Showing posts with label eassessment. Show all posts
Showing posts with label eassessment. Show all posts
Tuesday, 12 July 2011
Monday, 4 July 2011
Track F: e-Requirements
TRACK F - From Tasks to e-Requirements
Presenter: Carl James Reynolds
Carl proposed that instead of selecting software tools for e-assessment and trying to adapt to them, we should be in the driving seat and adapt the tools to suit us.
Run as a workshop, his session took us back to basics, in search of a set of requirements rather than tools. In small groups, we were asked to each adopt a ‘stakeholder’ role (programme leader, school administrator, student etc), for the other group members to interview for 10 minutes and then swap around. The aim being to explore our existing processes around assessment.
After some debate as to why we were looking at the assessment process in general, rather than e-assessment and seemingly taking a step backwards, Carl explained this was in order to identify all the tasks around assessment – not just pedagogy; thus being better prepared for evaluating existing tools and developing new ones.
Carl was assisted in the session by a student and together they aimed to collate all the recorded tasks from each group.
Louise Merlin
e-Learning Content Producer
Centre for Learning and Teaching Enhancement
Presenter: Carl James Reynolds
Carl proposed that instead of selecting software tools for e-assessment and trying to adapt to them, we should be in the driving seat and adapt the tools to suit us.
Run as a workshop, his session took us back to basics, in search of a set of requirements rather than tools. In small groups, we were asked to each adopt a ‘stakeholder’ role (programme leader, school administrator, student etc), for the other group members to interview for 10 minutes and then swap around. The aim being to explore our existing processes around assessment.
After some debate as to why we were looking at the assessment process in general, rather than e-assessment and seemingly taking a step backwards, Carl explained this was in order to identify all the tasks around assessment – not just pedagogy; thus being better prepared for evaluating existing tools and developing new ones.
Carl was assisted in the session by a student and together they aimed to collate all the recorded tasks from each group.
Louise Merlin
e-Learning Content Producer
Centre for Learning and Teaching Enhancement
Thursday, 30 June 2011
TRACK D: iPadagogy: Using Apple iPads within the Assessment and Feedback process
Hosted by: Agi Ryder, David Westwood
Agi and David hosted a lively and informative session, in two parts; an introduction and brief report back presentations from project participants, followed by Q&A and discussion to share wider experiences of using iPads. As Agi explained, funding was secured to purchase five iPads, “distributed to schools to use in teaching practice”. The timing of this dovetailed with the e-Assessment initiative and the resulting aims for the iPad project became - how iPads can be used: as a tool for mobile marking, to deliver timely feedback and to deliver audio feedback. The five presentations came from a variety of disciplines across the schools; Nursing, Sports, Psychology, Finance and ICT in Education.
Venetia Brown (HSSC) compared the iPad, in terms of both efficiency and convenience, to traditional methods when marking text based assessments. They found that it was efficient and also lighter to carry around. Using the iPad as an e-reader for dissertations was “great”. On the negative side was connectivity – 3G was essential 3G rather than wifi and the lack of Flash on the iPad meant Turnitin couldn’t be accessed.
Phil Barter (HSSC) and colleagues went for a different approach. They wanted to improve feedback across their programme and increase the variety of format. Their aim was to upload videos of students in action, to the iPad, annotate them and email screen shots back to the student. After much trial and error two apps appeared that enabled this video annotation (ScreenChalk) and also, marking during student presentations via a click through rubric (Vernier Video Physics). Both enabled feedback to be emailed to students immediately after presentations and performance, which the students really liked. Students felt better equipped to progress to the next year of study.
Ellie Franklin (BS) was positive about its portability and ease (“I love the iPad”), although felt that battery life could be improved. Her aim to use it alongside PebblePad for feedback was thwarted as it doesn’t support Flash. An app called SoundNote, which records audio tracks note taking, enabled her to mark a mock test with audio and written feedback, to email directly to the students as a PDF. She recommended using a pencil instead of purchasing the stylus, as preferable to touch screen typing.
Stephen Nunn and Nollaig Frost (HSSC) also found the typing difficult over time. They did find the iPad useful as a “second screen” – allowing portability whilst reading the essay and returning to a computer to mark it. A different application of the iPad, using the app Audio Memos, enabled them to mark student poster presentations, recording both verbal and written feedback – all within one session. The results were immediately emailed to the students so there were no carry over tasks for the tutors.
