Digital Capability Discovery Tool
It’s Digital Learning Week! As well as launching our TEL Strategy (2017-2021), Digital Learning Week, will feature workshops which we are designed specifically to support the development of digital practice and digital capabilities.
Highlights include a Digital Practice workshop on Wednesday 26th April, led by e-learning researcher, author and consultant Helen Beetham, along with workshops on topics including:
- Course Resources basics
- Using technology to support inclusive teaching practice
- Audio and video feedback
- Sourcing legal digital content
- Working wonders with WordPress
- Changing the way you work with Office 365
- Setting engaging video creation projects
- How lecture recording can enhance the student experience
You can see a full list of workshops and book your place here – https://staff.derby.ac.uk/sites/lE/SitePages/Digital%20Learning%20Week.aspx
‘Learning in uncertain times: why digital matters’.
TEL Strategy Launch with Keynote Speaker: Helen Beetham
Heap Lecture Theatre, KR
Wednesday 26 April 2017
The digital experience of staff and students is central to delivering academic excellence, student employability and a high quality student experience. As part of Digital Learning Week, this event will launch the University of Derby’s TEL Strategy (2017-2021) to transform the digital learning experience for all our students.
TEL Strategy aims:
- Support staff and students to develop their digital capabilities
- Provide greater active learning engagement and flexibility through enhanced digital learning environments
- Enhance teaching excellence by introducing baselines to benchmark digital practice
- Develop the digital environment using a research informed approach and the use of data analytics
Keynote speaker Helen Beetham is an e-learning researcher, author and consultant. She has written influential reports on digital capability, digital citizenship and digital wellbeing, learning experience, and curriculum design. Recently she has completed studies of the online student experience and developed the Jisc Digital Capability Framework with associated resources for practice. In her keynote, Helen will highlight the challenges and uncertainties facing universities in the digital age. She will outline the role that universities can play in preparing students for the digital future, explore the kinds of learning experience that develop digital resilience, and examine the relationship between digital innovation and teaching excellence.
Capturing lecture content, whether in the classroom or from your desk, and making this recording available to students, can give students the opportunity to re-watch content, enhance note taking and revise topics. This assists all students not just those with additional support needs.
However, these recordings can be made more inclusive and useful to students by following a number of simple practices.
Adding notes to the slides
Adding notes to slides, whether within PowerPoint or alongside the lecture recording, can make a big difference to how inclusive this learning resource becomes. Not only does it enable the student to draw upon the key points you make during the recording it also helps to provide an alternative to a transcript of what was said. You can either add notes to the PowerPoint slides in the note section (potentially converting this into a handout) or alongside the slides in your lecture recording.
Making the slides available to download alongside the recording
Making the slides available allows students to annotate and add notes to their slides either manually or digitally. This also makes learning more flexible as some students may want to take the slides with them on the move but would not have the ability to take the recording with them. There are two ways you can add these files, either upload them in Course Resources alongside the link to the recording or add them as a PDF to the recording.
Using holding slides to help students navigate within the recording
Sometimes within a recorded session time may be taken to participate in active learning within class. This part of the lecture recording will become less useful to students. In order to help with navigating past this part of the recording, consider using a place holder slide in your presentation. This makes it easy for students to use the slider to move past this slide and therefore this part of the recording.
Using the keyword search to aid navigation within the recording
You can easily navigate through a lecture recording using the search function, which allows you to use key words to search the recording and notes to get back to specific point in the recording. It then makes where this word occurs and means you can navigate to each point within the recording.
Use the Panopto app to view recordings on your mobile device
You can download and use the Panopto app on Android and iOS (Apple) via the iPad and iPhone to view lecture recordings. This enables you to take them with you on the go.
Making students aware of these features
In order for students to take full advantage of the practices and features of lecture recording which support an inclusive learning experience it is important to inform students how to access these. It might be during the first time lecture recording is used these features are highlighted to students or this is done within a short recording supplied alongside the first lecture.
The world of research is growing bigger, faster, thanks largely to innovations in technology. At Derby our academics are using learning technologies in the classroom to teach in more dynamic ways, from in-class polling and quizzes to producing video case studies and creating virtual reality work environments. Resources such as Online Reading Lists and Box of Broadcasts are making it possible to compile content in a way that is responsive to our ever-changing and fast developing news cycles. We can use Open Access repositories to find research more readily publications and data that may have previously been unavailable to us or outside of our library subscriptions. Social Media is being used inside and outside the classroom to communicate and inform debates, and ever-evolving literature databases are making it easier for the online student or academic to find and manage their academic references.
