Faculty of Engineering & Design staff

Sharing experience and best practice across the Faculty of Engineering & Design

Topic: Technology Enhanced Learning

Assessment - using Moodle Assignment

  ,

📥  Staff event, Technology Enhanced Learning

assignment_imgOn 31 March Rachel Applegate and I held a presentation and practice workshop on the Moodle Assignment tool. Our presentation looked at the settings and Rachel explained the impact (on staff and students) of choosing particular ones.

The presentation was recorded so you can view at your leisure. (The recording finished before the session did put you can see the remaining slides in the PowerPoint file).

panopt_screenshot, link to video recording

 

Also, the PPT slides may be a useful reminder and can be downloaded for your own use.

There wasn't much practice in the practice part of our session so we've put some links to resources here.

  1. Screencasts - videos that work through the process
    • Setting up a Moodle assignment
    • Grading and feedback (within the Moodle grading area)
    • Grading and feedback (exporting submission and offline grading)
  2. Handout - overview of marking methods in Moodle Assignment

If you couldn't make this session, we're also going to be on hand for a couple of drop-in sessions on 27 April 2017 - details will follow in a faculty email.

And finally... some answers to a couple of questions we said we would investigate.

Q&A from the workshop

Question: What do allocated markers see when you use marker allocation with marking workflow?

Answer: Teachers will be able to see (and mark) any student regardless of whether they have been allocated to them or not.
When marker allocation is on, Teachers can apply the marker filter to show only those students allocated to a specific individual.
Non-editing Teachers can only see their allocated students however (so they don't have the marker filter).

Question: What happens when you upload a grading worksheet with grades for some students in the cohort, but not others (e.g. if there are multiple markers and you have marked a sub-set of students)?

Answer: When you upload the grading worksheet, the grades and feedback will only apply to the sub-set of students you have marked – the empty records in the grading worksheet for the other students won’t overwrite any grades which are already recorded in Moodle

 

 

 

TEL Survey - results and action plan

  ,

📥  Technology Enhanced Learning

During the summer/autumn of 2016 we asked academic staff in the Faculty to complete our Technology Enhanced Learning survey. The survey aims to inform our planning so we can better support teaching staff.

In discussion with the Associate Dean for Teaching & Learning, Marianne Ellis, we've now had a chance to pull the data together into some headline issues which have helped us develop an action plan for this year (and on into next year). We'd like to share this with everyone here.

Please get in touch if you have any questions (Yvonne Moore and Rachel Applegate) at fed-tel@bath.ac.uk

The tool we used to present these headlines is a free web infographic maker called Piktochart.

Image: slide 1, top priorities.
Image: slide 2, staff want to know more.

Image: slide 3, barriers to using technology. Image: slide 4, types of support staff would like. block_6 Image: slide 6, action plan.

 

Happy New Year - Event Reminder

  , ,

📥  Technology Enhanced Learning

Happy New Year! This is just a brief reminder of an event coming up that could be of interest but I thought I would add a couple of useful tips to get you reading!

The Assessment and Feedback Day is part of the Inspiring Innovation series. It will take place on 02 February 2017 and the details for content and registration are on the CLT website.

Image: LITEbox logo.

You can also find details of other events coming soon through LITEbox.


Now for your tips - some simple options you may have seen before but just in case, here goes …

tip1Presenting content from a web browser to an audience in a large room can sometimes be tricky for the people at the back who may, like me, have difficulty reading the default text. Two simple options you can use to improve this.

  1. Press F11 on your keyboard – this will remove (temporarily) the toolbars and just display the content in full screen mode. This reduces clutter but may not improve matters a great deal so you can also try #2. (To get the toolbars back just press F11 again).
  2. Press CTRL and + (plus) together on your keyboard (Win) – this will start to zoom in (i.e. increase the font/image size). You can continue to increase the size until those at the back can read the text. To return to the default use CTRL and – (minus) together (Win). This is also handy when working from the browser for a long time to avoid eye-strain. I zoom in when working in Moodle to make it as readable as possible.

You can also access the zoom function from your browser menu.

tip2We’re all reading more and more online. As well as increasing text size there are other ways to make the task more effective. Read the guidance for Reading On Screen which includes advice for PCs, Macs and mobile devices. For those of you annotating documents online there’s a section on that too.

Use the printable guide to stick on the wall in your office if you need a handy reminder.