Gary Meek (A&E) completed the report back presentations by highlighting that the iPad doesn’t arrive with a manual or any useful software, which leads to heavy use of the apple store for “must-have” apps, in this case, note taking software. He found the iPad useful as a less intrusive device in classrooms when observing trainee teachers – an environment he wouldn’t take a laptop in to - you can “wander around the room taking notes”. Connectivity was an issue but Gary temporarily used his mobile phone as a wireless network. His recommended apps were: Documents to Go, Nebulous Notes and SoundNote.
This led neatly into the discussion, where topics included: useful apps, technical clarification on being able to link the iPad to a screen for presentations, the university infrastructure for supporting full connectivity and easy set up and use of equipment, security of data stored in cloud computing, the need for a policy covering the control and distribution of recorded media and training for using the new technologies.
To continue the discussion beyond the session, it was requested that participants add their comments, requests, ideas and issues to the eAssessment wiki, in order for them to be addressed by CCSS. David rounded the session off by pointing everyone towards the wiki and said that a ‘toolbox’ of recommended apps was in the pipeline.
Louise Merlin
e-Learning Content Producer
Centre for Learning and Teaching Enhancement
Agi and David hosted a lively and informative session, in two parts; an introduction and brief report back presentations from project participants, followed by Q&A and discussion to share wider experiences of using iPads. As Agi explained, funding was secured to purchase five iPads, “distributed to schools to use in teaching practice”. The timing of this dovetailed with the e-Assessment initiative and the resulting aims for the iPad project became - how iPads can be used: as a tool for mobile marking, to deliver timely feedback and to deliver audio feedback. The five presentations came from a variety of disciplines across the schools; Nursing, Sports, Psychology, Finance and ICT in Education.
Venetia Brown (HSSC) compared the iPad, in terms of both efficiency and convenience, to traditional methods when marking text based assessments. They found that it was efficient and also lighter to carry around. Using the iPad as an e-reader for dissertations was “great”. On the negative side was connectivity – 3G was essential 3G rather than wifi and the lack of Flash on the iPad meant Turnitin couldn’t be accessed.
Track D Presentation: Venetia Brown
View more presentations from Kirsteen Macdonald
Phil Barter (HSSC) and colleagues went for a different approach. They wanted to improve feedback across their programme and increase the variety of format. Their aim was to upload videos of students in action, to the iPad, annotate them and email screen shots back to the student. After much trial and error two apps appeared that enabled this video annotation (ScreenChalk) and also, marking during student presentations via a click through rubric (Vernier Video Physics). Both enabled feedback to be emailed to students immediately after presentations and performance, which the students really liked. Students felt better equipped to progress to the next year of study.
Track D Presentation: Phil Barter
View more presentations from Kirsteen Macdonald
Ellie Franklin (BS) was positive about its portability and ease (“I love the iPad”), although felt that battery life could be improved. Her aim to use it alongside PebblePad for feedback was thwarted as it doesn’t support Flash. An app called SoundNote, which records audio tracks note taking, enabled her to mark a mock test with audio and written feedback, to email directly to the students as a PDF. She recommended using a pencil instead of purchasing the stylus, as preferable to touch screen typing.
Stephen Nunn and Nollaig Frost (HSSC) also found the typing difficult over time. They did find the iPad useful as a “second screen” – allowing portability whilst reading the essay and returning to a computer to mark it. A different application of the iPad, using the app Audio Memos, enabled them to mark student poster presentations, recording both verbal and written feedback – all within one session. The results were immediately emailed to the students so there were no carry over tasks for the tutors.
Gary Meek (A&E) completed the report back presentations by highlighting that the iPad doesn’t arrive with a manual or any useful software, which leads to heavy use of the apple store for “must-have” apps, in this case, note taking software. He found the iPad useful as a less intrusive device in classrooms when observing trainee teachers – an environment he wouldn’t take a laptop in to - you can “wander around the room taking notes”. Connectivity was an issue but Gary temporarily used his mobile phone as a wireless network. His recommended apps were: Documents to Go, Nebulous Notes and SoundNote.
This led neatly into the discussion, where topics included: useful apps, technical clarification on being able to link the iPad to a screen for presentations, the university infrastructure for supporting full connectivity and easy set up and use of equipment, security of data stored in cloud computing, the need for a policy covering the control and distribution of recorded media and training for using the new technologies.
To continue the discussion beyond the session, it was requested that participants add their comments, requests, ideas and issues to the eAssessment wiki, in order for them to be addressed by CCSS. David rounded the session off by pointing everyone towards the wiki and said that a ‘toolbox’ of recommended apps was in the pipeline.
