November 26th, 2015 posted by
Social media can be used to connect staff and students to the professional communities they are part of or becoming part of. In this session we have three speakers talking about the ways they connect:
Kathryn Moss from the School of Sociology and Social Policy will talk about the way the School uses the Mahara eportfolio to connect with Social Work students out on placement, ensuring that the students and their external supervisors are supported and that their assessment reflects the authentic context they are working in.
Alison McNab, Research Support Librarian, will talk about the ways in which libraries use social media such as blogs, Twitter and Storify, both to connect with service users and as a professional network for librarians.
Paul Greatrix, the University’s Registrar, will give some reflections on almost exactly a decade of blogging as Registrarism (his first post was in November 2005). He will aim to cover the why, when, how, what and wherefore of amateur online commentary.
Date: Wednesday, December 2nd, 2015
Time: 12.30 p.m. with hot drinks from 12.15 p.m.
Location: C12, Physics and Astronomy Building, University Park
To be sure we have enough tea and coffee, please e-mail Laura Dominguez if you intend to be present.
November 25th, 2015 posted by
A Rogō Peer Review paper allows students to complete a review of their peers’ contribution to group work. This is not a method of reviewing pieces of work (for this you might use PeerMark for example) but is a way to rate input. A Peer Review paper can be created containing one or more Likert Scale questions. If more than one question is set in a paper, for example to assess different criteria, the mean of the marks across questions is calculated.
How it works
The above graphic shows a paper set for groups based on the Project Group metadata. ‘All peers per group’ has been selected so that each student can review each member of their group. The ‘Number from’ field is set to 1 showing that the values in the Likert scale questions will start from 1.
Each point in the scale of a Likert Scale question is worth a mark in increments of 1. Below is an example of a custom scale and a question using the scale:
If all peers selected Excellent contribution for a given student being reviewed, that student would receive a mark of 4.
Students can be put into groups by adding metadata to their Rogō account profiles. The Project Group metadata has been added by importing the following CSV file:
When students have completed their Peer Review, staff with access to the module in Rogō can view the report seen below. This shows that students in Group A have completed their review and each student in the group has an overall mark based on the scores given by their peers.
Please contact email@example.com if you would like to know more about this.
November 16th, 2015 posted by
http://the12apps.wordpress.com University of West London: twelve fun apps for people in higher education: no registration necessary. #uwl12apps
http://the12appsofchristmas.zohosites.com/ From the Dublin Institute of Technology (who did mobile apps last year), aimed at students & teachers & lecturers. Mobile apps explored in terms of how they could help students personalise their learning. Optional registration. #12appsDIT
http://blogs.brighton.ac.uk/12apps Short online minicourse based in University of Brighton’s blog with instructions for each app, together with suggestions of how to use it with your students or peers, and how it might work effectively for you. No registration required. #12brightapps
https://openeducation.blackboard.com/mooc-catalog/courseDetails/view?course_id=_517_1 Regent’s University London – mostly for their own staff, but others welcome: the basics and some more advanced tips on using 12 educational apps. #RUL12Aoc
I wonder how many apps will be duplicated across two or more of the courses?
November 13th, 2015 posted by
The Rogō training course next Tuesday 17th November is full. Two new training dates have been added
29 January 2016 10:00am – 12:00pm University Park
8 March 2016 14:00pm – 16:00pm University Park
Rogō is the University of Nottingham’s e-assessment management system used to create and deliver online assessments. It was developed here at the University where it has been used for at least 8 years.
This online system supports the full process from question and paper creation (including peer and external examiner reviews) to the analysis of exam results and creation of reports. It has support for formative quizzes, summative exams, surveys and several other paper types including peer review. Authentic assessments can be created using any combination of 15 question types together with graphics, audio files and video.
Rogō has many features and to use it effectively and successfully we always recommend users attend the training course.
