LITEbox

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Tagged: Moodle

LITEbox Event: 5x5 Technology Showcase - October

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📥  LITEbox Event

Date: Wednesday 19 October 2016 
Time: 1.15pm - 2.05pm
Venue: CB 4.16

To sign up and reserve a space, email litebox@bath.ac.uk.

Due to the success and positive feedback from the last technology showcase of the same style, this event is being re-run in September 2016 with new presenters. Come along to this session to see 5 short snippets of different technology around campus which can help improve your teaching practice and improve the student experience.

Each presenter will be given a maximum of 5 minutes to present, followed by up to 5 questions from the audience, to provide an overview of their use of each technology around campus. The topics are:

Weekly online quizzes - Dr Mirella Di Lorenzo
Find out how using time restricted weekly online quizzes can help provide feedback and motivate large cohorts with their learning

Prezi - Dr Carmelo Herdes
Prezi is online presentation software which acts as an alternative to PowerPoint. Find out how Carmelo uses it to enhance his teaching

MOOCs in teaching - Dr Momna Hejmadi
MOOCs contain a large amount of information online, but you have you ever thought of incorporating MOOCs into your teaching? Learn from Momna's experience and see what could suit you

Infographics - David Stacey and Lis Wallace
Have a crash course in infographics from David and Lis to learn good practice and how infographics can be made

An app for audio feedback - Dr James Betts
This app connects to Moodle and allows detailed audio feedback to be given at the marker's own convenience

 

Faculty of Engineering & Design TEL Reflections

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📥  LITEbox Development

This post has been written jointly by Andrew Heath (Associate Dean, Learning & Teaching), and Rachel Applegate and Yvonne Moore (Faculty Learning Technologists)

 

The Faculty of Engineering and Design held its first Technology Enhanced Learning event in March. It was a great chance to hear examples of good practice from staff. We decided that a short (50 minute) session was the best for busy staff with a few very short presentations. A few key themes emerged:

  • How to encourage and manage interactions with large cohorts of students
  • Streamlining assessment practices and providing timely feedback for large cohorts was another key topic
  • Helping students to engage with external publics such as professionals in industry was also of interest.

It became clear that these topics relate to the emerging strands in the forthcoming University Education Strategy, and within this context, the Faculty is considering how to increase and improve postgraduate provision.

The presentations from the event highlighted ways in which technology can be used to facilitate large group activities, enabling students to communicate and collaborate and be assessed.

The four presentations of learning and teaching activity were:

  • Moodle – for online MCQ assessment
  • Lino-it – for sharing views anonymously
  • Audience Response System – for interactive question and answer sessions in class
  • Re:View (Panopto) student presentations – for developing employability skills.

Find out more about each of the presentation topics in the event write-up (includes a recording of the event).

It was helpful that each presenter gave a realistic view of the activities in terms of perceived success as well as barriers they faced along the way and what could be done to overcome these in future. The discussion at the end of the session identified that others could benefit from the presenters’ experiences. This sharing of good practice is key to promoting excellence in learning and teaching. It also highlighted to the Faculty Learning Technologists that there are developments going on that are quietly happening without any support from them. This opens up questions about efficiency and sharing good practice that they hope to address in the future.

The event was well attended and positively received and we’re already in the process of planning the next one, focussing on assessment and feedback. A huge thanks to the presenters, Jos Darling, Marcelle McManus, Mirella Di Lorenzo and Aydin Nassehi. Further thanks to Jos Darling (Director of Teaching, Mechanical Engineering) who also organised the event, along with Rachel Applegate (FED Learning Technologist).

 

Moodle for summative assessments to reduce marking time, minimise selective learning, and provide timely feedback

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📥  Event Review

Dr Momna Hejmadi, Department of Biology & Biochemistry, gave a presentation on the topic of using multiple choice questions (MCQs) in Moodle for summative assessment, with many tips and points to consider. Momna's experience comes from having been involved with a TDF project to investigate the use of Moodle quizzes for assessment across multiple departments.

Read Momna's case study including: context; how it was set up; benefits; and points to consider when trying this yourself

Watch a full recording of the event (27 minutes plus discussion)

The main drivers for moving towards using Moodle MCQs for asssessment were:

  • NSS/PTES scores
  • Students prefer timely feedback rather than quality feedback#1
  • Increasing student numbers (349 cohort in 2015/16)
  • Time pressures on staff in enhancing research metrics
  • Selective/Strategic learning in years 1 and 2.

The first year in which Momna trailed this new system ran smoothly, however the second year with an even further increased cohort size did not. At this point the contingency plan was used, which is why Momna stressed that involving AV, registry and e-learning at all stages of design and implementation was necessary.

If you are interesting in using MCQs in your teaching, read the case study on using Peerwise which allows students to create and answer their own MCQs across the cohort.

(more…)

 

Peer evaluation: Moodle Workshop Tool and Web PA

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📥  Event Review

This session was jointly ran by Jeff Barrie, Department of Mechanical Engineering, who presented WebPA for peer moderated marking, and Dr Richard Kamm, School of Management, who presented Moodle Workshop for peer evaluation on essay proposals.