Louise Merlin
e-Learning Content Producer
Centre for Learning and Teaching Enhancement
Staff development sessions
Please do take a look at the excellent resources and reports from the staff development sessions here.
Showcase of wiki session participants work.
Showcase of wiki session participants work.
Track L: Peer assessment
View more presentations from Kirsteen Macdonald
Track G: e-Assessment Case Studies
TRACK G - E-assessment project case studies: the triumphs and challenges
Presenters: Nicky Spawls (School of Arts and Education), Thomas Bending and Toby York (Business School)
This session showed the perspectives of three different departments (Education, Economics and Maths, Accounting and Finance) involved with the e-assessment pilot project. The e-assessment project asked for representation from all departments for modules to take part in e-assessment in the form of e-submission and e-feedback. Thomas, Toby and Nicky all showed the approached their areas had taken to e-assessment and highlighted some of the benefits identified and challenges encountered.
Toby talked of 7 pieces of assessment and how the ‘cloud’ has been used in encouraging student to collaborate on projects together and furthermore start to work on assessments as a process over time. However, it was shown that students were still deadline driven and less discussion and engagement between students occurred than was originally hoped for. However, from his own evaluation of his students’ experiences, 91% stated that they preferred the e-assessment – a strong indicator of his students’ satisfaction with the e-assessment method.
Thomas, from a financial mathematics programme, discussed electronic submission of a group presentation requiring the inclusion of text, tables, possible use of graphs and formula in one single document. A practice opportunity was provided although this was not taken up by all students. He did state that marking online did take slightly longer than marking by hand although more detail was able to be provided in the feedback that was given by compiling a bank of common feedback comments that could be cut and paste into the required feedback document. It was felt that the take up of feedback was better as it was delivered via email rather than left in an office waiting to be collected. There were challenges of students unsure of submitting work (due to a lack of receipts) and the additional time taken for getting used to marking online but overall students found submitting and receiving feedback electronically to be positive.
Nicky discussed the benefits and challenges that she and staff had encountered using the institutional VLE, turnitin and grademark. High praise for the support given by the educational technologists was mentioned highlighting the important link between central services and Schools in delivering such an initiative. Nicky highlighted the practical challenges (not having correct access on certain computers or facilities to work remotely, wifi, etc) and pedagogic challenges (interpreting Turnitin reports accurately) in changing practices in this way. She stressed that although staff were initially resistant the experience had made staff more positive to the move to e-assessment.
It was important to note that although challenges were identified all 3 examples showed that students were overwhelmingly positive to e-assessment.
Deeba Parmar
Senior Researcher
Centre for Learning and Teaching Enhancement
Tuesday, 28 June 2011
Keynote: Josie Taylor - Assessment, Technology and Learning: Who is in the Driving Seat
Keynote slides
Josie Taylor started by reminding the audience that the OU’s Institute of Educational Technology was set up to train staff when the institution was operating in the “broadcast model” – education in the middle of the night! She then floated the idea that Higher Education needs to open out and allow people to move about in academia. Although the OU is heavily into Open Educational Resources (OER), Josie also made the point that it's more than OER that she is propounding. After describing the Open Learn project she pointed out that social learners are less motivated to work through masses of content, and she espoused formal materials delivered in an informal way. However, she acknowledged this would produce issues at the institutional level. From the institution she envisaged such questions as: What is a University for? Who determines what is of value? Who says what is worthy (or not)?
After revealing a previous life as a teacher of Prologue programming, Josie discussed ecological space, affinity space and informal space (for learning). She gave a good overview of research in the area, before detailing work at the OU on an automated formative assessment tool – which they are working on presently. I will close this short report with direct quotes from her that struck a particular cord: “learners are emancipating themselves…” and “… affinity spaces can be spontaneously formed around any topic”.
The slides and video of this keynote are available should be referred to for more detail, including a comprehensive reference list. An excellent keynote and introduction to the theme, which was referred back to by other speakers and the panel discussion at the end of the day.
Steve Chilton
Educational Development Manager
EDU (CLTE)
E assessment Josie Taylor
Report on keynote addressView more presentations from Kirsteen Macdonald
Josie Taylor started by reminding the audience that the OU’s Institute of Educational Technology was set up to train staff when the institution was operating in the “broadcast model” – education in the middle of the night! She then floated the idea that Higher Education needs to open out and allow people to move about in academia. Although the OU is heavily into Open Educational Resources (OER), Josie also made the point that it's more than OER that she is propounding. After describing the Open Learn project she pointed out that social learners are less motivated to work through masses of content, and she espoused formal materials delivered in an informal way. However, she acknowledged this would produce issues at the institutional level. From the institution she envisaged such questions as: What is a University for? Who determines what is of value? Who says what is worthy (or not)?