If you've found this useful or have any other tips of your own to share please get in touch at fed-tel@bath.ac.uk. We look forward to seeing you at the Assessment and Feedback Day.

 

Questions, questions, questions!

  , , ,

📥  Technology Enhanced Learning

It’s the second week of semester. There are frequent knocks at the door, and emails pinging in to the inbox on a constant basis. First year students have so many questions to ask, and need reassurance that they are on the right track. The same topics crop up again and again…

A few months later, and it’s revision week. Exams are coming up, and questions from students are flooding in again…

Over the past year, staff have shared solutions for dealing with their students' most frequent questions. Here is a quick recap of a range of helpful tools in use here at University of Bath.

image of a question mark

ed_needs_a_bicycle https://creativecommons.org/licenses/by-nc-sa/2.0/

Multi-media messaging walls

Like a virtual notice board, students can add ‘post-it’ notes with questions or comments. They are visually appealing, and students can post anonymously. It can take some effort to gather related questions into themes and keep them organised.

Want to know more? There’s a great write-up of the LITEbox event where Dr Jessica Francombe Webb shared her insights. This includes

  • a comparison of two different tools (Lino-it and Padlet)
  • a guide to embedding the multi-media wall in your Moodle course

Another example comes from Mirella Di Lorenzo, Chemical Engineering. She shared her experiences at the first Faculty of Engineering and Design TEL Event. Mirella used multi-media messaging walls to manage questions from first year students, and to help students with revision.

Giorgio Montersino https://creativecommons.org/licenses/by-sa/2.0/

Giorgio Montersino
https://creativecommons.org/licenses/by-sa/2.0/

Online discussion forums

It’s very easy to set up a discussion forum in Moodle. In a forum, discussion topics are sorted in ‘threads’. Working within Moodle means the forum is only available for your students on your unit. You can use Moodle Groups to set up discussion forums for group work. For the time being, students can’t post anonymously to a forum in Moodle (this requires a plugin).

Staff often comment that it can be tricky to get students to engage in online discussion in a Moodle forum. Here are some useful tips for setting up a successful forum. The video guide to effective online discussions from COFA Online is another a good starting point.

Study Space App

Here at the University, Keith Brown has developed the Study Space App. It provides a space where students on a unit or programme can easily collaborate, and ask questions to teaching staff. It has the advantage of being mobile-based, it's presented in a familiar 'social media' style format and allows anonymous questions. Further small scale trials are ongoing across the University. Development of the app continues in response to student feedback, including a new version designed for SSLCs, to be co-created by students. When choosing your tool, it’s important to consider privacy settings, as discussed in Keith’s blog.

Comparing tools

Geraldine Jones (e-Learning development officer, HSS) provides a handy at-a-glance comparison matrix. It shows the pros and cons and features of these and many other tools.

We hope you’ve found this summary useful. Do you have questions about getting started with online solutions for managing students’ questions? Or ideas and experiences to share? Please do get in touch: fed-tel@bath.ac.uk

 

TEL Event #3 - Web conferencing

  , ,

📥  Staff event, Technology Enhanced Learning

Our third event saw Dr John Orr describe how he and his colleague, Dr Saverio Spadea, used a web conferencing tool called Adobe Connect to deliver a successful, blended workshop – with 20 participants on campus and another 50 online.

Their workshop included:

  • 4 presentations, 2 presenters on campus, 1 in the USA and 1 in Canada
  • A lab demonstration via webcam in 6E lab
  • Online Q&A using the web chat tool
  • Face-to-face Q&A using a mic

A number of tips were identified for anyone delivering this kind of online event:

  1. Time your event to take account of different time zones where possible
  2. Set defaults to mute/no video for participants
  3. Use a USB web cam which can be moved around easily
  4. Keep to strict timescales for remote presenters – avoids having to interrupt them to get them to stop
  5. Use a sign-up form to judge how many people may watch online – you may need to  ask for extra seats for your virtual room
  6. Have a contingency in place in case one of the remote presenters hits a technical snag
Image: web conference icon.

Adobe Connect is software which allows groups of people to meet virtually using video, text chat or audio.  It lets people collaborate through the use of shared presentations, shared files or shared desktops.

It also provides opportunities for interaction via a series of simple tools, such as hands-up and polling.  It gets used for a variety of purposes when the participants can’t all meet in person.

