Submit your Blackboard Module for an Exemplary Course Award

Exemplary Course Award image

Applications for the Exemplary Course Award are now open.

The closing date for applications is 12pm, 31st January 2020. To submit an application, download the application form here and consult the guidance available on our webpages.

The Exemplary Course Award is designed to recognise exemplary practice in Blackboard modules. Since its launch in 2013, the Exemplary Course award has awarded 6 exemplary modules, 12 highly commended and 3 commended awards.

This year’s awards are slightly different. Although the Exemplary Course Award is still based on Blackboard’s Exemplary Course Program Rubric, we have made some adjustments to emphasise the interactive uses of Blackboard to provide a blended learning environment for students. In addition to this, extra weighting has been given to the accessibility criteria to ensure that the Blackboard modules are accessible for all learners.

We will be running a training session for those of you who are considering submitting an application for the ECA on Thursday 12th December, 2pm-3pm in E3, E-learning Training Room and also on Friday 10th January, 2pm-3pm. You can book onto these sessions via the book a course pages.

Professor John Traxler – Mini Conference Presentation

Mini Conference Logo

The Learning and Teaching Enhancement Unit is pleased to announce Professor John Traxler as the keynote speaker at our forthcoming Mini Conference. The mini conference will focus on Group Work and Group Assessment and will be held on Monday 16th December.

John Traxler, FRSA, is Professor of Digital Learning in the Institute of Education at the University of Wolverhampton UK. He is one of the pioneers of mobile learning, associated with projects since 2001 when he was evaluator for m-learning, the first major EU project. He is a Founding Director and was Vice-President of the International Association for Mobile Learning. He is co-editor of the definitive, Mobile Learning: A Handbook for Educators and Trainers, and of Mobile Learning: the Next Generation, available in Arabic, with Professor Agnes Kukulska-Hulme, of Mobile Learning and Mathematics, Mobile Learning and STEM: Case Studies in Practice, and Mobile Learning in Higher Education: Challenges in Context, and many keynotes, panels, papers, articles and chapters on all aspects of learning with mobiles. His journal papers have been cited over 6000 times. He has worked on many digital learning projects and missions. His current thinking is focused less on ’mobile learning’ as previously conceived but rather on the impact of the near-universal availability of connected personal digital technology on the ownership, substance and nature of knowing and learning in our societies. 

The full programme will be announced in due course. In the meantime, you can book onto the event online. If you would like to submit a proposal to this year’s mini-conference, please fill in this online form before Monday 18th November.

Mini Conference: Inclusive Education Summary: Part 2

This is the second blogpost documenting this year’s Mini Conference on Inclusive Education that was recently hosted by the E-learning Group. For an overview of the first half, please see this blogpost.

The second half of the conference began with Neil MacKintosh and Meirion Roberts from the IBERS BioInnovation Wales scheme discussing widening access to their modules. Recently, the team have sought to address high level and technical skills shortages in bio-based businesses, including AgriFood. One of the aims of the programme is to look into ways to engage graduates with a distance learning course who are currently working in industry but might not have time to undertake a postgraduate degree. It’s hoped that the scheme will increase productivity in Wales by emphasising the reciprocal relationship between industry and research. The BioInnovation Wales scheme works closely with industry partners to provide a flexible route for those in work to gain postgraduate qualifications. Neil gave an introduction to the scheme before passing onto his colleague, Meirion Roberts. Meirion is an associate lecturer at the BioInnovation Wales whose job it is to provide a bilingual learning experience for the postgraduate distance learning modules. The BioInnovation courses are solely delivered online using Blackboard with a whole host of different learning materials. Students registered on the course currently have access to the resources in both Welsh and English. One of the first tasks for Meirion when he started work with the BioInnovation unit was to create a bilingual course interface, course materials, and lectures. These modules use forums on Blackboard as a mode of assessment. One of the challenges that faces the bilingual delivery of these modules is how to moderate and facilitate bilingual forums. Following a discussion between attendees, it was felt that one way forward would be to encourage those posting on the forums to post their responses in both Welsh and English rather than responses in Welsh having to be translated into English. If the precedence was set to post in both languages then it was felt that this would be a more inclusive approach for creating a bilingual learning environment. If you would like to find out more about using assessed forums, we’ve got some information on grading the discussion board

