Marking with Marky Mark – Managing the marking period stress free

Mark avatarYes, it’s that time of year again… Exams are in full flow, the academic year is beginning to come to a close (for students perhaps!) and that means one thing… marking!

It can be a stressful time for tutors with the (virtual) mountains of papers requiring a critical eye cast over them, for this reason we have put together some hints, tips and reassurances to ease you through the period.

Downtime

We don’t schedule any maintenance during the marking period so you should find the systems up 100% during the marking period.  Any issues you experience are likely to be local – meaning that they should be able to be fixed by one of your friendly Learning Technologists (or one of their Learning Services or IT Services colleagues!)

Exceptions are only made for urgent security updates – these will be done as quickly as possible and at ‘off-peak’ times (3am in the morning anyone!?)

Errors (when marking)warning cone icon

You may very occasionally experience problems when marking – usually via Turnitin.  If this is the case, try the following before contacting Learning Technology.

  • Close the window
  • Log out of Blackboard
  • Clear your browser cache
  • Try a different browser
  • If possible try a different PC
  • Try using a Windows machine wherever possible

Plan B

It’s important that you have a Plan B, just in case of the worst scenario! (When you have a Plan B you usually don’t need it but when you don’t… well!)

What will you do if a student or students can’t submit? This may be due to an issue their end or could be some other factor…

  • Will you offer paper submission?
  • Will you offer an extension?
  • Will you allow the to email it and then you submit on their behalf?
  • What time are they due to submit? Is it during office hours so it can be dealt with?

Notificationsnotification icon

For your sanity and students’ don’t forget to keep communicating!

  • Do you make use of the Announcements feature in Blackboard?
  • Do you have a communication plan? Is it via email? Word of mouth? a Twitter account? Do your students know what method you use?
  • Do students have notifications switched on in the mobile app? They need to have allowed ‘push’ notifications… this can’t be set for them!

 

Online Hints and Tips

Turnitin App

Do you have an iPad? You can download the papers to mark offline if so.

Convert Comments to QuickMarks and save them to your library for easy reuse.

For easy reuse in the assignment you’re grading or in other assignments, you can convert a ‘Bubble Comment’ into a QuickMark. QuickMarks allow you to create your own library of feedback that might be applicable, on multiple occasions, to multiple students, across multiple classes and assignments.

Drag and Drop QuickMarks Anywhere on the Paper

You can access a library of feedback by selecting the QuickMark icon from the navigation bar. Use the search box to find a specific QuickMark. Once you’ve selected the QuickMark you’d like to add to the paper, drag it from the panel and drop it onto the relevant part of the paper.

Highlight Tool

Use text highlight together with comments in order to clarify to students what comments refer to.

Taking a break…coffee cup icon

Please note that when using Turnitin, it will timeout after 1 hour of inactivity. ‘Inactivity’ means not interacting with any part of the Turnitin interface, be aware though, scrolling up and down a student submission does not count as activity! Only actual clicking, typing etc. in Turnitin counts as activity.

If you need to take a break or will be away from marking for a little while (grabbing that well earned cuppa!), be sure to close the Turnitin window so that the work that you have done is saved.

As usual, any problems, contact ltdsupport@edgehill.ac.uk

Mark avatarMark Wilcock
Learning Technology Development Officer
Faculty of Education

 

 

Carol Chatten
Learning Technology Development Officer
Faculty of Arts & Science, Medical Education

Time for Students to Lead Online?

Wall ClockStaff, and students alike have deliberated long and hard over when, where, and how they can work more collaboratively, either in taught sessions, while engaging in a group activity, or during activities that require distance participation.

Look no further, Learning Services has the right solution for you, in the Blackboard Collaborate Ultra tool.

There is greater emphasis these days on giving students the space, time and flexibility to work collaboratively, on joint projects and away from the constraints and rigidity of the conventional classroom environment.

All Learning Edge course templates include a link to Blackboard Collaborate ‘Ultra’, within the course menu (Note that Faculty or Department Administrators must add this course menu template) to merged courses.Blackboard Collaborate Logo

In earlier versions of Blackboard Collaborate, you’ll remember Tutors were given the role of Moderator; everyone else was given the Participant role. The Moderator is the person responsible for the room (usually the tutor), and is required to conduct sessions, and control Participant (usually the student) privileges and the availability of tools.

In the Ultra version, however, although the Tutor has overall control as Moderator, there are a couple of new roles the Moderator can use including; Presenter and Captioner. To encourage effective student online collaboration, we recommend setting up sessions, and applying the Presenter role for all students.

