobe packages InDesign to create professional looking brochures, and Photoshop to learn the basics of image editing. You can also learn to create animations with Powtoon, enhance your use of social media with Twitter and create infographics with Piktochart!

Throughout November and December we are running training sessions on using the features of our new Reading List software, which are relevant for all academic staff responsible for updating reading lists.

For more details, visit our new Staff Development information page, and book your place on any of the sessions through MyView.

And don’t forget, all EHU staff can access Lynda.com at any time for online training!

Crocodoc Replacement for Blackboard Assignments Only

Croco what? I hear you say! Well lets start with some explanations of what’s what:

Blackboard Assignment

A Blackboard Assignment is a drop box that accepts submissions from students based on parameters set when the assignment is created.

blackboard assignment image

 

 

 

 

 

 

 

 

Inline Grading – Annotation tool Crocodoc

The Inline Grading annotation tool known as Crocodoc, is the online tool provided within Blackboard Assignment, for annotating assignments.

You will know if you are using inline grading annotations if you see the following image:

crocodoc image

 

 

If you do regularly see the Crocodoc image, then the following information is for you…

What’s happening?

Blackboard are retiring the inline grading Crocodoc element of the Blackboard assignment. It will be replaced with a new product called Box View.

What do you need to do?

Simple – after 28th October do not use the inline grading tools – that is do not mark online with Blackboard Assignments. You can still create Blackboard assignments, accept submissions and download original submissions for offline marking and feedback.

What about Safe Assign?

Originality reports and plagarism checking through Safe Assign will not be affected.

What about work already marked?

Blackboard will retain all existing annotations.  These will be incorporated into a pdf along with the original document.  Although further editing, updating or deleting of the annotations will not be possible.  The annotated pdf will be available to view through the Grade Centre.  Please note students will not be able to download these annotated .pdfs.

When will the new Box View be available?

A number of system changes will need to take place in the background before the new Box View for Blackboard Assignments can be enabled. LTD will begin testing as soon as the update is available (this is expected to be in November). We will then be in a position to share more detail about the timeline for using new Box View as soon as possible following this work.

Blackboard 9.1 Upgrade

Blackboard 9.1 needs to be upgraded to allow for the change from Crocodoc to Box View.  The upgrade to Blackboard will take place from Sunday 26th November (11:30pm) until Monday 27th November (11.30am) and during this time Learning Edge and Blackboard will be unavailable for all users.  There is more information about this on the Learning Edge Service Report blog https://blogs.edgehill.ac.uk/lesr/2017/11/02/learning-edge-blackboard-9-1-upgrade-coming-soon/

Who can I speak to?

Should you need any further information, you can speak to your Learning Technologist, who can be found here 

Feel free to email [email protected] or phone us on Ext 7754 and we’d be more than happy to answer any questions or just get in touch if you would simply like to know more.

John Langford & Ruth Smalley

Playful Learning Conference 2017

I was fortunate enough to attend the Playful Learning conference over the summer. We explored how playfulness can be included in adults’ learning experiences, which involved things such as playing games that were being used in Higher Education, making things, and experiencing escape rooms.

We were all given cuddly toys with which we were to undertake certain activities, to encourage playfulness in the conference. One of the tasks was to create a twitter profile for the toys, and in the end it was pointed out that these toys had ended up acting as avatars for us on the #playlearn17 twitter hashtag, allowing behaviour that might otherwise have been considered odd or bad.

Nikki Woods talked about her work with Blast Theory, and their experiences of the consequences of play. It brought up ideas about how it is important to remember that not everyone knows when ‘play’ is taking place, and that people will perceive it differently.

There were quite a lot of escape rooms, which were fun. They have been used as ice-breakers, or as activities for the students to create themselves.

Geraldine Foley, Sarah Leach, and Aggie Molnar from LSE guided us through playing their ‘Capture the Market’ game. It presented some themes like monopoly and diversification, that could later be discussed. It brought out the tension between learning and gameplay, as some players wanted the game to be more complex and open to mastery through playing it several times, while others thought it was designed well for a game that was only played once to start conversations in the classroom.

Amid all the lego, sandpits, and giant playing cards, Rikke Toft Norgard was exploring the theory of play, how we can encourage play to connect “to the deep structures of pedagogical ‘how to’ designs” and to be “embedded in the virtues emanating from the ‘why-ness’ of education?”, and presenting a framework for a playful university. I recon everyone loved it, and Rikke’s slides are available.

Finally we heard from Deborah Bullivant, who set up Grimm & Co in Rotherham. She talked about their amazing work encouraging children to write through creative, playful environments. She talked about similar projects such as London’s Hoxton Street Monster Supplies, San Francisco’s Pirate Supply Store, and Brooklyn’s Superhero Supply co.

I’ve never had more fun at a conference, and it left me with plenty to think about. It is easy to be playful at a conference where it is explicitly expected. It’s unlikely that people attending will get annoyed, or be cynical and not pay along. How is that expectation set out in university? I’ve seen the occasional students say “I’m not doing that” when a session moved away from the standard lecture or seminar format. Is the solution to be clear about the reason for doing things differently?

Playfulness and games are different things, that don’t always overlap. Games can be taken very seriously, and some types of playfulness affect game mechanics in a negative way.

