Technology Supported Learning – Lecture Capture

Panopto logi

“Presenting Performance and Practice”

Good Practice AwardKevin Henshaw is a Senior Lecture in Operating Department Practice, Kevin has been involved in a project piloting the use of Panopto software to record students performing presentations and clinical skill procedures for summative assessment.

Panopto software provides lecture capture, screencasting, video streaming, and video content management solutions.  The  Panopto  lecture/media  capture  system  is  now  available  for  use  by  staff  as  an  additional learning tool for students at Edge Hill University.

Listen to what Kevin has to say in this short video  about his own and that of his students experience of using Panopto software:

YouTube Video Player

Kevin goes on to say…

“Lecture Capture technology has been readily available for some time now ( Kadirrie, 2011) and Edge Hill, as an Institution, is considering the merits of making the most out of Lecture Capture software. To this end the Institution has piloted Panopto. This software is readily available to download from EHU application catalogue:

Panopto is incredibly easy to install and to navigate. The primary aim of Panopto is to provide a means of electronically ‘capturing’ lectures.
As a part of my professional development I set myself an objective to develop a system of recording student activities such as presentations and other ‘soft skills’ (Skills Funding Agency, 2015. Carter and Wolmuth, 2010) which are seen as essential skills for students in Higher Education. Pinsky.et.al (2000) refer to a study by which students are given access to a recording of their presentation together with written feedback. Pinsky refers to ‘A picture is worth a Thousand Words’ and examined some of the practical uses of a combined approach to presentation feedback in Teaching.
The addition of feedback to a recording is crucial and affords the student an opportunity to ‘see’ themselves perform while reading the feedback. Panopto allows this facility and a single hyperlink can then be sent out to individual students or, groups of students, which can then be viewed on a mobile device anytime, anywhere.
By using a mini i-Pad, a number of recordings of various student activities have been carried out. These include:

•    Presentations (both formative and summative)
•    Viva Voce exams (audio recording only)
•    Simulated Clinical Scenarios
•    Observed Structured Clinical Exams (OSCEs)

EH335 DSC_0086 ODP

Video recordings are annotated by the 1st marker.  For quality assurance purposes
hyperlinks can sent to External Moderators who can view both the written feedback
and the presentation via Panopto. Documents (such as copies of the presentation)
can be attached to Panopto as a PDF.

Participants are encouraged to examine their ‘performance’ and write a brief
reflection about how they thought they met the Learning Outcomes which can be
attached to Panopto as a PDF.

For Group performances (such as simulated clinical exercises) a discussion forum
can be easily set up on Panopto which will allow for asynchronous discussion
between group members”.

For more information about Panopto at Edge Hill University, please contact our team of experts on lecturecapture@edgehill.ac.uk

If you feel inspired by Kevin’s story and want to use this or another technology to help you enhance and support your own teaching, please get in touch with the Learning Technology Development Team in Learning Services. We would be very happy to work with you.

Kevin Henshaw
Kevin Henshaw (Senior Lecturer in Perioperative Care)

Technology Supported Learning – Submission Possible with SafeAssign

Mission ImpossibleLast year the Professional Education Team started to explore current options for electronic submission at Edge Hill University.

 

Mark Sutcliffe (Senior Lecturer in Professional Education) Good Practice Awardshares his experience of SafeAssign, part of the Blackboard Assignment Submission offer, in support of the challenges faced by students with academic writing.

“Prior to using SafeAssign I had known about anti-plagiarism software for some time. However, neither myself nor my colleagues in the undergraduate team I work with had ever attempted to use it. I believe the main reason for this is that we had heard stories of the technology not being as effective as it originally was and sometimes working on an inconsistent basis. As somebody who has been eager to promote IT-related innovation within my area I have always been aware that technology can be as easily rejected as accepted, especially if the initial experience of using it is poor.

In September of 2015 the team convened to discuss ways of further enhancing the effectiveness of practice, especially in relation to supporting academic writing, which often proves the most significant challenge to students’ studies. The additional ways that technology could help us and them was considered and following on from this I liaised with learning services to discuss ideas. A suggestion made by Martin Baxter and David Callaghan was SafeAssign, a recently integrated feature within Edge Hill’s VLE, Blackboard.