After this presentation, Mary Jacob, lecturer in Learning and Teaching in CDSAP, and Nicky Cashman, accessibility advisor, at Student Support Services offered a demonstration on Creating Inclusive and Accessible Learning materials. The aim of the presentation was to give attendees some practical tips on creating more accessible resources for students, including items that can be downloaded from the Virtual Learning Environment. Giving some context, 16% of the Aberystwyth Student Population have disclosed a disability, which is slightly higher than a sector average of 12%. Mary and Nicky spoke through the following topics:

  • Microsoft Accessibility Checker – a tool that is built into Word
  • Using styles in Word to make the structure of your material clear to students
  • How you can best convert your Word document into a PDF file
  • Which colours might be most appropriate to use

Mary and Nicky also shared with attendees a resource created by the University of Hull on designing content for diverse learners. This resource is available online.  In addition to this, attendees were also given a handout of The Universal Design for Learning Guidelines, produced by CAST. Mary also maintains a Trello board which hosts lots of useful resources to learning and teaching activities. There’s a card on the Trello board specifically dedicated to Creating Accessible Learning Materials under the Projects/ areas of interest.

The final presentation was delivered by Dr Jennifer Wood from the Modern Languages Department. Dr Wood teaches Spanish and reflected on her use of Blackboard Tests in her teaching. The aim of these tests is to check the understanding of students learning Spanish outside of the classroom. Using Blackboard Tests allows Dr Wood to free up her face to face lessons and contact time with her students. Before using the online tests, precious time in teaching sessions was given over to in class assessments. Dr Wood also gave an additional context to the presentation by discussing Foreign Language Anxiety and how Blackboard Tests can help combat this through their ability to be taken (and retaken) at a time that suits the learner in an environment that they feel comfortable in. One of the advantages of using Blackboard tests is that once you’ve built it, you can export, import and redeploy in a different module. In addition to this, tests can be marked automatically and feedback given to the learner upon completion of the test. Depending on the learning need, tests can be either formative or summative and can link directly to the grade centre. Counter balancing these advantages to using tests, there may also be some challenges. Tests can take time to build and create. They can, however, be created any time that suits you and can be imported and deployed into the module that you require the test for.  The trade off, however, is that you will have a resource that can be used year upon year. If you notice that a question is wrong, you can reallocate marks, change the grades or edit the question for all those who have taken the test. There are many types of questions that can be used in Blackboard quizzes. See the full list of question types that are available for Blackboard tests (please note, that depending on the type of question you select, depends on whether it can be marked automatically or not). There’s further guidance on tests on our FAQs. The E-learning Group are always happy to work with our academic colleagues to help you design, create and deploy your tests. We have a great deal of expertise in this area.  

This year’s Mini Conference had our highest attendance yet. Next year, we might have to look at switching rooms. If you would like to suggest a topic for next year’s Mini Conference then please get in touch with us. A reminder as well that we’ve currently got our Call for Proposals open for this year’s Academy Mini Conference. You can submit a proposal by going to this online form. We’d like to thank all of presenters for giving up their time and sharing their practices with all the attendees.

E-learning Group Image

Mini Conference: Inclusive Education Summary: Part 1

On the 10th April, the E-learning Group welcomed 26 staff members from across the University to this year’s Mini Conference. The theme for this year’s Mini Conference was Inclusive Education and the six presentations ranged from practical guides for creating accessible documents through to working with neurodiverse students. Over the course of the afternoon, there were six presentations. Given the breadth of topics under discussion, this summary will be split into two parts, with part 1 reflecting on the first three presentations. A summary of the final three presentations will be provided in our next blogpost.

The conference opened with a recorded presentation delivered by Dr Rob Grieve. Dr Grieve is a senior lecturer in Physiotherapy at the University of the West of England, Bristol. In addition to his academic research, Dr Grieve also runs workshops called Stand Up and Be Heard. The Stand Up and Be Heard workshops focused on assisting students who had a fear of public speaking which affected assessments that included presentation elements. Dr Grieve underpinned his presentation with research conducted by Marinho et al (2017) which identified that in a sample of 1,135 undergraduate students, 64% of them reported a fear of public speaking and 89% of them would have liked additional guidance and support on public speaking from their institutions. Closing his presentation, Dr Grieve identified strategies for staff that would help to support students with public speaking and assessed presentations. He suggests that:

  1. Recognise and acknowledge the fear of public speaking that many students have in required module presentation assessments and in general
  2. Apart from our subject teaching role, we can support students (or refer on) […] to reduce their public speaking fear
  3. Presentations and public speaking are transferable life skills, enhance employability and are not only used for assessment

Dr Grieve also noted that presentations do not have to be perfect. The key message to pass onto students is to be themselves in their presentations and to be authentic. The workshops that Rob ran were very successful for students, especially for those who were going on to give presentation assessments. You can find out more about the workshops online.