Example uses are:

  • Online events such as workshops, conferences or meetings
  • Broadcasting presentations or lectures to students
  • Online tutorials with students
  • Group work – online collaboration between students
  • Revision or exam preparation sessions for students
  • Student presentations for formative or summative assessment
  • Guest speaker presentations
  • Online demonstrations via desktop or video

Thanks to Marie Salter from the e-learning team who presented an overview of Adobe Connect and the process for setting up and accessing a ‘virtual room’.  If you’re interesting in finding out more you can contact e-learning@bath.ac.uk for details on getting set up.

Want to know more?

Link Details
Image Designed by Freepik For tips on setting up this kind of event watch the video recording of John describing how they did it. (You'll need to log in to Panopto).
Image Designed by Freepik For more context about this blended workshop.
Image Designed by Freepik For the Adobe Connect recording of the workshop, where you can see the interaction between the different parties. (It can take a few minutes to connect and play).

If you'd like to talk to us about this or other Technology Enhanced Learning events please contact Rachel and Yvonne on fed-tel@bath.ac.uk

 

FED Learning Technologies survey prize winner

  ,

📥  Technology Enhanced Learning

Firstly, a big thank you to staff who completed the Faculty of Engineering and Design Technology Enhanced Learning survey.

There were 50 respondents. The results give us some useful insights in key areas including

  • which learning technologies are a high priority for staff?
  • what are the most helpful types of support and guidance?
  • which learning technologies do staff want to know more about?

We've been busy analysing the results and collating the key findings.

We will be working with Marianne Ellis (Associate Dean for Learning and Teaching) to develop an action plan. We'll also be coordinating with the eLearning team and colleagues in Learning Technologist roles across the University to work on the outcomes. Watch out for more news coming soon!

In the meantime, we're pleased to announce the winner of the survey prize - Michael Carley was randomly chosen to receive a Flip video camera. This is a very simple device, handy for capturing video footage when out and about. Michael's first thought was that it would be great for capturing student projects such as the human powered aircraft.

Picture of Michael Carley receiving the prize

Yvonne Moore (Learning Technologist) presents Michael Carley (Senior Lecturer, Mechanical Engineering) with the survey prize

 

TEL: latest news... Moodle upgrade and more

  , ,

📥  Technology Enhanced Learning

With Induction week drawing to an end, it already seems a while since the summer months.

During that time, we have upgraded to Moodle 3.0, and we also have a new look Moodle theme. I’m sure you will have already had a chance to start trying out new version.

Image showing the Moodle home page

 

Here’s a quick roundup of some of the new features and developments:

  • The user Profile screen has been improved and displays all profile information (course membership, user logs etc.) on a single page
  • A new Preferences screen groups together all of the user defined account preferences (such as message preferences), into a single location
  • Users will now find a My courses menu in the horizontal menu bar—enabling rapid access to any (unhidden) course from within any Moodle page
  • Editing tools have had a make-over. Topic specific functionality is now accessible via a single Edit menu
  • This edit menu includes the option to delete (not just hide) entire topics - this is something that staff have been asking for some time
  • Table formatting via the text editor has been improved, with new Appearance options that let you customise the look of your table through an easy to use interface
  • In terms of new features, the most significant changes are to the Quiz activity, with four new question types

You can access a handy summary of the new developments in PDF format.

Yvonne Moore and I (Learning Technologists, Faculty of Engineering) also had the chance over the summer to run some Getting familiar with Moodle workshops. The workshops aimed to give staff in the Management, Specialist and Administration team an overview of some of the key activities and resources in Moodle, and give them a chance to try out some of the activities they may not have used themselves. This means staff can more easily answer initial Moodle queries, or direct you where to find more help.

Image showing post-it note responses about where to find help with Moodle

Exploring where staff go for help with Moodle

As part of these workshops, we set up a Moodle course (FED Moodle Examples) which introduces some key Moodle tools, and gives examples. To self-enrol as a student on the course, follow the link above, and enter the enrolment key – fedtel02

Image showing the Moodle examples course page

If you are still getting familiar with Moodle, you might find it useful to view the course and try out some of the activities in your own Moodle space. There is also a section on Advanced Editing which shows you how to add some nice web design to your courses using documentation from the developer of the new theme.

Images showing the Advanced Editing section of the course

Don’t forget you can ask for your own Moodle ‘sandbox’ course if you want a space to try things out, by contacting the e-learning team. You can also find tips about getting your Moodle course ready for the new academic year in the Moodle Service Blog.

