Posted by & filed under LearnTech News, Training.

Welcome back and happy New Year from the LearnTech Team!

We are delighted to announce the new cycle of LearnTech lunchtimes. For those of you as yet unfamiliar with this training and as a reminder for everyone else, LT lunchtime sessions currently introduce some of our core NILE tools and some specific SaGE elements, including their potential applications and how these technologies can enhance your teaching and learning.

Please note, where more than one session per tool is being offered in the next cycle, the first (and where appropriate third) will be run in the Tpod at Park and the second offered virtually in a Collaborate virtual classroom. In addition, we will happily offer parallel sessions at Avenue Campus on a request basis; please contact Vicky Brown, Learning Technology Manager to arrange.

Please see below for the full schedule of offerings and booking links:

 

Kaltura/ MediaSpace (video)

Kaltura is the University’s single video solution; this is a chance for those who have already started to engage with this tool and those as yet to experience it. Areas covered include an introduction to MediaSpace; video capture using CaptureSpace; uploading video to MediaSpace; embedding video content in NILE; using quizzes in Kaltura.

Friday 19 January – 12:30-13:30 – Park Campus,  Library, Tpod

Monday 12 March – 12:30-13:30 – Collaborate Virtual Classroom  (link will become live ahead of session)

Tuesday 8 May – 12:30-13:30 – Park Campus,  Library, Tpod

Please sign up here: http://bit.ly/2fWkTbG

 

Collaborate (Virtual Classroom)

This session will introduce those new to using online virtual classrooms (Northampton is licensed for Collaborate: Ultra Experience until 2020) as well as for those who are curious to learn about new functionalities now available in the tool. Topics may cover some of the following: setting up the tool in your NILE sites; inviting attendees; sharing files/ applications/ the virtual whiteboard; running a virtual classroom session; moderating sessions; recording sessions; break-out rooms.

Monday 12 February – 12:30-13:30 – Park Campus, Library, Tpod

Thursday 12 April – 12:30-13:30 – Collaborate Virtual Classroom  (link will become live ahead of session)

Thursday 7 June – 12:30-13:30 – Park Campus, Library, Tpod

Please sign up here: http://bit.ly/2eG7mZR

 

Edublogs / MyPad (blogging tool)

Edublogs (MyPad) is the University’s personal and academic (WordPress) blogging tool and can be used in a number of ways to communicate and share learning resources. Topics covered may include: creation of individual / class student blogs; use of menus/ media; blog administration within modules; creation of class websites.

Wednesday 28 February – 12:30-13:30 – Park Campus, Library, Tpod

Wednesday 25 April – 12:30-13:30 – Collaborate Virtual Classroom  (link will become live ahead of session)

Tuesday 19 June – 12:30-13:30 – Park Campus, Library, Tpod

Please sign up here: http://bit.ly/2f4BEUM

 

Assessments (Rubrics)

Have you heard about the use of rubrics in NILE and wondering what all the fuss is about? Want to find out how to grade your assessments electronically using rubrics? Curious to know how you can streamline your marking by using quantitative and/ or qualitative rubrics?

Come along to this LT lunchtime session to find out more about how to enhance and enrich feedback for your students using these tools in NILE.

Thursday 29 March – 12:30-13:30 – Park Campus, Library, Tpod

Please sign up here: http://bit.ly/2pNL0H8

 

Assessments (Groups)

Groups are a powerful tool in NILE that can be used to facilitate and manage group assignments, and enable communication and collaboration for students.

If you are interested in seeing how to easily create groups, set an assignment (e.g. Group Presentation or online Debate), AND potentially reduce administration and marking time, whilst still maintaining quality of feedback, then please sign up ….

Tuesday 30 January - 12:30-13:30 – Park Campus, Library, Tpod

Wednesday 23 May – 12:30-13:30 – Collaborate Virtual Classroom  (link will become live ahead of session)

Please sign up here: http://bit.ly/2pNRmXb

 

In addition the following training sessions are currently scheduled for Xerte – N.B. these are 2.5 hours in duration:

Xerte (online content creation tools)

Xerte is a University supported tool used to create interactive e-learning and online content.

In this training session you will be introduced to the software templates, page types, features and tools available to enable you to produce an interactive e-learning session or online content provision.