Presentation from Rob Grieve

Following on from Dr Grieve’s presentation, Dr Debra Croft gave us a presentation on the work that the Centre for Widening Participation and Social Inclusion have done around embedding Core Skills in their curriculum at Summer University. The Core Skills module is delivered primarily in Week 1 of the course and is a module in and of itself. The aim of the module is to equip students with the study and life skills that they will need over the rest of the Summer School and beyond. Given the time constraints of the Summer University programme, it’s not possible to embed the core skills in the subject specific curriculum so all students need to take the Core Skills module.

The team completely re-designed the module in 2016-17 based on the feedback that was given by students and staff and low satisfaction score. Following their redesign, the Core Skills module increased its satisfaction to 80% in 2016, high 80s% in 2017 before receiving a 94% satisfaction rate in 2018. The success of the module was attributed to the changes that were made by the teaching team. The biggest difference in 2018 for this module was the change in the delivery of the module. Closed Facebook groups were used to communicate with various students, as well as making full use of Blackboard and Turnitin for assignments. The Core Skills Module emphasised inclusivity and learning differences, which allowed tutors to build  requirements into their teaching. Assessments are standardised and designed to be inclusive from the beginning which means that everyone does the same assessment. They also use Blackboard quizzes which are marked automatically for training and IT skills. More information on the work of the Centre for Widening Participation and Social Inclusion is available their webpages.

The third and final session in this half of the conference was delivered by Janet Roland and Caroline White from Student Support and Career Services. Their presentation, Teaching for Everyone: Neurodiversity and Inclusive Practices, equipped attendees with practical skills for creating learning and teaching activities for neurodiverse students. The workshop started with an ice breaker exercise. In pairs, participants had to label themselves A and B. A’s were first asked to talk about their last holiday to B’s for 1 minute. Following this, B’s were asked to tell A’s about their last holiday but they weren’t allowed to use any word that contained the letter ‘E’. Participants were then given an envelope containing terms of neurodiverse behaviour and their characteristics. Attendees then had to match the label to the characteristics. This presentation gave participants the chance to think about the various neurodiverse profiles and strategies in which a more inclusive learning experience can be created. 

References

Marinho, ACF., de Madeiros, AM., Gama, AC and Teixeira, LC. 2017. Fear of Public Speaking: Perception of College Students and Correlates. Journal of Voice. 31: 1. DOI: 10.1016/j.jvoice.2015.12.012.

Call for Proposals – Group Work and Group Assessment

Mini Conference Logo

The Learning and Teaching Enhancement Unit are pleased to announce that the first of this year’s Academy Mini Conferences will be held on Monday 16th December 2019. This Mini Conference will explore the advantageous and complex nature of group work, in and out of the classroom, and as a mode of assessment.

We are looking for expressions of interest from members of the University to give presentations, demonstrations, workshops and discussions on their how they approach group teaching. If you would like to submit a proposal to this year’s mini-conference, please fill in this online form before Monday 18th November. 

Potential topics might include (but aren’t limited to):

  • Group assessment design and marking (including peer marking)
  • Approaches to embedding group work into teaching (large and small teaching)
  • Use of technology in group work
  • Managing and supporting different group dynamics

You can register to attend the Mini Conference by clicking on this link. If you have any queries, please email lteu@aber.ac.uk.  

4th International Day of Action Against Contract Cheating

Turnitin icon

Today, October 16 2019, is the 4th International Day of Action Against Contract Cheating.

In this special blogpost, we’ll outline how Contract Cheating impacts Higher Education. In the UK, Contract Cheating involves making use of essay mills. These services have gained increased exposure over the past few years, with a report undertaken by Swansea University identifying that one in seven recent graduates across the world admitting to pay someone to undertake their work (Newton, 2018).  In order to highlight the issue, the International Center for Academic Integrity in the USA established the International Day of Action Against Contract Cheating. In the UK, the Quality Assurance Agency for Higher Education (QAA) provides guidance on Contract Cheating.