After revealing a previous life as a teacher of Prologue programming, Josie discussed ecological space, affinity space and informal space (for learning). She gave a good overview of research in the area, before detailing work at the OU on an automated formative assessment tool – which they are working on presently. I will close this short report with direct quotes from her that struck a particular cord: “learners are emancipating themselves…” and “… affinity spaces can be spontaneously formed around any topic”.
The slides and video of this keynote are available should be referred to for more detail, including a comprehensive reference list. An excellent keynote and introduction to the theme, which was referred back to by other speakers and the panel discussion at the end of the day.
Steve Chilton
Educational Development Manager
EDU (CLTE)
Monday, 27 June 2011
IPadology - Track D: Phil Barter
IPadagogy: Using Apple Ipads within the Assessment and Feedback process
Phil is an experienced senior lecturer in biomechanics at Middlesex University (MDX). Phil teaches on the Sport and Exercise Science programme which he also leads. Phil has been at Middlesex since 2009 and this year oversaw a revalidation of the suite of Sport and Exercise Science undergraduate courses. He has been lecturing for ten years at a couple of institutions, which has increased his experience and knowledge of curriculum design and the effect on students learning and teaching environment.
Phil’s teaching areas are Performance Analysis, Biomechanics, Health & Fitness, Research methods at MDX. Phil is currently involved in various research projects within the London Sports Institute including research into potential performance and injury issues associated with the athletes ‘footedness’ and how to measure pressure in football to a degree where goal scoring changes can be created. Phil has a keen interest in the use of performance analysis to enhance athletic performance and prevent injuries.
Phil has been examining using the iPad to utilise various forms of media to enhance the feedback experience in the Sports and Exercise Science sessions, both in a practical and theoretical concept, so attendees to the iPadology session can learn about the apps that have been tested and think about possible application in their areas.
The main resources Phil has used during the project include the Apple app store and various sport science journals and websites which mention new developments.
In terms of tips for successful e-Assessment, Phil recommends thinking about the size of the feedback sheet attached to a piece of assessment and also types of media, to make the impact as mobile as possible, for example, he has lowered the quality of the videos used and shrunk the size of pages use to ensure that they can be read on any mobile format as students are increasingly likely to read or utilise feedback on their phones.
Phil is an experienced senior lecturer in biomechanics at Middlesex University (MDX). Phil teaches on the Sport and Exercise Science programme which he also leads. Phil has been at Middlesex since 2009 and this year oversaw a revalidation of the suite of Sport and Exercise Science undergraduate courses. He has been lecturing for ten years at a couple of institutions, which has increased his experience and knowledge of curriculum design and the effect on students learning and teaching environment.
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| Phil Barter |
Phil has been examining using the iPad to utilise various forms of media to enhance the feedback experience in the Sports and Exercise Science sessions, both in a practical and theoretical concept, so attendees to the iPadology session can learn about the apps that have been tested and think about possible application in their areas.
The main resources Phil has used during the project include the Apple app store and various sport science journals and websites which mention new developments.
In terms of tips for successful e-Assessment, Phil recommends thinking about the size of the feedback sheet attached to a piece of assessment and also types of media, to make the impact as mobile as possible, for example, he has lowered the quality of the videos used and shrunk the size of pages use to ensure that they can be read on any mobile format as students are increasingly likely to read or utilise feedback on their phones.
Final preparations
The conference will close tomorrow with a panel Q&A session. The panel will comprise our two keynote speakers (Josie Taylor, Bob Rotheram) and the Middlesex University Director of Teaching and Learning, Nicky Torrance with the Dean of the School of Engineering and Information Sciences, Martin Loomes.
Throughout the day you will be invited to post your questions around the theme: "e-Assessment - Are we untangling the (k)nots?" into our 'Question time' style box and via twitter (please ensure you precede tweets with #mdxaltc)
Presenter profile - Track A: Trish Hafford-Letchfield, Asanka Dayananda
Asanka Dayananda: Using Digital Storytelling to Enhance Student Skills in Thinking about Quality Improvement in Public and Community Services
Digital Storytelling
As part of the summative assessment of the Service Development and Quality Improvement module, students were asked submit a digital story. Find out how students were guided through online activities and lab sessions to create their digital story. We will share our experience of using this method of e-assessment, and will feedback on student impressions and the hurdles we had to overcome.
