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

Track H: Using Turnitin

TRACK H - Using Turnitin: From Plagiarism Detection to e-Assessment
Presenter: Franco Raimondi

Franco presented an interesting, informative and often humorous session of his experinces of using Turnitin. Franco explained how students are allowed to submit their work via Turnitin several times as a development and feedback tool as well as a plagiarism detection device. He then went on to explain some of the many creative methods that students have come up with to reduce their plagiarism scores in Turnitin; an eyeopener!!. The session was a thought provoking exploration of both the strengths and weaknesses of Turnitin. Franco concluded by saying that Turnitin is by no means a fool proof method of detecting plagiarism and as such should be treated with caution. However, it has a very useful role to play in supporting students as part of an overall module assessment methodology geared towards developing the students throughout the process of learning and assessment on a module.

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.

Track D Presentation: Venetia Brown

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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

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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.

Track D Presentation: Nollaig Frost & Stephen Nunn

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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.

Track L: Peer assessment

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Track B: Employability

Track B: Employability

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TRACK B - Rea Prouska, Mike Mimirinis : Empowering Students by Enhancing Employability Skills: The Case of the BA Human Resource Management Programme

This informative and interactive session from Mike and Rea highlighted an approach from the BA Human Resource Management programme on how to focus students on identifying and developing their employability skills through the use of e-portfolios. Both Mike and Rea were interested in; the wealth of skills and attributes students enter into higher education with, how these skills are added to and develop during their time in HE and how they continue to develop skills after HE. The use of e-portfolios with first year students helped to engage students in both thinking about employability but also to reflect upon and evidence the skills they had and furthermore think about the skills they wished to develop.

It was lovely to see firsthand some e portfolios presented by two HRM students who discussed their experiences of, the benefits and uses they felt creating the portfolio had and the different ways in which the e-portfolios had been used (to apply for jobs, share resources between students, etc). It was interesting to note that students on this programme had been encouraged to engage with the e-portfolios with the incentive of marks, however not all students chose to produce or engage with the e-portfolios. Those students who did engage with the e-portfolio found it to be beneficial in numerous ways; in boosting confidence in identifying skills, in helping to articulate and evidence their skills and helping them to reflect on their experiences and identifying learning from their experience. Within the session the common problem of ‘how do we engage the students that are not engaging?’ arose, particularly as the engaged students cited many benefits. Learning from this year, Rea is making the use of e-portfolios compulsory for first year students within HRM and discussion centred on what more can be done to encourage students to engage with e-portfolios throughout their studies. No definite answers as yet but we look forward to hearing more as the project progresses.

Deeba Parmar
Senior Researcher
Centre for Learning and Teaching Enhancement

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

Track C: Computer Games for Maths Support

TRACK C - 1+1=3 The Added Value of Computer Games in HE Maths Support.
Presenters: Julie Kevill (Maths, Stats and Numeracy coordinator) and Hayo Reinders (Head of LDU).

Hayo started the session by pointing out that although the computer games industry is huge, the use of games in teaching and learning is limited. He dispelled the myths that games were for males and the young; and referred to recent statistics that indicated 46% of females play computer games and that the most popular users of computer games were people in their 30s.

When Julie took over the presentation she revealed that students with very low maths skills were more likely to be unemployed. She also referred us to the low results of the LDP (Learner Development Profile) for maths and the need to address maths and numeracy skills at MU.

We were then invited to try out the interactive maths computer game; Manga High which Julie explained was free, available over the Internet and at differentiated levels. At the end of the session, we evaluated Manga High.

As a learning tool for students, there is the opportunity for students to review questions and see the correct answers, and the opportunity to learn from mistakes. Students also have access to different maths topics and can have fun learning maths. Manga High could also be very useful for revision as there are thousands of questions, and time limits are set on challenges.

The ability for teachers to set global levels for their student cohort and compare results within and outside their departments makes Manga High an ideal teaching tool. Manga High also enables teachers to compare their student results with the national average.

Track C: Maths Support

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My feedback:
I felt the two presenters were absolutely fantastic and were in control of the session despite technical difficulties with the projector. The sessions were well facilitated and I personally learnt a great deal about the potential of Manga High as a combined learning and teaching tool for maths. Thanks for organising the sessions.

Simbo Ajayi
Peer Assisted Learning Manager
Learner Development Unit (LDU)
Middlesex University

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

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

Keynote: Josie Taylor - Assessment, Technology and Learning: Who is in the Driving Seat

Keynote slides

E assessment Josie Taylor

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Report on keynote address
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)