You will also learn about the importance of instructional design for your e-learning and online content projects, and benefit from some useful hints and tips, technical advice and items relevant to developing e-content generally.

Park Campus, Library, LLS IT Training Room

Wednesday 24 January – 10:00-12:30 (LLS IT Training Room)

Thursday 1 March  – 13:30-16:00 (LLS IT Training Room)

Wednesday 25 April – 13:30-16:00 (LLS IT Training Room)

Please sign up here: http://bit.ly/2fYwKpY

Spaces are limited, so do not delay, book today! Unable to attend on these dates? More will be offered on a rolling basis so watch this space. In the meantime, please visit our NILE Guides and FAQs.

Posted by & filed under Case Studies (All), Case Studies: Health & Society, Projects.

The journey and the reflections

Liz SearSara Simons
Anne Misselbrook

I was privileged to be invited to co-present with Liz Sear, Senior Lecturer, Foundation Degree in Health and Social Care, at the service user and carers forum on January 10th 2017 by Sara Simons, Senior Lecturer/Disability Co-ordinator Faculty of Health and Society.

Liz and I had previously developed an e-learning package following the story of ‘Fred’, a fictitious character.  ‘Fred’ is a homeless man whose journey to hopeful recovery exposed service provider and healthcare involvement.  This online case study supported students’ understanding of inter-professional and multi-agency working.

Satisfying the need to present complex information in a clear and understandable way to Health and Social Care students, we demonstrated how effective this online learning had been.

There is nothing better than a ‘real-life’ story for students to learn from, and with this in mind, we invited service users to get involved by sharing their story with us and give us their permission for their story to be told in online e-learning packages for students to access for their studies here at the University.

A service user put herself forward as a willing contributor and subsequent plans were put in place to audio record the service user telling her story.  Liz and Anne worked together on storyboarding and building the two e-learning packages using Xerte software.

Visual Quiz

Sara Simons

Chronic Obstructive Pulmonary Disease (COPD)  is the name for a group of lung conditions that cause breathing difficulties including chronic bronchitis, emphysema and chronic obstructive airways disease.  People with COPD have trouble breathing in and out, due to long-term damage to the lungs, usually because of smoking.  COPD (bronchitis and emphysema), affects an estimated 3 million people in the U.K. (NHS, 2015)

We were interested to learn about the physical and psychological implications upon an individual’s day to day life and levels of activity in living with a long term condition.  As co-production is key to developing quality the Health and Social Care (Care Act, 2014), as supported by NUSU 4Pi National Standards, Nothing about Us without Us (2015), involving the service user in all aspects of the production was fundamental to the project.

Jenny was happy to be involved, and following a thorough briefing of what this would entail, Jenny used prepared guidelines of questions to structure her answer.  Full written consent was provided by Jenny to record and use her story for student learning purposes. Using a structured interview format, audio recording took place and key props used by Jenny were photographed to support her narrative.

Once the recording was adapted into the story board format Sara acted as a critical friend to the layout, format and directed learning tasks.  Once recommendations were adopted, Jenny was asked for her views and opinions and further editing took place.  User testing was undertaken by a number of students who piloted the packages.

Liz Sear

In terms of my experience of working on this project I feel that it has left me with an enormous sense of admiration for the service user Jenny in terms of the challenges that she has had to face and overcome in her life, I think that she is very courageous person.  It has also been a timely reminder that alongside the theory about the health and social care topics that we teach our students there is always a person whose story is unique and which reminds us that people do not experience ill health in the same way.  As practitioners we need reminding of this so that we can strive to see things through the eyes of another person while not making assumptions about who people are, what they need from us and the reasons why they may behave in the way that they do.  I feel that to do this successfully we must be prepared to be humble, as practitioners we can never ‘know it all’ and service users will often present us with insights about their experiences that can challenge our beliefs and prompt us to reflect upon our practice on a much deeper level.

Further information

Upon reflection, this has been an effective learning opportunity for all the contributors and we look forward to developing further packages this year.

Special thanks go to Jenny, who commented upon the fact, that this had been a really positive and rewarding experience.

Anne Misselbrook, Liz Sear and Sara Simons

Student Feedback

“I found this package very engaging and informative”.