Captioner can be applied to any user. They are given an area to type what is being said, so that those with a hearing impairment can participate and join in with the conversation.

The Presenter role is designed to allow participants/students to use the whiteboard tools and present without giving them full moderator privileges.

Presenters can upload, share, edit, and stop sharing content. Presenters are able to share their screens and upload images or PowerPoint files, they cannot modify another users’ permissions the way a moderator can.  This is a useful role, as all students are given the same, high level of user access, but can’t accidentally exclude another member from the project group activity.

Guides to help you:

If you want to discuss this and other users of Collaborate further, as always contact the Learning Technology Development Team via ext.7754, ltdsupport@edgehill.ac.uk or Ask LTD knowledge base.

Martin Baxter

 

 

Martin Baxter
Learning Technology Development Officer

Turnitin Feedback Studio: Ready for marking

As we are swiftly heading on through this semester and towards end of term assessments we thought it would be helpful to once again highlight marking through Turnitin.

Turnitin recently released Feedback Studio; an updated and revamped way of marking papers with some nifty new features such as page navigation and Grading/Similarity layers.

Access to Feedback Studio remains the same way as you would mark before but just in case you need a recap:

How to access Turnitin Feedback Studio:

The same tools are still there but they have been tidied up and even better, have been combined into one view – no more having to switch between ‘Grading View’ or ‘Similarity View’ you can choose to see them both at the same time. This is useful for cross checking originality whilst making comments.

One of the most used features of Turnitin are the Inline Commenting Tools allowing you to leave annotations on pieces of work.  Quick Marks are also available to build up banks of commonly used phrases or corrections which you can drag and drop onto an assignment for quickly highlighting areas for improvement.  Rubrics have become popular to create and deploy across modules as they can reflect the marking criteria included in programme/module handbooks.  The new Rubrics function uses sliding scale bars to indicate a level that the student is working at.  You can also choose to mark using the Expanded Rubric Manager if you prefer to work in this way.  Rubrics can automatically calculate scores which can inform the overall grade.

Finally, should you wish to recap reviewing originality, take a look at the following guidance from Turnitin: Interpreting the Similarity Report.

Full guidance on Turnitin Feedback Studio can be found here: Turnitin Feedback Studio Full Guide.

Don’t forget the Turnitin app is available on iPad to mark assessments.  One particular benefit of using the app is that once all the submissions are in and you sync it to the iPad then you can mark offline.  Once you have re-established a connection all the marks and comments will automatically be uploaded back into Learning Edge including Grades into the Grade Centre!

 

 

 

As always if you need any help or support, contact the Learning Technology Development Team via ext.7754, ltdsupport@edgehill.ac.uk or Ask LTD knowledge base.

 

 

Carol Chatten
Learning Technology Development Officer
FAS & Medical Education

Technology Supported Learning – Lecture Capture (Classic User)

Panopto logi

 

 

Good Practice AwardNatalie Reynolds is a Senior Lecture in Secondary English. Natalie was introduced to lecture capture software (Panopto) during her own studies and immediately wanted to explore its potential on the programme she teachers here at Edge Hill University.

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

Natalie is passionate about teaching and the importance of exposing students to some of the best and latest technologies to support their learning here at Edge Hill University. In this short YouTube video, Natalie talks about her introduction to lecture capture software and the use of Panopto in her teaching.

Hear what Natalie has to say, in this short video interview, about her first experience of Lecture Capture and the Panopto for Education software.

YouTube Video Player

Read on and learn more about Natalie’s use of Panopto software:

“My Name is Natalie Reynolds, like every teacher I want all my students to succeed in their studies regardless of where they are and how they learn.

I needed a platform that would enable my students to access a key lecture regarding starting their Professional Practice placement and was introduced to Panopto by a Learning Services presentation.

 

I felt that even if I would have emailed the PowerPoint that would accompany the lecture to my trainees individually (in addition to it being uploaded onto Blackboard), there would continue to be questions coming in from trainees when situations occurred during their placement. In light of this, I decided to record the session using Panopto however I also planned a flipped learning session and was then able to add further information (trainee presentations) into the recorded session after the original lecture took place.