In 2018, more than 40 University leaders in the UK wrote to the Education Secretary asking for a ban on essay mills. There are also ongoing legal disputes against this practice. Here at Aberystwyth University, use of essay mills is covered by Unacceptable Academic Practice regulations.

Students – who can help?

For students, there might be several reasons why you think Contract Cheating might be the only solution. It might be because you haven’t left enough time to complete your assignment. It might be because you don’t understand the assignment brief or have difficulty grasping a complex concept. It might also be because you’re concerned about your grades and want to do better. Regardless of the reason, there are plenty of people around to help you with doing the best that you can on your assignments.

The first thing to do at the start of the semester is to make sure you plan out your time carefully. Give yourself enough time to look through the assignment and module information. Check out all your deadlines for your modules and add to your online calendar. Doing this will let you know when you need to have your different assignments ready and when you might be the most busy. This also gives you enough time to spend understanding your assignment and what is being asked of you.

Make sure you ask for help. If you don’t understand the essay question or concept, speak to your lecturer or tutor and ask for help. Ask specific questions – work out which part of a theory or concept you don’t understand. Have a look at the material that is available to you via Blackboard, such as lecture notes, PowerPoint slides, or lecture recordings, and use these to help you make an informed decision over your assignment. Speak to your peers as well and maybe think of setting up a study group to discuss the issues.  You can also find advice from the University Library, including storing references you have found and software available to help you manage and format your references. 

Give yourself time to look at and digest your feedback from previous assignments. Look at areas that you have done well in as well as areas that require improvement. Aim to improve the areas for improvement in your next assignment. This can’t be done by an Essay Mill – only you know your own work and what areas you need to work on. You can look back at all your feedback from assignments by logging into Blackboard.

In the news

BBC News. 2018. ‘Essay cheating: how common is it?’. BBC News. [online]. https://www.bbc.co.uk/news/education-43975508. Last Accessed: 02.10.2019.

BBC News. 2018. ‘Essay mills: ‘One in seven’ paying for university essays. BBC News. [online]. https://www.bbc.co.uk/news/uk-wales-45358185. Last Accessed: 02.10.2019.

Husbands, C. 2019. ‘Essay mills prey on vulnerable students – let’s stamp them out’. The Guardian. 20 March. [online]. Available at: https://www.theguardian.com/education/2019/mar/20/essay-mills-prey-on-vulnerable-students-lets-stamp-them-out. Last Accessed: 01.10.2019.  

References

Newton, P. 2018. ‘How common is Commercial Contract Cheating in Higher Education and is it increasing? A systematic review’. Frontiers in Education. 30 August. [online]. Available at: https://doi.org/10.3389/feduc.2018.00067. Last Accessed: 02.10.2019. 

QAA. 2017. Contracting to Cheat in Higher Education: How to Address Contract Cheating, the Use of Third-Party Services and Essay Mills. [online]. Available at: https://www.qaa.ac.uk/docs/qaa/quality-code/contracting-to-cheat-in-higher-education.pdf?sfvrsn=f66af681_10. Last Accessed: 01.10.2019.

Changes to Teaching Machines

Over the summer, Information Services have made some changes to equipment in teaching rooms:

  • Whiteboard capture with Crestron Airboard cameras
  • PowerPoint Presenter Mode with screen mirroring
  • Interactive whiteboards with CleverTouch screens

These tools are available in a selection of rooms around campus.

Crestron Airboard

Whiteboard capture will project everything you write onto the screen. You can also use it to record your whiteboard notes.

Whiteboard capture is available in:

  • IBERS 0.30,
  • IBERS 0.31,
  • Edward Llwyd 3.34
  • Hugh Owen E3
  • Hugh Owen C22

After you have logged into the computer:

  1. Click on the Crestron Airboard icon on the desktop
  2. There is a Crestron unit on wall near the whiteboard.
  3. When the button on unit flashes blue, press it

The Crestron page will then appear on screen and will display your handwriting on the screen. You can share a link to this page with your students. They will be able to see your handwriting on a laptop, tablet or mobile phone.

If you want to record the handwriting with Panopto, you will need to make sure that you select to capture the computer screen as well as any PowerPoint you are using when starting your recording. You will need to make sure that the Crestron web page is the main window open on the computer when you are writing on the board.