Safe Assign User TypesWhat quickly became apparent during the initial demonstration of SafeAssign was how straightforward it was to set up. A few simple clicks embedded this feature as part of creating a new assignment in a course/module area. However, what makes SafeAssign so effective is the way instructors and users can use this tool to check submitted work. SafeAssign initially provides an overall percentage, representing how much of the content connects to its global database, which includes uploaded work and published material. This can potentially provide a quick indicator of how much material has been used from external sources. In addition, SafeAssign generates a report, allowing instructors (and potentially users) to see exactly where such material has been used. I left the demonstration impressed with what I had seen and eager to promote the use of SafeAssign.Safe Assign Student View

At the next team meeting SafeAssign was discussed and demonstrated to my colleagues. It was trialled with work connected to a module submission in December of 2015. It was agreed amongst the team that we encouraged students not to view this technology with negative connotations, rather it was introduced as a supportive tool for their work. This was achieved through making sure that they could utilise the technology during the drafting process and self-check for any potential issues themselves. To assist in this process (and alleviate multiple submissions for a particular module) I created an additional submission point purely for drafts of work.

SafeAssign Logo

The feedback from the implementation of SafeAssign has been very positive. Staff are enthusiastic about having a tool to hand that provides quick assistance in investigating issues with submissions, whilst students recognise SafeAssign as a tool to help scaffold the development and quality of work. Because of its success, other degree programmes are now looking to utilise SafeAssign technology. I would strongly recommend its use.”

You can see and hear Mark talking about SafeAssign and how students embraced the technology in support of their academic writing.

YouTube Video Player

If you feel inspired by Mark’s story and want to use this or another technology to help you enhance and support your own teaching, please get in touch with the Learning Technology Team in Learning Services. We would be very happy to work with you.

Mark David Sutcliffe

 

 

Mark David Sutcliffe
(Senior Lecturer in Professional Education).

Technology Supported Learning – Using Student Journals to Understand the Student Experience

Good Practice AwardThe Journals tool in Blackboard is a private space where students can post opinions, ideas and concerns. This case study, shared by Maria McCann (Widening Participation Manager), describes how the Journals tool was used within a research project, to understand the living, learning and emotional journeys of around 100 new students’ in their first term at Edge Hill University.

When the Student Journal project was envisioned, Maria and the team hoped that a tool within the university’s virtual learning environment (VLE) could be used to help document the student journey. Maria felt it sensible to use, a system already set up, open to all students on any course, something that they would be getting introduced to anyway and would continue to use throughout the lifetime of their degree programme.

To learn more about the Blackboard tools available to support student participation and feedback, Maria contacted Mark Wilcock, a Learning Technologist within the Learning Services, Learning Technology Development Team.

Maria met with Mark, explained her ideas, described what she wanted to achieve and what her key criteria were – she needed something that would allow students to record their thoughts in a single, secure place, that they could access anytime and anywhere. It was from this starting point that Mark (Learning Services) and Maria (Student Recruitment) were able to work collaboratively, to identify the most suitable tools and settings for her project.

Mark recommended a ‘Blackboard’ Organisation, which is similar to a Course area but can be used for non-credit bearing activity to house the research activity, and the Journals tool, which would provide the private online space, for students to write and submit their journals each week. The Journal tool settings were also suggested as a way to ‘release’ and ‘lock’ the weekly journals, at the same time each week, to keep the students on track.

It was decided to theme each week in a way that would be relatable to each individual student, regardless of programme studied. The themes were planned to mirror the systems, processes and services most students would experience and provided a ‘loose’ framework for students to base their journal entry on each week. Students were encouraged to think about key aspects of the theme and further guidance was given breaking down the themes into key points; however students were encouraged to think and write in depth, rather than trying to address all the points listed. Although the guidance was used widely by the students, it was not intended to be prescriptive and students were encouraged to think about what they had experienced in that particular week, their ‘journey’, rather than trying to ‘fit’ the framework. This was reiterated to the students in the briefing at the start of the project as well as emails and ‘posts’ to the organisation on Learning Edge. The benefits to providing a framework allowed quick reading and analysis for the reader.

This combination of Organisation and Journals provided the perfect platform for the research. Participants (and the researcher) had 24 hour access via their tablet, smart phone, PC or laptop, as well as providing complete anonymity (except from the reader-researcher).

Here Maria talks more about her experience whilst working on the project:

Maria McCann YouTube linkInformation about the Student Recruitment Research Activity

The Student Journey Programme is being managed by the Director of Student Recruitment and Administration aims to:

  • Provide an equitable, consistent and seamless high quality experience for all students from first enquiry through to graduation.
  • Provide services, systems and processes which are recognised as sector-leading nationally by prospective and current students and staff.