In this hands on workshop you have an opportunity to plan and create your own digital story.
Profile
Asanka Dayananda, Educational Developer, Centre for Learning and Teaching Enhancement, Middlesex University
As part of her role, Asanka is involved in looking at ways of encouraging Educators to consider the benefits offered by e-learning practices. This usually involves examining teaching, learning and assessment strategies employed for appropriateness of alternative online practices that could enhance and improve the student learning experience. Involvement in recommendations often requires supporting staff through five stages; staff training, planning implementation in teaching, delivery to students, dealing with any issues that arise and finally evaluating practice, process and student experience.
Delivering experiential knowledge and skills online is one of Asanka’s current interests. This has given rise to an online staff development course that gives lecturers an opportunity to experience a number of alternative online teaching practices. The online course runs over three weeks and takes around 5 hours to complete. Through hands on experience of both teaching and learning perspectives, it gives educators a taste of reusable learning objects, e-assessment and feedback, online discussions, e-workbooks, e-reflections and audio feedback. Each alternative approach is compared to traditional practice, and learning is encouraged through hands on experience. The course is embedded with walk through video demonstrations, research findings, discussions, reflections, planning exercises and guided activities. The course targets programme teams in collaborative online learning. It is hoped that this method will encourage non-enthusiasts to engage in staff development and also seeks to increase participation by utilising the flexibility afforded by anytime, anywhere online learning.
Asanka's co-presenter: Trish Hafford-Letchfield
Digital Storytelling
As part of the summative assessment of the Service Development and Quality Improvement module, students were asked submit a digital story. Find out how students were guided through online activities and lab sessions to create their digital story. We will share our experience of using this method of e-assessment, and will feedback on student impressions and the hurdles we had to overcome.
In this hands on workshop you have an opportunity to plan and create your own digital story.
Profile
Asanka Dayananda, Educational Developer, Centre for Learning and Teaching Enhancement, Middlesex University
As part of her role, Asanka is involved in looking at ways of encouraging Educators to consider the benefits offered by e-learning practices. This usually involves examining teaching, learning and assessment strategies employed for appropriateness of alternative online practices that could enhance and improve the student learning experience. Involvement in recommendations often requires supporting staff through five stages; staff training, planning implementation in teaching, delivery to students, dealing with any issues that arise and finally evaluating practice, process and student experience.
Delivering experiential knowledge and skills online is one of Asanka’s current interests. This has given rise to an online staff development course that gives lecturers an opportunity to experience a number of alternative online teaching practices. The online course runs over three weeks and takes around 5 hours to complete. Through hands on experience of both teaching and learning perspectives, it gives educators a taste of reusable learning objects, e-assessment and feedback, online discussions, e-workbooks, e-reflections and audio feedback. Each alternative approach is compared to traditional practice, and learning is encouraged through hands on experience. The course is embedded with walk through video demonstrations, research findings, discussions, reflections, planning exercises and guided activities. The course targets programme teams in collaborative online learning. It is hoped that this method will encourage non-enthusiasts to engage in staff development and also seeks to increase participation by utilising the flexibility afforded by anytime, anywhere online learning.
Asanka's co-presenter: Trish Hafford-Letchfield
Friday, 24 June 2011
Presenter profile: Track G - Toby York, Thomas Bending, Nicky Spawls
Thomas Bending: E-assessment project case studies: the triumphs and challenges
Thomas is the Director of Economics and Statistics Programmes in the Business School. His department has a varied set of teaching duties, teaching both specialist economists and statisticians but also large numbers of general business students who need some convincing that quantitative subjects can be useful and enjoyable! He teaches mathematics and statistics at all levels, both on his department's modules and elsewhere.
Thomas is a combinatorial mathematician who's begun to venture into statistics. He is interested in ways of using ICT to facilitate and improve teaching and give learners independence.
There's a big debate across the University about the pros and cons of marking work electronically. Thomas is admittedly a technophile, but his experiences with electronic marking have been surprisingly positive, particularly in terms of an improvement in the feedback he can provide. Come and be enthused!
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| Thomas Bending |
Thomas is a combinatorial mathematician who's begun to venture into statistics. He is interested in ways of using ICT to facilitate and improve teaching and give learners independence.