Presenter Mode

You can use Presenter Mode to show your PowerPoint slides to students, and see the speaker’s notes yourself on from the teaching room machine.

Currently in:

  • Edward Llwyd 3.34
  • IBERS 0.30
  • IBERS 0.31
  • Hugh Owen Language Labs (BA8 and BA9)
  • Hugh Owen C22 (permanently in presenter mode with two monitors)
  • All teaching rooms in Penbryn 5.

When you go into the PC it will default to screen mirroring. This means that the display on the monitor will be the same as the display on the projector screen. If you want to use PowerPoint Presenter Mode (speaker notes on the monitor and slides on the screen):

  1. Click on Extend Display on the desktop
  2. To record the slides but not the notes, set up Panopto to capture Second Screen and not the Main Screen.
  3. You can move windows from your main screen (monitor) to the Second Screen (screen) by dragging it to the left-hand side of the monitor
  4. To go back to normal, click on Mirror Display

Interactive Whiteboards

Currently in:

  • All teaching rooms in Penbryn 5.

To use the CleverTouch boards just as a whiteboard:

  1. Tap the bottom of the screen > choose Lux
  2. Tap left or right arrow > choose Note

This will then open a whiteboard application and you can annotate it. Be aware that it isn’t possible to record these screens with Panopto.

To go back to the PC tap the bottom of the screen and then select HDMI.

To annotate PowerPoint etc on PC (HDMI mode)

  1. Click on the left or right arrow on the board
  2. Click on the pen icon
  3. This will provide an image of the screen that you can’t interactive with, but you can write on it.
  4. To move onto the next slide, click on the left or right arrow on the board
  5. Click on the cross icon

This will lose your annotations. Note that the annotations will disappear when you move to the next screen. Also, annotations aren’t captured with Panopto.

Academy Forums 2019/20

Join us for our first Academy Forum of the year, in E3, E-learning Training Room, Hugh Owen Building on October 29, 10-11am. Click here to book your place.

In this first Academy Forum, we will be providing an overview of JISC’s Digital Experience Tracker.

The Academy Forums for the year are:

Date

Time

Title

Room

06.12.2019 11am-12pm Engaging with Seminar Reading Hermann Ethé (Hugh Owen Library)
05.02.2020 2pm-3pm Using Technology in Small Group Teaching B20, Llandinam
17.03.2020 10am-11am Using Technology in Large Group Teaching E3, E-learning Training Room
21.05.2020 11am-12pm Using Technology for Group Work E3, E-learning Training Room

New Distance Learner Forum

These Forums are specifically aimed at those who deliver Distance Learning teaching or are considering delivering via Distance Learning in the future.

Date

Time

Title

Room

22.10.2019 1pm-2pm Strategies for Monitoring Student Engagement E3, E-learning Training Room
18.02.2020 1pm-2pm Creating a Podcast E3, E-learning Training Room
26.05.2020 1pm-2pm Gauging Opinion from a Distance E3, E-learning Training Room

We hope that you’ll be able to attend these forums. Please contact us with any questions.

New Distance Learner Forum

Distance Learner BannerWe’re excited to announce a new Distance Learner Forum for staff. These Forums are specifically aimed at those who deliver Distance Learning teaching or are considering delivering via Distance Learning in the future.

The Distance Learner Forum was established at this year’s Annual Learning and Teaching Conference. Book your place on these courses online.

This year there are 3 Distance Learning Forums:

Distance Learning Forum 1: Strategies for Monitoring Student Engagement

Tuesday 22nd October 2019, 1pm-2pm, E3 E-learning Training Room

In the first of these special Distance Learner Forums we will be looking at how you measure student engagement with learning activities in Blackboard. Blackboard has many different types of learning opportunities and activities. In this session, we will be looking at how we can measure student engagement with Blackboard for Distance Learning students.

Distance Learning Forum 2: Creating a Podcast

Tuesday 18th February 2020, 1pm-2pm, E3 E-learning Training Room

In the second of our Distance Learner Forums, we will be looking at Creating Podcasts. Podcasts are a great way to keep your students engaged with the content that you are creating as well as giving them opportunities to build activities into the podcasts. We’ll look at successful podcast design whilst also looking at the practicalities for creating your podcast and embedding it into your Blackboard course.

