Wednesday, 29 June 2011
Track E: ePortfolios
TRACK E – ePortfolios for eReflection and eMployability
Ellie Franklin’s enthusiastic presentation of PebblePad for ePortfolios raised awareness of an important method for students to build a web-based store of personal ‘assets’. Focusing on employability, the presentation highlighted PebblePad’s versatility as a tool for building an electronic portfolio that could be used at the point of applying for work and aid students in the application process. Rather than a heavy (loseable) folder, students have their own web pages which can be viewed online or exported to disk or memory pen if desired.
Through ‘gateways’ students can submit work/assets electronically and receive feedback and assessment likewise. PebblePad also features an Action Plan ‘wizard, which takes them step by step through action planning and setting their own targets. This can be adapted by tutors to fit their particular situations.
The tutor encouraged use of Pebblepad for eReflection by linking it specifically to employability and awarding marks (admittedly only one per session) for engagement with the tool. After a year of using the tool for reflection both tutor and students found a number of advantages. The tutor had more insight into her students by reading their eReflections and the students found it ‘helpful’ ‘enjoyable’ and ‘useful’ although one or two felt it was an ‘invasion of privacy’. Overall – Pebblepad was seen as a really useful tool for articulation and an easy and efficient way to e-submit, e-assess and give e-feedback.
Celia Cozens
Centre for Learning and Teaching Enhancement
Delegate video feedback
Ross Brennan, Marketing and Enterprise Department, Middlesex University
Michael Seignior, Programme leader PGC Higher Education, Middlesex University
Janet Rix, Head of International Educational Development, Centre for International Education. Middlesex University
Paul Smith, Educational Development Unit, Centre for Learning and Teaching Enhancement
Judy Wilson, School of Engineering and Information Sciences/Centre for International Education, Middlesex University
Paul Smith, Educational Development Unit, Centre for Learning and Teaching Enhancement
Judy Wilson, School of Engineering and Information Sciences/Centre for International Education, Middlesex University
Track A: Digital Storytelling
TRACK A – Using Digital Storytelling to Enhance Student Skills in Thinking About Quality Improvement in Public and Community Services
Trish Hafford-Letchfield and Asanka Dayananda’s well-attended workshop on digital storytelling proved stimulating, enjoyable and a really hands-on experience. Trish and Asanka have developed digital storytelling as an assessment tool on the Service Development and Quality Improvement module – attended by a range of professionals in public and community services as part of their CPD. The brief includes ‘creativity’ as well as ‘enhancing skills in communication technology’ so Trish ditched the conventional essay format for the more exciting and innovative ‘digital story’.
Students are encouraged to take one aspect of an issue to do with improving public services and, using images, music and voiceover, to create a resource for others to access. Unsurprisingly, the students actually look forward to carrying out their assessment, just as we enjoyed the practical workshop.
The course is delivered and structured through OASISplus, using weekly online activities and discussion boards. Students download the free ‘Photo Story 3’ software and, with supported sessions in the lab, create their own digital stories.
After looking at some impressive examples, we split into groups and tried to storyboard a short video. Unfortunately time ran out but it was abundantly clear what a creative, motivational and useful tool this was – albeit with some ethical and copyright issues to iron out with respect to photos and video clips.
Celia Cozens
Centre for Learning and Teaching Enhancement
Tuesday, 28 June 2011
Delegate feedback
I just wanted to write and say how delighted I am once again with the conference. Last year was my first time and I didn't think it could be beaten, but this year the organisation has been superb, the sessions and facilities excellent and registration handled extremely well.
The gift bags and contents are a great choice and the refreshments have been excellent - so important when an organisation wants to attract a broad clientele to acknowledge that people need somewhere to relax and recharge the batteries. But the icing on the cake for me has been the provision of WiFi access - seamlessly accepted by my iPad - this is as good if not better than international conferences I have attended.
Well done to everyone!
Dr Jackie Meredith
School of Health and Social Sciences
The gift bags and contents are a great choice and the refreshments have been excellent - so important when an organisation wants to attract a broad clientele to acknowledge that people need somewhere to relax and recharge the batteries. But the icing on the cake for me has been the provision of WiFi access - seamlessly accepted by my iPad - this is as good if not better than international conferences I have attended.
Well done to everyone!
Dr Jackie Meredith
School of Health and Social Sciences
Delegate video feedback
Apologies for the poor sound quality on some of the clips - some people were enjoying themselves noisily over at the tea and coffee table!
Dr Peter Ryan, School of Health and Social Sciences, Middlesex University
Albert Odro, School of Health and Social Sciences, Middlesex University
Adam Edwards, School Liaison Manager, Engineering and Information Sciences/Institute for Work Based Learning/Business, Learning Resources, Middlesex University
Joseph Kelly, Question Mark
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.
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