Webinar: Instilling Self-Regulation in Learners & Using Sway for Online Learning

Academy Showcase is a space for sharing good practise among staff from Aberystwyth, Bangor and other Higher Education institutions. Every year we run two sessions with two presentations each, one from Aber and one from Bangor. Anybody can join Academy Showcase from their own machines using the link available here

We look forward this year’s presentations and we hope some of you will be able to join us.

 


20 March 2019 at 1pm -2pm

Instilling Self-Regulation in Learners by Dr Simon Payne (Aberystwyth)

We asked AU students and staff questions such as, “Why do students underachieve or even drop out?,” “What distractions do students face that interfere with their best intentions to study and improve?,” and “What happens to ‘turn students off’ from learning and striving to achieve?” The answers were remarkably similar from both groups, suggesting agreement on the problem and potential alignment on solutions. Self-regulation is the voluntary control of impulses which can facilitate or hinder us from achieving our goals. Hence, self-regulation includes the ability to regulate cognitive processes and activities, e.g. to plan, monitor and reflect on problem solving activities. Self-regulation also includes the control of one’s competing/conflicting motivational and emotional impulses and processes, e.g., overcoming social anxiety to contribute in class. Clearly, the development of self-regulation skills will help students achieve their objectives for entering HE. This presentation will provide techniques for tutors to help their students and tutees to be better self-regulators, and introduce and rationalise an ambitious AU-wide programme of studies that target student self-regulation ability.


Using Sway for Online Learning by Helen Munro (Bangor)

 

Sessions will be provided in English.

Polling software: Mentimeter and Poll Everywhere

The E-leaning Group is looking into how polling software can be used in lectures and seminars. Polling software is a great way to increase classroom engagement as it provides interactive presentations ranging from multiple choice questions to live word clouds. With their personal devices (such as mobiles, tablets etc.), students will be able to answer questions, vote and ask queries,which will appear on the presentation slides.  The recent Digital Insights survey, overseen by Information Services, showed that fifty-seven percent of lectures already use some sort of polling software in the classroom.

Some examples of positive comments from students include:

 “Provided quick feedback on what lecture we needed help with”

“Online poll, on parts of the subject asking the class how much they understood. This made it so people put how they actually felt as they didn’t have to speak in class”

“Polls in lecturers keep the students interested”

“It was fun last year when we did online quizzes in the lecture, interactive with each other and then went through the answers question by question on the big screen”

“Method of reviewing prescribed reading material”

The E-Learning Group has found Mentimeter and Poll Everywhere to be especially accessible and reliable:

  • Mentimeter is best used for lectures with larger audiences as it has no limit on participants. With Mentimeter you can create: quick slides, questions and quizzes. There is no limit on the number of quick slides, however with the free version you only be able to create two questions and five quizzes.
  • Poll Everywhere caps its audience at twenty-five so can best work in seminars and workshops. Poll Everywhere provides much of what Mentimeter does with the benefit of having no limit on the number of questions/activities.

There is a guide to creating presentations with both Mentimeter and Poll Everywhere available on our webpages.

AU Digital experience insights survey for teaching staff 2018-19 now open

We have recently closed the Digital Experience Insights surveys for students where we asked about their experiences of digital learning and digital services. We would also like to know how teaching staff experience these services.

There are only about 20 questions that ask about your digital teaching methods and your experience of our digital provision. Please spare ten minutes and have your say so we can improve the digital experience for our staff and students.

https://staffinsights2019.onlinesurveys.ac.uk/aberystwyth-univeristy

Digital Experience Insights 2018-19: How do you rate technology at Aberystwyth University?

For the second time Aberystwyth is taking part in the Digital Experience Insights project aiming to explore our students’ experiences of technology. The project is based on online surveys designed by Jisc and used by different institutions across UK.

It allows us to get better insights on how students use technology and benchmark our results against other HE intuitions in our sector.

We would greatly appreciate your help in promoting this survey to all students:

Jisc Digi Tracker: findings from students in UK further and higher education

Take a look at the full report of the findings from all the institutions that participated in the 2018 Digital Experience Tracker. Many of the key messages included in the report correspond to findings from Digital Tracker at Aber.

Consistency in the VLE

We have repeatedly received feedback from students asking for VLE navigation to be more intuitive and the organization of content to be more consistent across modules. Findings from the Digital Tracker at Aber and the benchmarking data from UK emphasise this issue. Students would like all the materials for their courses to be available on the VLE in a timely manner and possibly in the same location in all modules so that they can navigate easily to the content that they need.

Engage students in class using technology

Can we use technology to make lectures more engaging? Our results in the digital course activities section of the tracker were lower than the benchmarking scores. Students have also asked for their sessions to be more interactive in the open text comments:

Make lectures more interactive and able to include the students to interact more. There’s an online website where you can join to get the right answer which gets people competing and learning.’

We are happy to support any members of staff who would like to enhance their teaching with digital course activities. Contact us to discuss your ideas and possibilities or come to one of our E-learning Enhanced: What can I do with Blackboard? Sessions.

Digital skills for life

Although most students use technology on a daily basis, they are not necessarily aware what these essential digital skills are and how important digital skills are for their employability. Less than a half of AU Digital Tracker respondents don’t feel that the university prepares them for the digital workplace.