“Found the package very interesting and emotional to find out how much Jenny had been through in her life”.

Posted by & filed under academia, Conferences, higher education, jobs, Research & writing tips, Student Tips, Tips.

This wisdom comes from the 10th annual ‘Life beyond the PhD’ conference () hosted at Cumberland Lodge. I was lucky enough to win a scholarship to attend and gather a multitude of hints and tips for my academic career…Now I plan to share them here for those who wish to read them…

Tip One: Potential employers will want to know how they will benefit from having you work with them as much as, if not more than, how you will benefit from working with them. Why should they invest their money in you? Will they be able to tolerate you on a daily basis? This means that you will need to come across as unselfish, and avoid saying the same thing as everyone else…be different!

Tip Two: Avoid jargon, and make sure you back up your claims with lived examples! For instance..It is no use saying that your I.T skills are fabulous if you don’t back this up with a real lived example of how you have used your I.T skills to do something of real value.

Tip Three: A potential employer will only take a few seconds to scan your CV. Therefore, you need to cut out the gimmicks, reduce it to no more than a couple of pages and make sure that you have used clear and easy to read formatting. Everything on your CV should be in reverse chronological order, and tailored to the job you are applying for. Your cover letter should never be a replication of your CV, yet it should hold lived examples of the skills you have presented.

Tip four: Within your interview,  it will not necessarily matter what answer you give to any awkward interview questions, as long as your answers are void of generic jargon and backed up with a sound rationale for your choice. Also, it is important not to pretend that either you or your research is impervious to failure…what matters is how you handle things and learn.

Tip five: Be yourself, and be honest about any career gaps…being evasive over these issues will only arouse suspicions…the truth is always far more welcome….It’s often not as big a deal as you think, and a good employer will appreciate what you are planning to do to get back on track.

For further hints and tips see this early career researcher blog.

If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaroThe Academic MidwifeThis blog

Until next time…Look after yourselves and each other 💚💙💜❤

 


Posted by & filed under LearnTech News.

Further to our post advising on forthcoming changes to inline grading in Blackboard (NILE), a reminder that the new service, New Box view, will be available from 3 January 2018.

In preparation for this, LearnTech has begun to publish some FAQs for staff and students to provide further guidance on some of the functionality of the new tool which you are welcome to view now and of course to refer back to when the new system goes live.

Guidance for staff

Guidance for students

Posted by & filed under LearnTech News.

Upcoming changes to Inline Grading

The third party service (known as the Crocodoc plug-in) used by Blackboard’s inline grading tool is being discontinued and replaced. If you are using Blackboard’s inline grading to give students feedback, this information is for you.

Box, the provider of the service used by inline grading, have announced that Crocodoc will no longer be supported after 15 January 2018, and that all users will therefore need to start using the replacement, New Box View.

What is inline grading?

Inline grading is the ability to use a web browser to annotate student attempts on a Blackboard assignment. The screenshot below shows a student’s assignment attempt:

 

Are you affected by this?

You are only affected if you use Blackboard assignments to collect and feedback on your students’ work, and if you use the inline grading tools to annotate.

The ‘Feedback to Learner’ box (right hand side of the screenshot, above) is not affected.

Does this apply to Turnitin?

No, Turnitin is a separate plug-in.

What is going to happen next?

The LearnTech team have been testing the New Box View, as well as how it will affect the other features of Blackboard, prior to making the switch.

We will update you with further guidance via the LearnTech blog prior to switching over, so watch this space.

New Box view will be activated on 3 January 2018; we wanted to give you some advanced notice so that you can make any necessary adjustments, as guided by the following information.

What about existing work marked in Crocodoc?

Any assignments currently graded with the Crocodoc function will be migrated automatically over to New Box View.

Annotations made in Crocodoc will not be editable once they have been migrated to New Box View– they will be burned into the document.This applies to all existing annotations on a submission in Crocodoc – regardless of whether it has yet been released to students or not.

 

What will change?

Comparison of New Crocodoc and New Box View
Crocodoc New Box View
File types .pdf, .ppt, .pptx, .xls, .xlsx, .doc, .docx Over 100 different file types
Annotation types Text and point-based comments, highlighting, and drawing Point-based comments and highlighting
Download You can download a copy of a student file with the option to download in the original format or in a PDF version that includes the annotations You can download a copy of a student file, but annotations won’t appear

Where can I read more?