The Digital Derby project is shining a spotlight on all of this good practice at Derby, and revealing ways in which staff can develop their own digital capabilities across six identified elements
Credit: JISC Digital Capabilities Framework https://digitalcapability.jiscinvolve.org/wp/
Where does this leave the researcher? A couple of months ago I blogged about ORCiD, a tool to aid the academic researcher who publishes and wants to be identifiable and discoverable online. Since then I have been reading up more on the broader term of Digital Scholarship (one of the six elements pictured above) and produced a short presentation on what it is and how some of the professional services at Derby can support the academic researcher who wants to become more equipped, digitally. See the video below –
Don’t take it from me, I’m a humble Learning Technology Advisor / Librarian! If you’re interested in finding out more about being a Digital Academic, read this blog post from academic Jenny Delaselle.
This week, a few of the TEL team attended the final event of the JISC Connect More series at Nottingham University. The day provided opportunities to connect with peers, share practice and explore new ways to teach and learn using digital technology.
Barriers, Challenges and Aspirations
The first presentation, led by Rachel Challen from Loughborough College, was on the barriers, challenges and aspirations that we face in the field of Learning Technology. Tying together institutional strategies and processes to work effectively within the changing digital landscape requires a lot of people and systems to work together,
and it’s a tough job.
— Cat Appleton (@Cat_jisc) July 12, 2016
This theme continued throughout the day and it was encouraging (I think) to see that we’re all in the same boat – How can we engage with everyone in our institutions to think differently (and cohesively) about Technology Enhanced Learning and digital capabilities? It’s clearly a difficult challenge, and one of the things that’s great about events like this is that we can share the different ways, however successful, that we are trying to solve it. I got the sense that we’re all trying to move away from the perception of Learning Technologists as ‘point and click’ presenters, and embed ourselves much more within the academic community as specialists. Personally I think it’s a great thing, offering better value to the staff and students we work with in a collegial environment.
We also got the chance to try out some new technologies like the HTC Vive and Nao, a programmable robot. The HTC Vive was particularly interesting given the work I’ve already done with virtual reality in the last year. This was the first chance I’d had to use handheld trackers and they enabled me to create something in a 3D space – I was virtually painting, using TiltBrush by Google.
Instead of just having a flat canvas to draw on, I could now interact in all directions – forwards, backwards, up, down and everything in-between. If I drew a three dimensional shape, I could get inside it. I was able to experience the digital world as an actual space in which I could interact and move around, not confined or separated by a two dimensional screen. There was a sense I was taking ownership of my own personal virtual space.
And this week, as I’ve watched Pokémon inhabit a shared digital space in the world, I’ve wondered if the convergence of technologies like VR and AR will allow us all to create our own personal digital spaces – They probably will and that’ll provide us with lots of exciting opportunities for creating new digital learning environments.
The Gap In-between
It was interesting to experience new technologies that are heading towards the classroom and at the same time hear how colleagues are meeting the current challenges of embedding digital capabilities within education. There’s clearly a gap in the middle that a lot of us sit in, connecting the dots between ever newer technologies and their educational application. It’ll be fascinating to see what an event like JISC Connect More looks like in 10 years. Over to you Nao…
— Emily Jones (@BlackBeanEats) June 21, 2016
At the University of Derby, Learning and Teaching Conference on the 4th July, Lawrie Phipps from JISC delivered the second keynote presentation. The theme of the conference was “What does the future hold” and Lawrie’s presentation was called “Perspectives on Digital: Change isn’t coming, it’s here and it’s permanent”. His presentation largely focused on the JISC Digital Capability Project; Learning Enhancement have been work on embedding the principles within the university through the Digital Derby project. If you would Iike to find out more about the project or how to improve your digital skills, please contact the TEL team – firstname.lastname@example.org or on ext 1865.
Lawrie also asked the audience about their skills in using Microsoft Word, and their knowledge of styles. To find out more about Styles in Word, please our Help Guide or a more comprehensive training document from IT Services
What is Sketches?
Tayasui Sketches is a drawing app which enables you to draw out your notes, doodles and diagrams on your iPad or iPhone and organise these into collections.
What can it do?
- Enable you to draw electronic sketches using a variety of different drawing tools and a wide range of colours.
- Use patterns to fill large areas of the picture.
- Add text and shapes to add further meaning.
- Share your drawings via email or social media tools such as Facebook and Flickr.
- Add photos with your camera as a background to an image.