The training session will:
- Outline the features and advantages of Rogō
- Demonstrate how to create an online quiz using Rogō
- Give participants the opportunity to gain hands-on experience of using Rogō
- Give details of running summative exams in Rogō
November 12th, 2015 posted by
As we enter the coursework deadline period we are starting to get a lot of queries about submitting to Turnitin and Moodle assignment
Here are six top tips to ensure your assignment submission is uploaded successfully without you needing to contact us!
- If you are submitting an assignment to a Turnitin or Moodle Assignment then please visit our Turnitin and Moodle assignment checklist before submitting. This will help reduce the chances of your submission not being uploaded.
- If your submission is going through Turnitin, ensure it’s a type of file that Turnitin will accept (PDF is usually a good bet – but ensure it has highlightable text, e.g., not a scanned image): More on filetypes
- Your paper should not be over 20 MB – though you’ll be glad to hear that the file size limit will soon be going up to 40 MB (watch this space!)
- (University of Nottingham only for this one) Test your essay in the Test Your Text module (it won’t count as a match in your real module). The link is at the top of every Moodle page!
- If possible, please submit at a time that is unlikely to be busy, i.e. preferably not two minutes before the deadline passes.
- Students can get only one originality report in 24 hours – so while you can submit multiple times in a day, Turnitin will generate only one report (so check your submissions well in advance)
Following these tips should ensure that your submission is uploaded without any problems.
If you do encounter an issue please contact: firstname.lastname@example.org
Thanks to Alvaro Roberts, Learning Technology Consultant for the Faculty of Science, for tips.
October 22nd, 2015 posted by
The second in our 15-16 series of Teaching & Learning Seminars will take place on the first Wednesday in November. This event will attempt to combine talks by two speakers from very different subject areas, but who will both discuss digitising and visualisation, images and identification.
Susan Anderson (GEM) will speak about the “virtual microscope” developed in 2009. It is currently used by approximately 1000 students around the University, giving access to the best teaching material in an online environment. Dr Anderson will outline the benefits to both staff and students of using this technology and will elaborate on the pilot of a joint project between students on similar Nottingham degree programmes at our Derby and Malaysia campuses.
The subject of Jon Henderson’s talk could hardly be a greater contrast – underwater archaeology. Dr Henderson (Humanities) will discuss ground truthing digital images of underwater sites and how they can be turned into three-dimensional visualisations. The 3D photo-realistic models produced allow non-divers to experience and investigate submerged sites, helping them more readily to appreciate the richness and value of the underwater resource.
Date: Wednesday, November 4th, 2015
Time: 12.30 p.m. with hot drinks from 12.15 p.m.
Location: A48, Sir Clive Granger Building, University Park
To be sure we have enough tea and coffee, please e-mail email@example.com if you intend to be present.
October 21st, 2015 posted by
On this day which is the original Back to the Future Day (the day in the future that Marty McFly and Doc went to, in the film Back to the Future 2), our Learning Technology folks were moved to attempt predictions of what teaching and learning will be like in 30 years time, especially with technology.
Whatever we predict, the certainty is that we will be far from the truth! So here are a collection of our thoughts – and it’s interesting to see which ideas repeat in our predictions! In 2045:
I think online education will be even more mainstream and ubiquitous than today, but I believe face to face education will still be important and relevant. It’s possible that there will be fewer Universities: those that remain will have strong research/teaching links and a good blended offering. There will probably be more international link ups.
Hopefully we’ll have solved the problem of how to identify students for online assessments, but I wonder if identity itself will be a much more fluid thing in 2045. HW
There’ll still be a concept of a University i.e. some place that you attend (in person) to learn or can elect to study at a distance from. These may be run by businesses/companies offering vocational degrees, e.g. a marketing degree by Amazon University in addition to the offerings by what we currently think of as traditional Universities. Traditional Universities such as ourselves will have grouped together to increase efficiency and widen their offerings e.g. The East Midlands University. The desire to try and offer the physical experience virtually will be as strong as ever and we’ll still be promised that the next generation of technology of teleconference will finally achieve this.