Blackboard’s Help site has more detailed information on the transition from Crocodoc to New Box View.

As previously mentioned, we will be posting more information on the LearnTech blog, as well as the NILE welcome page for staff.

Who can I contact?

Contact the Learntech Support team with any questions: learntech@northampton.ac.uk.

Posted by & filed under academia, Conferences, Research.

The virtual international conference, hosted by the International Institute for Qualitative Methodology (IIQM)  is the first online conference focused on the subject of qualitative research. I gravitated towards this as something new, exciting and inclusive. Plus, as my new daughter has just been born….a virtual online conference seemed to be the perfect way to share my latest work and breastfeed at the same time.

The poster I presented was:

Exploring the perceptions of new mother’s in relation to psychological distress and workplace support in midwifery. A Patient and Public Involvement study

I was representing The Centre for Innovative Research Across the Life Course at Coventry University. This work was formed in partnership with Dr. Gemma Pearce and Dr. Elizabeth Bailey, also from Coventry University.

Qual-World Interactive Virtual Conference

The conference theme was: Qualitative Research Across Boundaries

Keynote Speakers:

Prof. Amanda Kenny, La Trobe University, Australia
Prof. Trish Greenhalgh, University of Oxford, UK
Prof. Martyn Hammersley, The Open University, UK
Prof. Babette Babich, Fordham University, The Jesuit University of New York City

Here are a few snapshots of the keynote speeches…

As an early career researcher (post-doc) I really appreciated the insights shared in relation to progressing an academic career and thriving in a research centre. The idea that collaborations and publications can be planned to achieve maximum impact really appeals to me…. a few hints and tips in the right direction were very welcome.

I have yet to use or explore storytelling and narratives in my research career thus far in any great depth. As such, it was really inspiring to see how these have been used in other qualitative work. Ethnography is also an area fairly new to me, and so being introduced to new topics in this way really helped me to digest and think about new directions for my own research.

Then, to  fall in love with philosophy again was wonderful…looking at what makes science….science….within the terminology of the postmodern? Lot’s to think about here. And certainly lot’s to discuss. The online chat room was on the go throughout the conference, and on Twitter. The conversations really made me think about my own future directions in research and how it may be grounded.

Yet the best thing about this conference for me was the fact that it has been so accessible for me. Having just had a new baby girl, this conference gave me the chance to share new findings from our PPI study from the comfort of home. This meant that I could care for my baby and breastfeed whilst not missing out on the career I love. Thank you to the conference organizers for making this possible. …and thank you to the Centre for Innovative Research Across the Life Course for funding my place.

As you can see, this tweet of my experience was the most popular one of the conference… I think that these accessible conferences are really making history and showing the way for future conferences of this type.

In conclusion…I would like to reiterate the following tweet:

If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaroThe Academic MidwifeThis blog

Until next time…Look after yourselves and each other 💚💙💜❤


Posted by & filed under CMALT, Future Plans.

This week we cover an overview of digital publishing formats and CMALT portfolio submission requirements. We hope you have enjoyed your participation in #CMALTcMOOC, and although the 7 weeks comes to an end this is just the beginning for the community that has been established! We hope that you now have an understanding of what is required for producing a CMALT portfolio, and encourage you to continue working on developing and sharing your portfolios. You are invited to further PD cMOOCs such as Mosomelt 2018 and the next iteration of #CMALTcMOOC (March 2018). You are also invited to take part in a final participant survey to give us feedback. This week we will also host our final Participant Hangout reflecting upon their CMALT cMOOC experience.

cMOOC Feedback Invitation:

We want to get your feedback on how we can improve #CMALTcMOOC. We have an information sheet, consent form, and online survey for your feedback. Also, if you are willing to let us use your CMALT portfolio as an example there is also a portfolio showcase opt-in. The links are:

Info Sheet: http://bit.ly/1XywKQ5

Consent Form: http://bit.ly/26bPN4B

Survey: https://goo.gl/forms/cDhKGbGbudf221312

Portfolio showcase option: http://goo.gl/forms/J629u943tGsM4OGy2

 

 

Remember to check out the growing list of examples for the CMALT Portfolio sections in the Project Bank at https://cmaltcmooc.mosomelt.org/project-bank/

While the “Future Plans” section is not assessed you must complete it. This can be as detailed as you like. The purpose of this is to help you plan for your professional development; it will also be useful when preparing to meet your continuing professional development requirement to remain in good standing.