There's a big debate across the University about the pros and cons of marking work electronically. Thomas is admittedly a technophile, but his experiences with electronic marking have been surprisingly positive, particularly in terms of an improvement in the feedback he can provide. Come and be enthused!
Thursday, 23 June 2011
IPadology - Track D: Venetia Brown
Venetia Brown: IPadagogy: Using Apple Ipads within the Assessment and Feedback process
Venetia is the Director of Progammes for Post-qualifying (PQ) Nursing and one of the HSSc Learning and Quality Enhancement leads. The main focus of her work involves taking an operational lead for PQ Nursing provision which includes responsibility for the development, delivery, quality monitoring and enhancement. Venetia works closely with other Directors of Programmes and the Head of the Institute of Nursing and Midwifery and with NHS Trust partners to ensure that the study days, modules and programmes that we deliver enable nurses and midwives to improve their practice and to provide high quality, evidence based care for patients, clients and service users.
Venetia has a particular interest in working towards enhancing the experience of student life for non-traditional students i.e. CPD/part time students who are in employment. Being part of the e-assessment project has given her the opportunity to review how and whether e-assessment works for our CPD students. Other areas of interest are around how and whether accessing CPD provision enhances employability prospects for those already in employment.
Venetia is the Director of Progammes for Post-qualifying (PQ) Nursing and one of the HSSc Learning and Quality Enhancement leads. The main focus of her work involves taking an operational lead for PQ Nursing provision which includes responsibility for the development, delivery, quality monitoring and enhancement. Venetia works closely with other Directors of Programmes and the Head of the Institute of Nursing and Midwifery and with NHS Trust partners to ensure that the study days, modules and programmes that we deliver enable nurses and midwives to improve their practice and to provide high quality, evidence based care for patients, clients and service users.
Venetia has a particular interest in working towards enhancing the experience of student life for non-traditional students i.e. CPD/part time students who are in employment. Being part of the e-assessment project has given her the opportunity to review how and whether e-assessment works for our CPD students. Other areas of interest are around how and whether accessing CPD provision enhances employability prospects for those already in employment.
Wednesday, 22 June 2011
Presenter profile - Track H: Franco Raimondi
Franco Raimondi: Using Turnitin: From Plagiarism Detection to E-assessment
I am a Senior Lecturer in the School of Engineering and Information Sciences at Middlesex University. My research interests include:
Model Checking for extensions of temporal logics.
Multi-agent systems.
Modal logics.
Formal methods.
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| Franco Raimondi |
Model Checking for extensions of temporal logics.
Multi-agent systems.
Modal logics.
Formal methods.
Tuesday, 21 June 2011
IPadology - Track D: Gary Meek
IPadagogy: Using Apple Ipads within the Assessment and Feedback process
Gary Meek is a Senior Lecturer PGCE ICT Middlesex University, who previously taught Modern Languages, Computing and ICT in secondary schools in North London and Berkshire. His interests include: ePortfolios, iPad, e-Assessment, ICT in MFL, music!
Gary trains Secondary ICT teachers at post graduate level, and in addition, supervises students on the MA Education (ICT). As a former languages and ICT teacher he has a special interest in ICT and MFL.
People should attend the IPad session because it will be an exciting opportunity to find out how a small machine can give a big return and add value to the assessment of your students. Gary has used the iPad in every classroom based observation for the past 6 months. Using just Word Processing software (Pages) and notes (Soundnote) he has been able to provide instant feedback based on written observations with additional sound recording and transfer via Bluetooth or wireless LAN.
Gary's current research includes Computing Research Grant from TDA, the use of IPad for e-Assessment and Pebblepad for ePortfolios.
A recommended resource is: http://www.apple.com/ipad/from-the-app-store/education.html
This store is potentially dangerous to your bank balance or credit card. There is always an app that you just have to buy.
Gary Meek is a Senior Lecturer PGCE ICT Middlesex University, who previously taught Modern Languages, Computing and ICT in secondary schools in North London and Berkshire. His interests include: ePortfolios, iPad, e-Assessment, ICT in MFL, music!
 |
| Gary Meek |
People should attend the IPad session because it will be an exciting opportunity to find out how a small machine can give a big return and add value to the assessment of your students. Gary has used the iPad in every classroom based observation for the past 6 months. Using just Word Processing software (Pages) and notes (Soundnote) he has been able to provide instant feedback based on written observations with additional sound recording and transfer via Bluetooth or wireless LAN.
Gary's current research includes Computing Research Grant from TDA, the use of IPad for e-Assessment and Pebblepad for ePortfolios.