Panopto Software Interface

The result of using Panopto was that my trainees were able to access the session when they needed it and not when I sent it to them. The fact that content was added in after the initial lecture (trainee presentations) gave them further ownership of the piece and made them more willing to access the content. The impact of using Panopto for this particular session was that it significantly reduced the volume of emails I received with questions about placement issues: trainees were able to access the recorded session and go straight to the information relevant to their situation. The other significant point is that trainees were able to have answers to these questions immediately, regardless of what time their question was posed as the recorded session is available on Blackboard. For key sessions such as the one outlined, I would have no hesitation in recording the session so that it can be accessed straight away by trainees at a later date, at a time when they need it.

Lecture Capture Enabled Room

Feedback from the trainees was extremely positive, especially when they realised that they could access the session at any point and move quickly through the recorded content. Some said that they felt a little uneasy at the beginning when the disclaimer slide was displayed however once it was discussed and fully explained, concerns were allayed. Some peers commented that using Panopto could result in attendance falling. My response to this, having investigated research carried out on this exact point, is that attendance falls when sessions do not engage or motivate the learners, no piece of technology is going to cause a drop in attendance. If sessions are personalised, pitched correctly and motivate your trainees, there will be no issues with attendance.”

If you feel inspired by Natalie’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.

Related posts:

Lecture Capture…What’s in a name?
Technology Supported Learning – Lecture Capture Summative Assessment
Embedding Technology – Panopto for Keynote Conference Events

Natalie Reynolds

 

 

 

Natalie Reynolds
(Senior Lecturer in Secondary English)

 

 

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 – 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)

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

 

Students, technology and study – still time to have your say!

The 6th EHU student eLearning Survey is an important means of gathering large-scale, detailed feedback on how students experience technology in teaching and learning. Past surveys have contributed massively to our development and support of technology-enhanced learning. The current survey has a couple more weeks to run but the responses already reveal interesting trends that I thought worth sharing. Do these reflect your own experiences? There is still time to complete the survey at http://surveys.edgehill.ac.uk/elearning_2014 (and be in with a chance of winning up to £100 in Amazon vouchers).

Trend 1. Mobile devices are essential tools to support your studies

This isn’t really surprising when you think that your smart phone has more computing power than Apollo 11 when it landed a man on the moon. Apart from money, your phone is the one thing you probably won’t leave home without. Survey responses so far tell us that smart phone access to Learning Edge now seems to be a mainstream activity for accessing notifications, presentations and course content. Just under a quarter of you are using Apps to support study – RefMe, PC Availability, Dropbox, Socrative, barcode scanners and note-making apps to name a few.

Table 1 shows how mobile access to Learning Edge has increased year on year alongside other activities. Table 2 shows the types of devices that are being brought onto campus (%).

Table 2. Devices students bring onto campus.

Table 2

 

Table 1. How students use mobile devices for study

Table 1

 

 

 

 

 

Trend 2: Accessing Learning Edge on and off-campus is a much-improved experience

The 2012/13 survey revealed fewer number of you were experiencing technical difficulties when using Learning Edge on and off campus – but oddly, the most dramatic improvement was in the reduction of off campus technical difficulties.

This prompted us to take a fresh look at on-campus access to Learning Edge and I’m pleased to say that it looks like the many #getconnected roadshows and promotion of Eduroam for reliable WIFI access on campus have had a big impact. Early data from the current survey shows a significant improvement in your on campus access to Learning Edge as illustrated by tables 3 and 4.

on campus access to Eearning Edge

Table 3

 

Off campus access to Learning Edge

Table 4

 

 

 

 

 

Trend 3. Learning Edge is essential for 27/7/365 access to your course

Past surveys told us that each year more of you agree with the statement that Learning Edge enhances knowledge and understanding gained at taught sessions. Early indications are that this year is no different – but with a pleasing improvement on 2012/13. There has been a similar improvement in the response to the statement ‘my tutors regularly update Learning Edge with course information and materials –currently 93.4% of student responses agree with this statement (tables 5 and 6 illustrate).

Table 5. tutors regularly update Learning Edge

Table 5

 

Table 6. Learning Edge enhances my learning

Table 6

 

 

 

 

 

Whilst much data has been obtained by this survey so far, it is important to capture the widest sample of experiences and feedback possible. This isn’t a vanity exercise – although praise is always welcomed. As well as the good, we also welcome the bad and downright ugly! This survey is an important part of our commitment to keep listening to you so we can continue improve year on year on what we do.

Lindsey Martin Assitant Head of Learning Services

 

 

Lindsey Martin, Assistant Head of Learning Services (Learning, ICT & Media Technologies)