Distance Learning Forum 3: Gauging Student Opinion from a Distance

Tuesday 26th May 2020, 1pm-2pm, E3 E-learning Training Room

In the third of our Distance Learner Forums, we will be looking at how you can gauge student opinion from a distance. We’ll discuss and present strategies on how to allow distance learning students to feel part of a community and also to learn from each other. We’ll introduce activities that can be done in Blackboard to support this as well as other technologies such as online polling and Skype for Business.

We hope that you’ll be able to attend these forums. Please contact us with any questions.

Welcome to new students (and welcome back to our returners) – some top tips on using our E-learning Systems

Welcome to all our new students

We’d like to say hello to all new students and welcome back to those who are joining us again for another year. With the start of term approaching, we thought we’d provide you with some advice and top tips on using our E-learning systems. In this blogpost, we’ll be introducing our main services to you. E-learning support and advice is provided by the Learning and Teaching Enhancement Unit located in Information Services.

Here are some top tips to help you get started.

  • Use Chrome or Firefox to access our systems
  • Make sure you have your Aberystwyth username and password handy.
  • Over the next few weeks take time to familiarise yourself with these systems so that you are ready to use them

If you’ve got any queries regarding IT or library services, email is@aber.ac.uk or call 01970 62 2400.

Virtual Learning Environment

Blackboard Logo

Firstly, Blackboard is the University’s Virtual Learning Environment. You can access Blackboard by going to blackboard.aber.ac.uk. You’ll need your Aberystwyth Username and Password in order to login. Your language preference for using Blackboard is taken from your preferred language of choice in your student record (Welsh or English). Every module that you’re studying has its own Blackboard site. Here you’ll find materials that will support your learning and teaching.  In addition to this, you’ll be able to access your lecture recordings and submit your assignments electronically. You can navigate to the different areas of a module by clicking on the left-hand menu.

In addition to accessing your teaching materials, you might be asked by your lecturer to undertake some other activities in Blackboard such as tests or quizzes, wikis, blogs, or reflective journals. You’ll also have Departmental sites which will include important information regarding your assignments and further support that you might have.

E-submission

Turnitin logo

All text-based word-processed work will be submitted electronically whilst you’re here at Aberystwyth University via Blackboard. You’ll also receive your marks and feedback electronically as well. There are two different types of electronic submission available: Turnitin and Blackboard Assignment. We’ve got specific advice available on our FAQs for submitting via Turnitin and also via Blackboard Assignment. See below for some top tips on submitting your work electronically:

  • Make sure you give yourself plenty of time to submit your assignment before the deadline
  • Most of the work that you submit will be marked anonymously so don’t put your name on your assignment
  • Save and name your assignment as something meaningful to you
  • Double-check that you are submitting to the correct module
  • Check your emails after you’ve submitted to make sure you’ve got an email receipt
  • Give yourself time to read your feedback carefully after you’ve got your marks

Lecture Capture

Panopto logo

Aberystwyth University makes use of lecture capture software called Panopto. This means that you are able to access recordings from your lectures via Blackboard. There’s a great infographic by Nordmann et al (2018) on how best to make the use of lecture capture to support your learning. Their advice is summarised below:

Firstly, make sure you attend your lectures. Whilst lecture recordings are available for you, this is no replacement for being live at the teaching session. Here you’ll have opportunities to ask questions and also learn from your peers. Think of the lecture capture as supplementing the live teaching sessions. In your lectures, make sure that you make notes and attempt to summarise the discussions in your own words.

When watching the lectures back, be specific and go to the bits that you don’t understand or don’t remember. Don’t watch the lecture as a whole – you should ideally do this within a few days of the lecture taking place to see how much you do remember. Make sure you have your lecture notes handy so that you can add to them.

If you are unable to attend the lecture for valid reasons, make sure you watch the recording within a week so that you can keep up to date with the content – don’t binge watch at the end of the semester. If you are making use of the recording, make sure you watch it at its normal speed and don’t fast forward. Give the recording your full attention and don’t do other tasks such as the Go back to the bits that you don’t understanding and re-watch these sections.  You can find the full article online.

References

Nordmann, E., Kuepper-Tetzel, C. E., Robson, L., Phillipson, S., Lipan, G., & Mcgeorge, P. (2018). Lecture capture: Practical recommendations for students and lecturers. [online]. https://doi.org/10.31234/osf.io/sd7u4. Last accessed: 03.10.2019.