A recommended resource is: http://www.apple.com/ipad/from-the-app-store/education.html
This store is potentially dangerous to your bank balance or credit card. There is always an app that you just have to buy.
Friday, 17 June 2011
Presenter profiles - Track P: John Koushappas, Betty Sinyinza
John Koushappas, Betty Sinyinza: Wikis
John Koushappas, Learning Technologist, Educational Development Unit, CLTE
John supports the University’s core e-Learning technologies: Oasisplus, Turnitin and Middlesex Wikis. Middlesex wikis have experienced substantial growth in the last two years, each year seeing an increase of over 60% in demand. John has been developing the use of the technology within the University, implementing robust administration, sound pedagogy and providing training and induction to staff and students. He is also working on research into the value of wikis in Higher Education.
Betty Sinyinza, Learning Technologist, Educational Development Unit, CLTE
Betty supports the University’s core e-Learning technologies: Oasisplus, Turnitin and Middlesex Wikis. Betty is interested in exploring the digital literacy skills required for students to successfully use and participate in online learning, focussing on the skills needed to fully engage with web 2.0 technology including turning dialogues into meaningful information.
Middlesex University Learning and Teaching Conference 2011: e-Assessment: Untangling the (k)nots - 28th June, 2011
Staff Development Workshop: Wikis – Time: 1:00pm – 1:30pm – Location: Room C118
Facilitators: John Koushappas and Betty Sinyinza
A wiki is a powerful online collaboration tool which can facilitate group work and team building.
Used for group assignments, it can facilitate the development of a wide range of social and professional skills in students, improving their employability.
Wiki usage is gathering pace as an online collaborative tool in education because of its unique ability to always display the latest version of the material being written by a team of authors.
It is a tool which is very simple to learn and to use.
The workshop will quickly cover how wikis can be used in e-Assessment scenarios, and participants will get hands-on experience of using a wiki to develop a page using the built-in page editor.
The workshop will be a fast, fun taster of what can be achieved by a team. Come and join us.
 |
| John Koushappas |
John Koushappas, Learning Technologist, Educational Development Unit, CLTE
John supports the University’s core e-Learning technologies: Oasisplus, Turnitin and Middlesex Wikis. Middlesex wikis have experienced substantial growth in the last two years, each year seeing an increase of over 60% in demand. John has been developing the use of the technology within the University, implementing robust administration, sound pedagogy and providing training and induction to staff and students. He is also working on research into the value of wikis in Higher Education.
 |
| Betty Sinyinza |
Betty Sinyinza, Learning Technologist, Educational Development Unit, CLTE
Betty supports the University’s core e-Learning technologies: Oasisplus, Turnitin and Middlesex Wikis. Betty is interested in exploring the digital literacy skills required for students to successfully use and participate in online learning, focussing on the skills needed to fully engage with web 2.0 technology including turning dialogues into meaningful information.
Middlesex University Learning and Teaching Conference 2011: e-Assessment: Untangling the (k)nots - 28th June, 2011
Staff Development Workshop: Wikis – Time: 1:00pm – 1:30pm – Location: Room C118
Facilitators: John Koushappas and Betty Sinyinza
A wiki is a powerful online collaboration tool which can facilitate group work and team building.
Used for group assignments, it can facilitate the development of a wide range of social and professional skills in students, improving their employability.
Wiki usage is gathering pace as an online collaborative tool in education because of its unique ability to always display the latest version of the material being written by a team of authors.
It is a tool which is very simple to learn and to use.
The workshop will quickly cover how wikis can be used in e-Assessment scenarios, and participants will get hands-on experience of using a wiki to develop a page using the built-in page editor.
The workshop will be a fast, fun taster of what can be achieved by a team. Come and join us.
Thursday, 16 June 2011
Presenter profile - Tracks I, K & O: Paul Smith, John Parkinson
Paul Smith: Personal Response System (PRS), Grademark & PowerPoint Narration
Paul is an Educational Technologist in the Educational Development Unit, CLTE at Middlesex University. His interests are in web-based learning systems, Web 2.0 technologies in teaching and learning, classroom technologies and games-based learning.
The sessions Paul is in involved in running explore varying themes within e-assessment and e-feedback.
Paul’s experience with various e-learning technologies has proved to him one thing above all else: there is no substitute for practice. Whether you are asking students to submit electronically, or expecting colleagues to mark using certain technology, always make sure you have a trial run before the deadlines are looming. This way both students and staff can concentrate on the tasks at hand rather than struggling with new technology.
