Any of us involved with the new eSubmission process will know that recently we have had some issues with students struggling to submit their work due to system downtime. As the notice on Blackboard said, ” it was a global issue at Turnitin and was beyond the control of the University.” As far as we are aware all issues relating to this downtime have now been resolved. Continue reading
Those of you that know me will know that I have something of a soft spot for visualisers. The fact that not every classroom has one of these built into it does actually bring a small tear to my eye. The common data projector (death by PowerPoint aside) has in my opinion achieved a lot in its quest to replace the ever ageing overhead projector.
I warn you now, this blog post does not contain much wider reading which I am sure would answer some of the questions I raise. However, I want this post to invoke debate by readers. So please comment and point readers and myself to sources of interest.
Recently, my external examiner and I had a difference of opinion with regards to assessment. This brought upon a period of reflection, thinking about differences between assessment styles and what assessments students actually learn from.
The implementation of the Threshold Standards suggest that content should be neatly organised into content folders either by weekly segments or by subject.
Historically we have seen content in module areas presented as a list with files in no particular order (Although some lecturers of course already put organised their content in a logical fashion with the use of folders). With class based activities obscured with reading recommendations and assignment briefs not clearly labeled. It was for this reason that the threshold standards suggest using folders to organize module content into logical sections.
In my first post on this subject I covered the differences between old and new style tablet devices, I will now cover my experiences with a new style tablet device that I am currently using.
You may be aware that the University of Derby is planning electronic submission in a phased roll out from this September. As part of the project there will be a print to mark option for the first year (so tutors can print electronically submitted work and then mark on paper). It is expected that during the first year tutors will at least try a form of electronic marking.
The range and sheer quantity of technology for electronic marking is staggering. It is therefore part of the Learning Technology Team’s role in the project to lead in the pilots of different types of electronic marking. Ultimately we want to work with the academic community to fully evaluate these technologies in the “real world”, but in the first instance, we need to weed out the least useful technologies, so currently members of the learning technology team are trying out some new type tablet devices.