I think going to University will mean going to any University in the world anywhere. Potential students will see the entire world as a marketplace for education. I think people will have devices in them e.g. under their skin and on them e.g. wearable tech with capabilities we can’t imagine. However the same problems of lack of time, understanding and reluctance to change will persist. NO
I predict (and hope) that learning and teaching will be a lot more global by 2045. I feel we’re just on the edge of something now with electronic learning materials including media, but by 2045 learning and teaching could be a 9 am lecture by someone in America followed by a 10am lecture by someone in Germany, all working seamlessly and interactively. AR
They’ll finally have self-tightening shoe laces I hope!
I wonder how much the future will be defined by the pressures emerging between two ‘groups’ of people: the connected and those who cannot connect , either by choice for privacy reasons or economic issues. AB
I think there will be a rediscovering of the importance of human interaction. A meritocracy will emerge where skills, knowledge and wisdom are valued regardless of age, qualifications or background, a true democratisation of education. We can see this starting to happen with the growth of maker culture as people realise that they want to know how things work again and have some control over the technology they use.
I feel that technology will feature less as a separate entity and become more of an everyday tool (this is already happening) – as the upcoming generation who have never lived without smart devices emerge as teachers and leaders. SH
Thanks to Nigel Owen, Alvaro Roberts, Andy Beggan and Sally Hanford from the Learning Technology Section for their contributions.
What do you think of our predictions? We would like to add further predictions and comments – about learning technology and teaching and learning generally in 2045 – for another blog post: please comment on this post, tweet with hashtag #BTTFEdTech or contact firstname.lastname@example.org with your comments.
October 14th, 2015 posted by
TODAY Wed 14 Oct: Peer Assessment
5 colleagues will be sharing their practices
2-3.30 pm (drop-in during second half), C01 ESLC, University Park
Wed 4 Nov: Digitising and Visualising
12.20-2 pm A48, Sir Clive Granger, University Park
Tues 17 Nov: 12.30-2 pm Assessment Load Audits at Nottingham,
12.30-2 pm, C15 Chemistry Building, University Park
Wed 2 Dec: Connecting with the professions, including via social media.
Kathryn Moss on Social Work Placements, Paul Greatrix on blogging and Alison McNab on Library social media
12.30-2 pm, C12 Physics Building, University Park
Wed 6 Jan: Nottingham Recognition Scheme.
This scheme applies to academic support staff as well as academics.
12.30-2 pm, A24 NUBS North, Jubilee Campus
October 8th, 2015 posted by
There are a few MOOCs coming up this autumn that may be of interest to colleagues.
Blended Learning Essentials: Getting Started (starts 2 November)
“A free course for the Vocational Education and Training sector to promote effective practice and pedagogy in blended learning.” Of relevance to HE as well. (University of Leeds)
Assessment for learning in practice (starts 26 October)
“In this MOOC we will provide you with theory and guidelines for knowledge construction on the topic of formative assessment while offering support in designing assessments can be applied as a tool for learning and training of competences.”
On the EMMA platform
(in Dutch with English subtitles and translations)
Sustainability, Society and You another run of a University of Nottingham MOOC, with some new and revised content. (Starts 2 November)
“An introduction to the major global issue of sustainability and discover how you can have a real impact on our future.”
September 25th, 2015 posted by
What 3 words describe you?
Creative; Approachable; Patient
Tell us something ‘unusual’ about yourself
In my spare time, I skate with the Hellfire Harlots Roller Derby. You may get a few bruises but it’s a fun way to keep fit!
What excites you about learning technology?
I’ve got a keen interest in developing video and multimedia, so incorporating this into learning is very exciting!
Your top tip(s)?
I’ve made a video which aims to be a basic introduction to Moodle for new users, especially students.
Also: make sure you’re using Moodle on an up-to-date browser for the best user experience.
What do you think will be the most important thing in learning technology at the University of Nottingham in 2015/16?
Even more NOOCs and MOOCs coming soon, including one for learners of Spanish, developed in my Faculty.
What have you learned recently?
I’m learning something new every day about Moodle through lots of testing, trial and error.
Posted in learning technology