Coming soon

Next month we will be busy collating the responses to our Faculty Learning Technologies survey (it closes today so there's still time to respond if you are quick!). We will be sharing the findings soon, including future plans for development projects and improvements to the support we offer.

Try me out… tips on the latest useful TEL resources

TELU (Technology Enhanced Learning for you) is a collection of free online micro-courses designed to help you use technology to support your teaching and learning. Sign up for a free account to access over 150 courses designed by experienced educators and designers, based on case studies from real teachers, and collated in useful topics. They are designed to be easily digestible and to save you time. We would love to hear from you if you try any of the courses out and would recommend them to other members of staff.

 

 

Sharing thoughts from the Association for Learning Technology conference (ALT-C 2016)

  , ,

📥  Technology Enhanced Learning

Last week I made a trip to the University of Warwick for the Association for Learning Technology conference (ALT-C 2016). I joined on the final day of the three day event. Even attending for just one day, there was a packed programme. I chose to attend lots of short presentations so I could hear about innovations in lots of different contexts.

I always find it interesting to visit another university campus.  I noticed lots of open spaces among the buildings (like mini courtyards or town squares) and plenty of indoor social spaces. This contrasts with the linear layout of our campus, where buildings are oriented along the parade. It felt more like the space outside the Limes and in the Edge. The campus environment seemed to encourage informal meetings.

The short presentations gave an insight into learning and teaching developments in different settings. Some key themes ran throughout the sessions. The messages which seemed especially relevant for us at University of Bath were:

  • How can we work together to ‘join up’ support for the use of learning technologies? How can we make support roles and services more clearly defined and easily accessible? Ongoing work on a new Teaching and Learning Hub, and the development of a Technology Enhanced Learning Strategy are moving in this direction.
  • How can we engage students to share their study strategies and skills? There is a need to open up conversations around staff and student expectations. This could help us to understand how initiatives such as lecture capture can be used in ways that encourage a more critical approach.

Designing for user needs in the Virtual Learning Environment

Highlights

A demonstration of a Moodlerooms theme which

  • removes redundant links
  • improves flow from one learning activity to the next
  • makes activity completion much easier for students to track

The theme moves away from the standard Moodle architecture where the course page acts as a central hub. This allows more flow from one activity to the next.  (Leonard Houx, Senior Instructional Designer at Cass Business School)

Revolutionary Fork to the Snap Moodle Theme Will Streamline Your Learning Workflow

Discussion Points

  • How to deal with the problem of ‘clutter’ in the VLE
  • If the VLE doesn’t meet user needs, how to support best practice in other online environments (e.g. staff or student created Facebook groups)
  • How to make sure the VLE supports different user needs

Designing physical learning spaces, and spaces for blended learning

Highlights

  • A presentation on the use of webinars to expand access to learning, for example to students on placement. This included some top tips on designing interaction into the online experience. (Daniel Metcalfe, Senior Learning Technologist, Plymouth University)
  • A new approach towards ‘joined up design thinking’ at the institutional level, to support staff in their use of learning technologies. This includes
    • prompt cards which neatly summarise and highlight all the supported technologies at the institution
    • a common framework and roles (such as student digichamps)
    • ‘design thinking’ events involving students

(Amber Thomas and Robert O’Toole, University of Warwick)

Student engagement in assessment

Highlights

  • Insights into different experiences with peer assessment
  • Involving students being in writing their assessment criteria. (Sara Hattersley, University of Warwick)

Further resources at www.bit.ly/2caoVxA

Discussion Points

  • The importance of the ‘social space' for discussion around peer assessment activities – to help build up trust
  • The need for expert presence and intervention to guide the activity – it’s not a time-saving exercise

Student engagement in their learning

Highlights

  • A fascinating presentation on coordinating lecture capture. This involved engaging with students to find out how they use recorded lectures, for example during revision time and during term time. Video guides were developed to share with all students, showing how they can make use of lecture capture in a focused way. (Matt Cornock, Lecture Coordinator and E-learning adviser, University of York). https://www.york.ac.uk/staff/teaching/support/recording-lectures/student-advice/
  • A presentation on using mind mapping with undergraduate students to help them develop a ‘learning design’ plan. The idea is to encourage independent learning and help students take charge of developing their study skills. (Asanka Dayananda, Middlesex University)

Discussion Points

  • The final keynote (Donna Lanclos and David White) considered the dilemma between technology for efficiency, and the potential it offers to open up a more transformative, ‘messy’ and human dimension
  • How can we provide reliable access to technologies and support digital skills, and at the same time move beyond this to help develop practices, behaviours and new identities?