You can watch back a recording of the full session on Panopto for a presentation on WebPA, Moodle Workshop, and a discussion at the end.

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An online tutorial for evaluating scientific research literature

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📥  Case Studies

Staff involved
Dr Julie Letchford, Dept of Pharmacy and Pharmacology
Dr Hazel Corradi, Dept of Biology and Biochemistry
Dr Bridgette Duncombe, Dept of Chemistry
Tom Rogers, Library
Trevor Davies, External

What problem was trying to be solved?
It was found that third year students often were at various levels of ability when faced with the challenge of evaluating literature, and it was decided to develop an online tutorial in order to give all students a common grounding.

What was done and what technology was used?
The team involved developed an interactive online resource, called Evaluating Scientific Research Literature tutorial available on Moodle.

The course consists of four modules to help undergraduates in Pharmacy & Pharmacology, Biology & Biochemistry, Natural Sciences, and Chemistry. The first module is an introductory module explaining the different sections of research papers as well as general tips, and the other three are specific for each discipline, explaining how to begin to evaluate a paper and critique data and findings.

Pharmacy & Pharmacology students use the introductory module as part of a mandatory unit in year 1 and the subject-specific module for formative assessment in year 2. Biology & Biochemistry students use it to help them with practical write ups. Overall the students enjoy this resource and find it very helpful.

 

LITEbox event: Moodle for summative assessments to reduce marking time, minimise selective learning, and provide timely feedback

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📥  LITEbox Event

This session has happened, view the write up with case study and tips on implementation

Large cohorts of undergraduate students can produce a great amount of marking in exam time. How would you like to reduce the time you spend marking, be able to provide timely feedback to your students, and also minimise selective learning? Dr Momna Hejmadi co-ran a TDF project investigating the use of summative multiple choice question assessments on Moodle to achieve those aims.

This LITEbox session will explore the benefits of using multiple choice questions to assist in assessing large groups of students, how assessment was made reliable, fair, and secure, and finally offer the chance to discuss any questions you may have with implementation of similar practice.

Dr Momna Hejmadi, Department of Biology & Biochemistry, has research interests which include pedagogical research into learning and teaching. She has very successfully run a similar session before, so sign up now.

 

Audio feedback on Moodle for language students

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📥  Case Studies

Staff involved
Asun Solano Torres, Academic Skills & Foreign Language Centre

What problem did you hope to solve?
I hoped to improve feedback to students by providing very detailed feedback which would not have been possible in a written format.

What was done and what technology was used?
Each piece of audio was recorded as a .wav file. An assignment was set up in the course’s Moodle unit to deliver the feedback. Each student was given a mark, a comment was added ‘please download file’ and each student’s .wav audio file was uploaded as a response file within the grading page. Audio Visual can be contacted to lend out voice recorders if needed.

How did students find it?
Students enjoyed the personal aspect of it and appreciated the efforts made and stated that seeing the work that went into providing such feedback motivated them to put more effort into their work, although I didn't feel it engaged them with the learning. I did feed that students particularly benefited from audio feedback on their listening assignment as it was possible to re-state in the target language any elements that had caused difficulties.

How did staff find it?
I planned to do generic audio feedback, rather than individual, since it would have been more manageable within my workload. However, I haven't done it again because of time pressures.

If you would like to provide audio feedback but are unsure how, please contact e-learning. You can also view advice on audio feedback by JISC Digital Media.

 

LITEbox event: Peer evaluation discussion: Moodle Workshop & WebPA

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📥  LITEbox Event

This event has taken please, please read back the event information or watch a recording of the session

This workshop will inform the participants about the Moodle Workshop facility as used for feedback on essay proposals, and will include a discussion on whether students' feedback comments to each other could/should be graded. The other half of this workshop will talk about the merits and issues of web-based peer assessment, with a demonstration of WebPA and a discussion of the next steps on using the system more widely.

Peer Evaluation can be facilitated within Moodle, and can be used to get students actively involved in exploring a number of different topics at once. For those of you with large cohorts having students assess each other’s formative work has the potential to be a big time-saver.

Moodle Workshop Tool

If you’ve ever worried about how to provide formative feedback to all students on a unit, not just those who email you essay drafts at inconvenient moments, the Moodle Workshop provides a means of doing this at a time that suits you:

It can be used for peer assessment, for normal assessment, or just for getting students to discuss the unit’s content in a structured format. The load of feedback activity can be distributed among students rather than relying solely on staff.

Richard Kamm, Head of Learning and Teaching Quality, School of Management, has been using the Moodle Workshop for this purpose on a final year unit on Privacy Trust and Security in Information Systems for 2 years.

WebPA

A well known criticism of assessed group work is that each student receives the same mark, regardless of individual performance.  Peer assessment allows students to rate their team member’s contributions.

By using WebPA software to peer assess group work, each student receives an adjusted mark.  Students can conduct this activity using an online form on WebPA where an algorithm processes the scores.  The software also allows teachers to run and mark assessments.

Jeff Barrie currently works in the Department of Mechanical Engineering, teaching aspects of Engineering Design (such as CAD, engineering software and sketching), and supporting group design project activities.