Edge Hill University Main Reception

This Journal Project sits within the wider Student Journey Programme. Its aims are:

  • To map interactions, activities and events where students engage with the university through its services, systems and processes- encompassing pre-enrolment and through the first 8 weeks of term as a first year.
  • To understand students’ emotional responses, perceptions, views and behaviours in relation to those services, systems and processes.
  • To provide a platform for students (as participants) to define what has the most impact on them and their learning experience (both ‘good’ and ‘not-so-good’ as defined by them).
  • To identify areas of good practice across the university (at different student ‘touch points’) and make recommendations for further enhancement in services being delivered to students.

Want to find out more about Blackboard’s Journal tool and Blackboard Organisations?  Contact your Faculty Learning Technology Development Officer.

Maria McCann

 

 

 

Maria McCann
(Widening Participation Manager)

 

LTD_Staff_0054 Mark Wilcock

 

 

 

Mark Wilcock
(Learning Technology Development Officer)

Technology Supported Learning – Making Use of BoB!

Good Practice AwardIn this case study you will hear how BoB (Box of Broadcasts) National is enhancing teaching and module content.  BoB National is a media rich online archive service that allows you to record and watch TV programmes from any internet enabled device including a Smart TV, PC, and mobile device. The services is widely available to staff and students here at Edge Hill University.

Charles Knight is a Senior Lecturer in Management in the Faculty of Arts and Sciences.  Charles is a firm advocate of good technology, especially if it enhances his teaching and enriches the student learning experience.Students watching TV online.

It was therefore no surprise to us that Charles saw, instinctively, the benefits of using BoB (Box of Broadcasts) National with his students.

Charles makes extensive use of BoB (Box of Broadcasts) National to enhance his teaching and his use of Blackboard. BoB (Box of Broadcasts) National is an innovative shared online off-air TV and radio recording service for UK higher and further education institutions. BoB allows both staff and students to choose and record any broadcast programme from 60+ TV and radio channels.

In this short video, Charles discusses how he makes use of BoB and how it benefits both his own teaching practice and that of the students. He also discusses why BoB is a better alternative to making use of sites such as YouTube due to issues of copyright.

YouTube_BoB Box of BroadcastsDuring the video, Charles demonstrates how you can search and select content on BoB and then embed into Blackboard.

The recorded programmes are then kept indefinitely (no expiry) and added to a growing media archive (currently at over 1 million programmes), with all content shared by users across all subscribing institutions.

The user-friendly system allows staff and students to record and catch-up on missed programmes on and off-campus, schedule recordings in advance, edit programmes into clips, create playlists, embed clips into VLEs, share what they are watching with others, and search a growing archive of material.

BoB National LogoWant to find out more about BoB National, its growing media archive and how you and your course can benefit?

 

Contact your Faculty Learning Technology Development Officer or look through our PDF guide.

CK-Staff-profile

 

 

 

Charles Knight (Senior Lecturer in Management)

Technology Supported Learning – A Wright Rubric

Andrea Wright – FLM3023 (CW1)
Good Practice Award
This summer, for the first time, Film Studies moved over to marking using Turnitin, and we decided that we wanted to make that marking as useful to the students as possible by indicating how they were scoring in relation to the grade criteria of 0-100, how well they were meeting the LOs and also by preserving some personal feedback that we have always used and been praised for by external examiners.

After help from Martin and Carol [in the Learning Technology Development Team], it became clear that rubrics, in conjunction with quick marks and a personal comments would be the best way to achieve this. We removed the numerical scoring from the rubric and used our existing levels 4, 5 and 6 grade descriptors to create three generic rubrics that could be shared with all the module leaders. Each of the module leaders then added the specific LOs for each of their assignments to the rubric and attached it to modules. That way, all students in each level would score against a common criteria and also specific LOs for each module.

Quick Marks, Film Studies Set

     FLM3023_4FLM3023_5

In terms of the quick marks, while many of the general, provided ones are useful, there are also certain things that Film Studies regularly comments on – including italicising in film titles, making sure there is a reference for each film, adding names of actors, how to handle quotations and so on. I asked around the team and created a collaborative list from the feedback. I then created a new quick mark set and shared this with the team in addition to the rubric.

FLM3023_3   FLM3023_2

The overall result is that we have a good, standardised way of approaching marking across the programme and students can expect a consistent experience across the modules that they are studying. So far, student feedback from the third years has been overwhelmingly positive and a number have commented, in particular, that they have found the marking very clear and beneficial.

If you are interested in following in Andrea’s footsteps please get in touch with the Learning Technology Team in Learning Services and we can show you some other examples of what other departments are doing with rubrics and you can see if you would benefit from adopting a similar approach.