 

Don't forget to complete our Faculty Learning Technologies survey

  , ,

📥  New initiative, Staff insight, Technology Enhanced Learning

Hi there,

You may have already heard about our Faculty Learning Technologies survey – many thanks to staff who have already completed it!

In our new roles (Learning Technologists) we’re keen to get a clear picture of how academic staff (or those in teaching-related roles) make use of learning technologies in the Faculty.

We would like to hear from as many staff as possible, no matter what your current level of experience with Learning Technologies.

This will help us to understand your priorities as we plan new development projects and provide support.

Please take 10-15 minutes to complete our survey by 30 September. https://bathreg.onlinesurveys.ac.uk/fed_tel_survey

The responses will inform our planning going forward and we will share the outcomes and plans via this blog (don’t forget you can subscribe to receive email updates).

And don’t forget we have a Flip video camera to give away to a randomly chosen respondent!

Image showing computer interface

Future Interfaces 2014, NYC Media Lab, CC BY-SA 2.0

 

TEL Event #2 Summary

  

📥  Staff event, Technology Enhanced Learning

Focus on Assessment & Feedback

This event enabled teaching staff to share an example of how they’ve used technology to enhance assessment and feedback activities.  We recorded this to share with everyone and here we offer a brief summary. (The final presentation by Philip wasn’t recorded as the session overran our lecture capture booking slot – there’s a lesson for the future! However, we’ve added a link to Philip’s slides so you can see what was covered.)

noun_10681_cc Tel Event #2 Recording
noun_345939_cc Using Moodle for FYP marking - for distribution (Philip's slides)

Presentation 1

Sabina Gheduzzi (Mechanical Engineering) explained how she came to use rubrics for assignments in Moodle.  The rubric enabled students to see the criteria by which they would be assessed but it also allowed Sabrina to mark work more swiftly.  The rubric also provides students with consistent feedback that can be supplemented by Sabrina’s comments and as a result she has seen fewer issues with students questioning their marks. Student evaluation data has also demonstrated an increase in satisfaction from students when rubrics are used.  The students like it!

Find out more about Moodle rubrics: https://docs.moodle.org/30/en/Rubrics

In discussion, after Sabrina’s presentation, there were questions related to suitability of rubrics when:

  • Assessment is based on creative tasks where the rubric may be interpreted too rigidly by students
  • When there are very large class sizes

Sabrina explained that in the context of this unit, rubrics enabled her to effectively address a specific issue raised by students in their unit feedback.

Presentation 2

Tim Ibell (Architecture & Civil Engineering) explained how he used a Moodle database to provide a peer assessment experience for a large first year Undergraduate co-hort.  The database was set up with help from the Faculty Learning Technologists and used in the classroom by students accessing Moodle from their mobile devices (i.e. through BYOD – bring your own device).  Students were able to see feedback for their group presentations and receive a score – which was moderated by Tim before being displayed to the groups.   This exercise was part of a planned move to a flipped classroom approach with reduced summative assessment and more time spent problem solving with students.

Find out more about Moodle database activity: https://docs.moodle.org/30/en/Using_Database

Questions raised following Tim’s presentation related to the suitability of peer assessment when:

  • Such peer assessment is included in courses which are accredited - would such activities be allowed?
  • Students may turn up without a suitable mobile device (or with insufficient battery power) – was there a contingency plan in place?

Presentation 3

Philip Shields (Electronic & Electrical Engineering) explained how he used the Moodle database to keep track of final year student projects and in particular to provide a double blind marking process which couldn’t be achieved easily in other Moodle tools.  Working with a Faculty Learning Technologist and the eLearning team Systems Developer (for some JavaScript expertise), Philip was able to create a database that allowed people in specific roles (e.g. second or third marker) to only view the information they needed.  This was done by creating tabs in the templates which only displayed if the person logged in matched a specific role.

Find out more about Moodle database templates: https://docs.moodle.org/30/en/Database_templates

In discussion after Philip’s presentation, Sabina pointed out that she was able to take a copy of Philip’s database and adapt it for her own programme.  This is done by sharing the database via a Preset option available in Moodle.

Thank you to our three presenters for sharing their experiences.

We hope those attending found it useful and if you have any feedback please contact us at fed-tel@bath.ac.uk

We would particularly like suggestions for the next TEL event - what should the focus be?