WebPA example, from http://webpa.ac.uk

 

LITEbox event: 5x5 technology showcase

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📥  LITEbox Event

This event has now happened, please read the write up to find out more about each technology

This event will consist of 4 presentations from staff around campus who each have an interesting or unique use of technology. Each presenter will be given a maximum of 5 minutes to present, followed by up to 5 questions from the audience, to provide an overview of their use of technology around campus.

Due to a change in circumstances, the last presentation slot will be replaced by a poster exhibition with the theme of showcasing technologies used around campus. There will also be the opportunity on the day to chat to some of the colleagues who have used technology display on these posters.  Posters will include Videoconferencing in class by Wali Aslam, Multimedia message walls by Jess Francombe-Webb and the App Factory by Keith Brown.

 

Come along to this session to find out more about the following technologies which may be of interest to you, can help develop your teaching practice, and can help to enhance your student's learning experience:

Student projects - Rob Hyde & Alan Hayes
How final year Computer Science undergraduate projects are helping technological developments around campus

Structure visualisation - Mark Weller
Software to allow 3D viewing and manipulation of structures to provide a better alternative to 2D textbooks and lecture slides

Annotations on a tablet - Tim Lawrenson
Annotations over videos on a tablet to provide student feedback

2sli.de - Robin Shields
Interactive online presentations, with audience response and seamless functionality across devices (with video demonstration below)

 

A flipped teaching toolkit for a quantitative module

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📥  Event Review

Dr Aydin Nassehi began his LITEbox session, available to watch online, by explaining a typical problem with the “standard” classroom approach: students claim to be too busy meaning they often miss lectures, tutorials and out-of-class study time, leading to a lack of learning and lack of understanding of the material. In order to engage the students and create a deeper understanding, Dr Nassehi uses a flipped teaching approach where lectures are much more interactive and allow students to develop their ideas further. In order to assist his approach, he uses the following technologies:

Despite the advantages of flipped teaching, it does come with some disadvantages: student feedback is very mixed, with some students reporting that the academic staff are “not teaching anything”; the teaching approach needs to be continually adjusted according to feedback; and the culture of marks being more important than an understanding of the subject is a barrier for many students.

The student approach to a "standard" classroom approach

The student approach to a "standard" classroom approach

Digitising Tablet

Before the lecture, content must be provided for the students to learn. This can be a collection of anything relevant, from academic papers through to online videos, which are all uploaded to Moodle for easy access. Dr Nassehi produces videos of step-by-step problems specific to his taught modules by using a digitising tablet (costing £50 to £80), and allows the students to work in a self-paced learning environment where they can pause and resume the video as required. This means that no students are sat in lectures confused when the pace is too fast to follow.

Integration of Moodle - Quizzes

In order to ensure students have done the required work before class each week, they are incentivised with a quiz on Moodle worth 1% of the module mark. Quizzes can be automatically marked, and once a question bank is set up, Moodle allows for random value numerical answers and automatic question shuffling in order to ensure students can’t cheat. Moodle also allows for analysis of the students’ marks, showing where they are struggling and which topics they find hard.

It was noted that the content before the lecture must relate to both the quizzes and the assessment objectives, as otherwise students are disheartened spending time learning unrelated material.

LTEO can provide help and guidance on using Moodle for quizzes.

Audience Response System

To engage with a large cohort of students during contact time, Poll Everywhere is used to ask questions based on the content which has already been learnt, either multiple choice, numerical or short phrase submissions – though be prepared for students inputting silly words. It allows anyone with an internet-enabled device to connect, which is much easier logistically than having to hire out a set of 200+ clickers from the University. Poll Everywhere also allows for registration to track user’s progress throughout the semester.

Dr Nassehi uses an audience response system for a variety of reasons, including short numerical based problems in groups, through to marking other class presentations on non-technical presentation aspects. While Poll Everywhere can provide live feedback on whether students need the pace of class to increase or not, this can be challenging when a certain amount of in-class content must be planned in advance.

Alternative similar free software is mQlicker which allows for embedding within PowerPoint and deals with numerical answers as numbers rather than text strings. You can book the University's audience response system for use in your teaching from the Audio Visual Unit, and receive training on using the system from the e-Learning team.

You can find out more information about how to use audience response systems from a LITEbox event write up.


Questions arising during the session

Is flipped teaching more time consuming?

  • To set up the material takes much longer than standard teaching, however once the resources have been set up there is much less work in following years

How do you stop students using their phones in class for non-lecture content?

  • Students are more engaged as they have read the material, which as an added benefit also means the lecturer can discuss topics they enjoy with other informed people
  • Provide interesting material in class sessions so they want to learn
  • You can’t stop those who want to check Facebook, even in “technology free” lectures

How does flipped teaching rank in unit evaluations?

  • When students have to do more work and are taught in a different way to usual, flipped teaching appears worse in unit evaluations
  • You can still use these tools without flipping

Do students have transparency of the class being flipped?

  • From experience, students prefer and rate the class higher if you avoid calling it a flipped class and say this is the way the class has always been taught

If you have any more questions please ask in the comments box below.