TEL me more – February 2016

Picture of pancakes

Image from: rob_rob2001 shared under CC BY-SA 2.0

At this month’s TEL me more session we talked about quite a range of topics this included being able to see what the student sees in Course Resources (Blackboard), getting students to create posters using PowerPoint, the use of video case studies for formative and summative assessment, the quiz tool Socrative and the use of Twitter to engage students.

A common problem for academic staff when trying to assist students with their use of Course Resources is not being able to see what they see. As a tutor there are many more options available to you than as a student, so when you try and talk them through how, for instance, they access their feedback or apply for an EEC, it can be difficult to do. However, there is a way academic staff can see how a module area in Course Resources looks from a student’s perspective using student preview. To access student preview, go into the module and then click on the student preview icon near the top right hand corner.

Student preview icon in Course Resources (Blackboard)Once you have finished using preview mode click on Exit Preview on the yellow bar. Further support resources for students on using Course Resources, Udo and eSubmission can be found on the Guides page on UDo.

Attendees also talked about getting students to create posters using PowerPoint and whether there are any support resources to advise students on how to do this. You can access poster templates within PowerPoint itself using the method described in this help guide from the Study Skills Team. This works in both PowerPoint 2010 and 2013. There are also some useful video tutorials online via YouTube. it is worth having a watch of a few to see if they cover the key points you want to communicate to students. Here is a useful one on how to make a research poster! You can also get students to create infographics, visual representations of information, which help to communicate information, knowledge or data quickly and clearly to others. There are a number of different online tools you can use to create infographics, however you can also use PowerPoint. Here are some useful templates and some instructions on creating infographics in PowerPoint.

Rob Higson from the Technology Enhanced Learning team also talked about some recent examples of how video case studies have been used to support formative and summative assessment. This was particularly relevant for the attendees as they are looking at using the forensic house for a safeguarding children activity with students and would be interested in how this could be filmed and utilised again at a later date. The examples from the College of Health and Social care use videos to bring to life a case study, where students are required to use the skills they have previously learnt within the course to make a judgement about a scenario and this is then discussed within the class for formative assessment or as part of a summative assessment where students receive a grade and feedback about their performance. Previously, many of these activities have utilised paper resources to communicate the case study, where as the use of video has brought this to life and positive feedback has been received around increasing levels of student engagement.

Debbie Alston who came to the last TEL me more in January talked about how after the event she had gone away and used the quiz tool Socrative with her students. This had gone really well with engagement from a large (73) group of students in OL1. Debbie started by getting her students used to Socrative, asking them some simple questions about whether they had encountered particular terminology used within the course as well as the technology she was looking to use to support their learning. This helped her to get to know her students and ensure she introduced any technologies students were not familiar with. She also set up questions in advance of the session and then got students to contribute their responses to share these with the group. This not only helped to engage students outside of the session but also to help formatively assess what students had picked up from the lecture content. Debbie found the system simple to use and students seemed to get a lot out of it. It was great to hear from someone who had taken away and implemented a learning technology discovered at TEL me more!

Finally, Debbie also shared with us how she has been using Twitter within her module, encouraging students to post resources, articles and pictures related to the course and using the modules code as a hastag. She has embedded this feed within her Course Resources (Blackboard) module to make this information available to all her students rather than just those who use Twitter. In addition, she has found that since starting to use Box of Broadcasts with students they have now started to tweet links to programmes which are available via this service.

If you are interested in exploring any of the technologies mentioned in this summary, feel free to come to the next TEL me more event on the 2nd March or contact the Technology Enhanced Learning Team at tel@derby.ac.uk, ext1865.

One thought on “TEL me more – February 2016

  1. Pingback: TEL me more about…Twitter | Technology Enhanced Learning Blog

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