This year’s reading includes:

You can explore further using #playlearn17 on Twitter, or Alex Mosely’s Storify of the conference days (day 1, day 2, day 3)



All images from:
https://www.flickr.com/photos/[email protected]/sets/72157686737802183.
Used under a Creative Commons licence.

beaumont_smaller

Peter Beaumont
Learning Technology Development Officer

Tea and Technology this Term!

This semester there are three new Tea and Technology sessions available! Tea and Technology sessions are bite-sized 30 minute sessions, where staff can enjoy a cup of tea or coffee whilst learning something new. Search for ‘Tea and Tech‘ in the Request Training section of MyView to find the sessions and book your place.

Getting to Grips with EHRA
Weds 25th October 10:30-11 in JD13
In Open Access Week, come along and learn how to deposit your research outputs into the Edge Hill Research Archive (EHRA). If you wish, bring a device and your output details and you can try the process.

Manage Projects with Trello
Weds 8th November 10:30-11 in JD13
This session will introduce participants to project management app Trello. Staff will learn how to add teams, create lists and assign tasks to each other.

Give your Social Media some Spark
Tues 12th December 10:30-11
This session will look at using Adobe Spark to make images and videos which can be used to enhance your social media.

 

 

 

Paramedics and the 360° Experience.

Barry Matthews (Lecturer in Paramedic Practice and Pre-hospital Care) based at Edge Hill University’s Manchester Campus.  Barry has been trying out Learning Services’ Giroptic 360cam, to create immersive resources for his students.

The Giroptic 360cam produces 360° photographs and video and was the topic, back in January 2017, of Mark Wilcock’s blog post “360 Degrees of Learning Potential”.

Barry agreed to talk to us (on video) about his experience of using the 360cam and his ambition to expose his students to as many on-the-job challenges and dangers as possible, without putting them in harms way.  He is convinced that the introduction of immersive technologies has the potential for doing this.YouTube PlayerRead on and learn more about Barry’s vision to offer an immersive experience for his students, which might otherwise be impossible to do within the safe and controlled environment of a classroom or simulation centre.

“The paramedic team have recently been experimenting with social media to reach current and future students/applicants. We have found that a lot of applicants attend open days at the Ormskirk campus and that their attendance at the interview day is the first time they have ever seen inside the Manchester site (St James’). I wanted to use the 360cam to give prospective students a view of what resources and facilities are utilised at St James’ and to give them a chance to see the bespoke teaching environment, clinical skills area and of course, the ambulance.

This mini-projeAmbulance and Clinical Skills room ct of these images for social media was to gain some experience of using a 360cam, and discover its potential and limitations. It was easy to use, but as St James’ has multiple companies with multiple Wi-Fi networks, a stable connection to a weak standalone Wi-Fi was impossible. This meant I had to set the camera up, push the shutter button and run. This was not particularly easy with so many reflective surfaces! I had to be inventive with my camera placement, opening doors to change the reflective angle of the glass and setting up somewhere near to hide. I do have some nice photos of a garden taken using the Wi-Fi at 10m, so it does work outside of this Wi-Fi jungle.

The 360cam is a simple device to use and can be controlled by buttons on the device itself, or by using a mobile platform and its own Wi-Fi. This produces three images in 4k definition which the software stiches together to form a 300°x360° image, as a panoramic, that can be exported as a JPEG. I then uploaded the panoramic image into Facebook which transformed it into a photosphere which can be explored on any device. The only additional software I used was Adobe Photoshop to blur a face out of one of the pictures, which is available through the EU application catalogue.

The resolution of the images taken by the Giroptic 360cam are good, a little bit of noise,Giroptic 360cam in palm of hand but useable. The video does not record in the same definition (2k) so I didn’t use this functionality as the images were more than sufficient for the aims of this task.

Within the paramedic team, we have a great many potential uses for a 360cam-like technology. Simulation training enhances skills such as functional expertise, problem-solving, decision making and team-based competences (Lateef, 2010). Ambulance crews can work in any environment, and at times these can be stressful. We want to simulate these stresses for our student paramedics by using immersive environments. We utilise a room which projects video on the walls, with sound, to recreate these stressful and potentially dangerous environments to prepare our students for practice in a safe and controlled way.

The recreation of an environment has been shown to increase student engagement; with a negative aspect being identified as at times the environment can be distracting to the student (Bradley, 2006). This is exactly what we want with a student on both the DipHE and BSc (Hons) Paramedic Practice programmes. The situations that they will be working in when they qualify can potentially be distracting and dangerous, so we want to prepare for them for this so they don’t lose focus of their environment. I have attended patients in football stadiums, on airport runways, between live motorway carriageways…. I could probably describe a patient in every environment you can think of, and add some to the list.R.T.A. Scene Re-creation

Another use for the 360cam we are looking to explore is the creation of images of potentially hazardous environments, such as ‘drug dens’, construction sites etc. The students can then practice their observational skills and identify individual hazards and use this to influence their dynamic operational risk assessment. It is important the students learn how to identify hazards before they develop in a safe and protective environment. Therefore they can maintain not only their own safety, but also the safety of their colleagues and their patient, in any environment or situation they are presented with.”

Barry Matthews

 

 

Barry Matthews
Lecturer in Paramedic Practice and Pre-hospital Care

 

Are you interested using this technology or looking to explore innovation in your area please get in touch with us. We’d be more than happy to answer any questions or just get in touch if you would simply like to know more!

Contact us by email [email protected] or phone us on Ext 7754.