 

This week we will also look at an overview of digital publishing formats suitable for an ePortfolio to be submitted for CMALT accreditation. Portfolios can be submitted for review by three different dates throughout the year: 31 January, 31 May, and 30 September https://www.alt.ac.uk/certified-membership/submitting-portfolio


Posted by & filed under Choosing a Specialisation, CMALT.

This week we explore participants’ individual areas of specialisation in learning technologies. Use the Project Bank https://cmaltcmooc.mosomelt.org/project-bank/ to share a Blog post or VODCast describing an area of specialisation relevant to your context.

We will also schedule a Hangout later in the week where participants can discuss and share their specialisations.

Reflect upon why you have chosen this specialisation?

Comment on one another’s PODCasts or VODCasts giving feedback.

As well as the core areas, CMALT candidates are required to demonstrate evidence of independent practice in one or more specialist options. This reflects the fact that, although there are common areas of work for learning technologists, practice is extremely diverse and everyone specialises in something different.

Your specialist topic should reflect an area where you have particular expertise. This may be unique to you or common across your team, but goes beyond what would be expected of any learning technologist.

In describing your specialist option you should refer to the CMALT principles and values:

  1. A commitment to exploring and understanding the interplay between technology and learning.
  2. A commitment to keep up to date with new technologies.
  3. An empathy with and willingness to learn from colleagues from different backgrounds and specialist options.
  4. A commitment to communicate and disseminate effective practice.
Because these are specialist options you should be clear what makes your work distinct from common practice; many people teach on online courses, but designing and delivering fully online courses requires specific skills and would be considered specialist. . Similarly, many teachers provide blended learning, but developing and sharing guidelines for such practice or working with a distinctive blend of contexts might distinguish your work as specialist. It may be that your specialist option is common amongst the group that you work in as you all work in a similar area; that is perfectly acceptable.Evidence for your specialist activity is likely to be very specific but could include: reports, papers or presentations you have written; this could be backed up by a job description plus written statements supporting your specialist knowledge from colleagues, clients or managers; active membership of professional or other bodies; certificates of completion of specialist training programmes or courses.

Posted by & filed under Choosing a Specialisation, CMALT.

This week we explore participants’ individual areas of specialisation in learning technologies. Use the Project Bank https://cmaltcmooc.mosomelt.org/project-bank/ to share a Blog post or VODCast describing an area of specialisation relevant to your context.

We will also schedule a Hangout later in the week where participants can discuss and share their specialisations.

Reflect upon why you have chosen this specialisation?

Comment on one another’s PODCasts or VODCasts giving feedback.

As well as the core areas, CMALT candidates are required to demonstrate evidence of independent practice in one or more specialist options. This reflects the fact that, although there are common areas of work for learning technologists, practice is extremely diverse and everyone specialises in something different.

Your specialist topic should reflect an area where you have particular expertise. This may be unique to you or common across your team, but goes beyond what would be expected of any learning technologist.

In describing your specialist option you should refer to the CMALT principles and values:

  1. A commitment to exploring and understanding the interplay between technology and learning.
  2. A commitment to keep up to date with new technologies.
  3. An empathy with and willingness to learn from colleagues from different backgrounds and specialist options.
  4. A commitment to communicate and disseminate effective practice.
Because these are specialist options you should be clear what makes your work distinct from common practice; many people teach on online courses, but designing and delivering fully online courses requires specific skills and would be considered specialist. . Similarly, many teachers provide blended learning, but developing and sharing guidelines for such practice or working with a distinctive blend of contexts might distinguish your work as specialist. It may be that your specialist option is common amongst the group that you work in as you all work in a similar area; that is perfectly acceptable.Evidence for your specialist activity is likely to be very specific but could include: reports, papers or presentations you have written; this could be backed up by a job description plus written statements supporting your specialist knowledge from colleagues, clients or managers; active membership of professional or other bodies; certificates of completion of specialist training programmes or courses.