Click to view YouTube video playlist setting-up and using Turnitin Rubric

AWright

 

 

Andrea Wright
Senior Lecturer – Film Studies

 

LTD_Carol_Chatten

 

 

Carol Chatten
Learning Technology Development Officer – FAS

 

Martin Baxter

 

 

Martin Baxter
Learning Technology Development Officer – FAS

 

 

 

Blackboard Collaborate Video Case Study 3 of 3

Third and final case study in the series (part 1 and part 2)

Caroline Galon, Graduate Teaching Assistant, in Performing Arts, explains the importance of mastering any new technology and how Blackboard Collaborate provides her with the most stable and reliable platform from which to conduct her research interviews. Caroline tell us how Person looking at image of people-overlay and world map.crucial it is for her research that she has confidence using the technology, especially as her research involves meeting online with extremely busy people, experts from around the world.

On attending training and after talking to her Faculty Learning Technologist, Caroline explains why she continued using Blackboard Collaborate and how she felt it offered her the complete and robust solution she needed.  It was also important to Caroline, that the web conferencing tool used is widely supported in terms of providing best practice resources, guidance and buddy support, particularly as a first time user.

Caroline Galon - youtube playerCaroline describes her own experience of interviewing participants, all of whom are external to Edge Hill University with no previous experience of Blackboard Collaborate and the challenges she faced along the way.  She continues to compare Blackboard Collaborate with Skype, which she feels is more user friendly.

The next release of Collaborate, ‘Ultra’, is currently being evaluated by LTD with internal stakeholders and external colleagues.  It has the potential to offer significant benefits over the current version, such as ease of entry and a more attractive and intuitive interface.

Blog 3 Bb Collab Case StudyBlackboard’s release notes will tell you more about the < The Ultra Experience https://en-us.help.blackboard.com/Collaborate/Ultra/Moderator/030_Get_Started/Navigation > and < The Ultra Changes https://en-us.help.blackboard.com/Collaborate/Ultra/Administrator/030_Changes.

If you feel inspired by this and other videos in the series and want to learn more about web conferencing (Blackboard Collaborate) and other technologies, your Learning Technologist can help.

In addition, you can access to Blackboard Collaborate training session, talk to your Learning Technologist for more information.

Martin Baxter
Martin Baxter
Learning Technology Development Officer

Blackboard Collaborate Case Study 2 of 3

Blog 2 Bb Collab Case Study cropLesley Briscoe, Senior Lecturer on the International Midwifery Programme.  Lesley explains in this the second in a series of three video case studies (click to view the first in the series), the challenges of delivering a programme aimed at both conventional students and those accessing the programme online and from overseas.

She goes on to mention the solutions Blackboard Collaborate provided her, the Midwifery Team and the students studying the programme, particularly those attending from all corners of the world.

Lesley’s video outlines her personal experience and the significance that technology can play to instil confidence in developing an online course that is able to deliver all that it promises.

Click the YouTube image below to hear more about Lesley’s experience…LB youtube_player

If you feel inspired by this and other videos in the series and want to learn more about web conferencing (Blackboard Collaborate), your Learning Technologist can help.

In addition, you can access to Blackboard Collaborate training, talk to your Learning Technologist for more information.

Martin Baxter
Martin Baxter
Learning Technology Development Officer

Blackboard Collaborate – Video Case Study 1 of 3

David Callaghan is a Learning Technologist and an Associate Tutor for the Faculty of Education on the Undergraduate Professional DevelopmentStudent participating in an online video conference session. Programme, a blended course – delivered mostly online – via our Blackboard VLE and the Collaborate web conferencing system, with some face to face conference days.  So, he can also practice what he preaches.

Collaborate is used by David and his colleagues for student inductions; it’s also used for tutorials giving an equivalent experience to that of distance learners. The feedback from students indicates that Collaborate has made them feel part of the University community.

David Callaghan Associate Tutor

David’s video tells us how using web conferencing can help create an equitable experience – by bringing students together online they are able to support and challenge each other and build a community of inquiry, as they would do in an on-campus classroom.

Learning Edge Blog Post – Student account:
“The experience for me was absolutely invaluable on every level and absolutely without a doubt was a contributing factor to achieving a first class honours.”

Read more in this blog post: Technologies are an “absolute lifeline” for our students!

If you feel inspired by this and other videos in the series and want to learn more about web conferencing (Blackboard Collaborate), your Learning Technologist can help.

In addition, you can access to Blackboard Collaborate training, talk to your Learning Technologist for more information.

Martin Baxter
Martin Baxter
Learning Technology Development Officer

 

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

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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

 

 

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