Download it now
How could it be used for learning, teaching and assessment?
- To take notes during a lecture or seminar combining text, drawings and diagrams to represent key points.
- To create visual images which help to break-up heavily text based learning resources or presentations.
- Challenge students to represent a concept or idea using drawings only and share this in class or on a shared area in Course Resources such as a discussion board.
- Download the app.
- Open the app and try drawing the University of Derby logo.
- Save the picture.
- Email this to yourself.
Before using any mobile application or online service please check the terms and conditions to ensure you are aware of the implications of using the service. In particular, look out for items covering data security, ownership of content and public/private sharing options.
If you would like further support to get an idea of how you could use Sketches within learning and teaching, please contact the Technology Enhanced Learning team on email@example.com or ext 1865.
Matt Le Mare. Creative Expressive Therapies, College of Health and Social Care
Matt, who ran the Music and Musicianship module in Spring 2016, wanted a way for students to share their formative music assignment with each other within the Course Resources module so they could do peer feedback. He also wanted the students to submit their final assignment, which comprised a piece of music, through Course Resources.
Matt comments that Media Gallery “…works for me as I wanted to electronically move quickly from assessing audio to text and then back again instead of trolling through usb stick, CDs and DVDs, then reading students’ paper submission, then having to give the feedback on paper. It works for the external examiner because she/he can do the same. For students, they can submit electronically, which is what they wanted to do. They can share it if they wish. It was easily set up, just works, and ‘saves’ time!”.
Sharing media within Course Resources
Media Gallery (Kaltura) was the perfect solution for his requirements. First, using the Media Gallery feature, students were able to upload iterations of their music and publish them within the module.
A view of the Media Gallery containing students’ formative work
Media Gallery also has a comment feature akin to social media, which allows attributed comments to be posted.
Submitting media for assignments
Mat also wanted students to submit their final piece of music through Course Resources. Previously dealing with media would have required receiving CDs, DVDs or USB flash memory drives with all of the associated management and potential for damage or loss that entails – especially when required by external examiners.
With Media Gallery, students were able to upload their music and submit it directly through Course Resources “Assignment” where it was safely stored and accessible only to the tutors. External moderators are also able to view the work directly through Course Resources, so there is no more worry about sending off media in the post.
Media Gallery provided a simple and robust solution for Mat’s needs. It also enhanced the student experience as they were able to share their music and get feedback from each other which is kept only to the group enrolled within the module. This effectively extended the classroom into an asynchronous space offering more opportunity for students and tutors to interact outside of physical contact time.
The submission of media within Course Resources solved the problem of access and security of assessed work. Pieces were available immediately within Course Resources to tutors and moderators, and management of physical submissions was eliminated.
Dr Bill Esmond. Senior Lecturer in Initial Teacher Education: Post 14. College of Education, University of Derby.
Bill’s cohort of trainee FE teachers were considering the current curriculum and the gaps which exist in the teaching of the subject. They had an introductory seminar to consider the issues and then, in small groups, were required to create a video of their discussion which was recorded into a panopto Dropbox. A Dropbox is a special folder that allows students to record presentations to using the Panopto recorder. It can be set to be private so that only the tutor and student can see their recording, or group view, so that everyone in the cohort can view them all. In this case Bill chose group view so that the students could see each others’ work.
A training session for the students went through the basics of Panopto recording, and solved technical problems with installation on students’ computers. For many, this was a new experience, and as Bill says:
“This was clearly a challenging experience for everyone concerned: even trainee teachers are nervous about recording their ideas on shared video, no matter what they might do on [Facebook]. And, yes, there were technical issues: I think most of the Apple people struggled to upload, some sound quality didn’t come out well… and the quality of the medium wasn’t as good as the media teachers would like!”.
However, despite these teething troubles, the result was generally positive.
“But the point of the exercise was really less about the product (the video-clip) than about the process of getting them to discuss ideas in sufficient depth that they felt able to make a video about it. I couldn’t count the number who said to me afterwards how useful they had found the activity because it had made them think about and discuss the issues in far greater depth than they would have done for an open-ended task (and, I suspect, a poster or [Powerpoint]).
So, I think this technology has some potential as a tool for interactive, relatively autonomous learning just as much as it has for the one-way transmission of lectures.”
In summary, although Panopto’s main feature is recording traditional lectures, it contains an option which has the potential to engage students with material in a different way. Analytics of the students’ recordings shows that many of the presentations had at least five unique viewers which means that peers were attending to each other’s’ work.