Paul's co-presenter: John Parkinson
Paul is an Educational Technologist in the Educational Development Unit, CLTE at Middlesex University. His interests are in web-based learning systems, Web 2.0 technologies in teaching and learning, classroom technologies and games-based learning.
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| Paul Smith |
- The Personal Response System workshop will offer colleagues the opportunity to experiment with an engaging classroom technology which can help to provide immediate feedback to students based on their answers to quiz questions, and discuss the pros and cons of the use of such technology for formative assessment.
- The Grademark workshop (led by John Parkinson) will give attendees a hands-on experience of an extremely useful online tool which allows academics to read, manage, and leave comments on students’ electronically submitted work.
- The Adobe Presenter session will demonstrate one of the many methods of enhancing your presentations by adding audio to the slides. Participants will be encouraged to relate their own experience of using similar tools and to discuss features that they feel would be useful in the context of using this kind of software to assess and provide feedback to students.
Paul’s experience with various e-learning technologies has proved to him one thing above all else: there is no substitute for practice. Whether you are asking students to submit electronically, or expecting colleagues to mark using certain technology, always make sure you have a trial run before the deadlines are looming. This way both students and staff can concentrate on the tasks at hand rather than struggling with new technology.
Paul's co-presenter: John Parkinson
Presenter profile - Track D: Dave Westwood, Agi Ryder
Dave Westwood: IPadagogy
Dave Westwood Is a researcher within the Educational Development Unit of CLTE. Dave has a background in Psychology and holds an Msc Cyberpsychology. Within MDX he is currently working upon a number of projects including: Introducing Second Life simulations to MDX; The new Student Portal; Evaluating the role of the VLE within a 21st century University; The E-assessment project; Evaluation of the Personal Progress reviews and the Ipad exploration project.
External to these institutional projects Dave is interested in Mobile learning and augmented reality; Connectivism and pedagogies for the digital age; and new and emerging literacy’s pertaining to web 2.0 and the use of Games within education.
Within the Ipadagogy session we will look to explore the ways in which this new hardware can augment and enhance the assessment and feedback process. Topics covered will include: ‘live’ Audio feedback; on screen marking and Video analysis for sport. We aim to involve all audience members in a lively and constructive debate triggered by a number of short presentations, which we hope will prove useful and engaging.
Follow me on twitter @DavidsWestwood
Dave's co-presenter: Agi Ryder
Dave Westwood Is a researcher within the Educational Development Unit of CLTE. Dave has a background in Psychology and holds an Msc Cyberpsychology. Within MDX he is currently working upon a number of projects including: Introducing Second Life simulations to MDX; The new Student Portal; Evaluating the role of the VLE within a 21st century University; The E-assessment project; Evaluation of the Personal Progress reviews and the Ipad exploration project.
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| Dave Westwood |
Within the Ipadagogy session we will look to explore the ways in which this new hardware can augment and enhance the assessment and feedback process. Topics covered will include: ‘live’ Audio feedback; on screen marking and Video analysis for sport. We aim to involve all audience members in a lively and constructive debate triggered by a number of short presentations, which we hope will prove useful and engaging.
Follow me on twitter @DavidsWestwood
Dave's co-presenter: Agi Ryder
Wednesday, 15 June 2011
Presenter profile - Tracks I & K: Paul Smith, John Parkinson
John Parkinson: Personal Response System (PRS) & Grademark
As a member of the eLearning Support Team John contributes to the development, maintenance and good health of several key online systems within the university. As a graduate of the arts John is always on the lookout for novel and interesting approaches to the delivery of learning and teaching.
The session I am jointly hosting with my colleague Paul Smith explores the functionality of the Grademark tool found within Turnitin. Following the introduction of the eSubmission/eFeedback initiative across the university I feel this workshop offers colleagues a timely opportunity to get some hands-on experience with a very useful bit of technology. Attendees will get to play with the system and develop a feel for the functionality within in a low-pressure environment.
John's co-presenter: Paul Smith
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| John Parkinson |
The session I am jointly hosting with my colleague Paul Smith explores the functionality of the Grademark tool found within Turnitin. Following the introduction of the eSubmission/eFeedback initiative across the university I feel this workshop offers colleagues a timely opportunity to get some hands-on experience with a very useful bit of technology. Attendees will get to play with the system and develop a feel for the functionality within in a low-pressure environment.
John's co-presenter: Paul Smith
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