You may notice that the report is called Digital Experience Insights rather than Digital Experience Tracker. The Digital Experience Tracker 2018 was a pilot study which led to a new service now called Digital Experience Insights. We believe that the participation in this project helped us to more effectively meet digital expectations’ of our students. We hope to share examples of good practise in this area on our blog.

If you wish to share your experiences of supporting students digitally as a guest blogger, please contact us: elearning@aber.ac.uk

Read:

 

 

 

 

Aberystwyth/Bangor Academy Showcase

Academy Showcase is a space for sharing good practise among staff from Aberystwyth, Bangor and other Higher Education institutions. Every year we run two sessions with two presentations each, one from Aber and one from Bangor. Anybody can join Academy Showcase from their own machines using the link available here

We look forward this year’s presentations and we hope some of you will be able to join us.

Webinar Academi Aberystwyth/Bangor 2018/19:

 

21st November 2018 at 1pm -2pm

Using Flashcards to Encourage Student Learning by Dr Basil Wolf and Dr Ruth Wonfor (Aberystwyth)

Surveys of our students show that many of them rely heavily on rereading and exam cramming, methods that might be successful in getting them through exams, but which are suboptimal in developing long-term memory and ability to develop expertise in their subject area. There is considerable research to show that long-term memory is boosted by repeated retrieval practice that is spaced over time. Flashcards offer one method of achieving this. We will talk about our experiences and present use of Anki, a freeware flashcard programme, in teaching anatomy and physiology to first year students.

Distance Learning to promote best practices and behaviours in infection prevention: the potential of the MOOC – Using Blackboard Ultra by Lynne Wiliams (Bangor)


20th March 2019 at 1pm-2pm

Potential, (un)realised: Is self-regulation the differentiator between our students and what can we do about it? by Dr Simon Payne (Aberystwyth)

We asked AU students and staff questions such as, “Why do students underachieve or even drop out?,” “What distractions do students face that interfere with their best intentions to study and improve?,” and “What happens to ‘turn students off’ from learning and striving to achieve?” The answers were remarkably similar from both groups, suggesting agreement on the problem and potential alignment on solutions. Self-regulation is the voluntary control of impulses which can facilitate or hinder us from achieving our goals. Hence, self-regulation includes the ability to regulate cognitive processes and activities, e.g. to plan, monitor and reflect on problem solving activities. Self-regulation also includes the control of one’s competing/conflicting motivational and emotional impulses and processes, e.g., overcoming social anxiety to contribute in class. Clearly, the development of self-regulation skills will help students achieve their objectives for entering HE. This presentation will provide techniques for tutors to help their students and tutees to be better self-regulators, and introduce and rationalise an ambitious AU-wide programme of studies that target student self-regulation ability.

Second speaker to be confirmed.

Sessions will be provided in English.

 

Do you need assistance with Panopto?

Panopto is the University’s Lecture Capture software and is installed on all teaching rooms across the University. In line with the Lecture Capture policy, all lectures require to be recorded using Panopto.

The recordings are widely used and greatly appreciated by our students. In order to ensure that recordings are of the highest possible quality and audio is successfully recorded, the E-learning Group offer the following support for using the software:

  • Panopto start-offs – a member of the E-learning Group will pop in to the teaching venue before the lecture and make sure all the settings are correct, it won’t take longer than 5 minutes
  • One-to-one consultations- we can meet you at a convenient place and time and give you brief training on using Panopto
  • FAQs – step-by step instructions with screenshots

We are happy to assist you with using Panopto in any way convenient for you.

Please contact us on #2472 or elearning@aber.ac.uk

Jisc Digi Tracker: benefits and what to do with findings?

Read Jisc Digi Tracker and Jisc Digi Tracker: Key findings

What benefits came out from the project?

  • Clear directions for improvements.
  • The benchmarking data helped us to reflect on AU strengths and weaknesses in comparison to other institutions.
  • As a valued participant in the pilot Student Tracker we were the only Welsh university invited to take part in the pilot Staff Tracker and we’ve worked closely with JISC and the Aberystwyth University Translation Unit to provide a Welsh language version of the survey.
  • Aberystwyth was asked to be part of a series of 10 Institutional vignettes on how the digital experience tracker has supported our practice. The vignettes will be published by Jisc in September.
  • In March, we were chosen to give a presentation at the national conference, Digifest 2018.

What next:

  • Full sets of benchmarking data will be available in mid-September
  • Taking the findings to TELG
  • Consulting SU on communicating the findings to students
  • Provide training sessions that address the areas for development
  • Presenting the findings on this year’s Learning and Teaching Conference

We would like to hear your thoughts on this project and seek advice on how to best take the findings forward and communicate them to students.

Please leave a comment or contact elearning@aber.ac.uk

Next post from the series on DigiTracker:

Experience of using the tracker – Aberystwyth Univeristy vignette prepared by Jisc

Quizdom Virtual Remote (QVR) no longer available after December 2018

The licence for the Quizdom Virtual Remote (QVR) which allows students to use their own mobile devices for in-class voting expires in December 2018 and will no longer be available.

We are aware that some of you used it in your sessions, therefore we would like to encourage you to keep using interactive course activities and consider one of the options below:

  • Although it will no longer be possible to use the remote version of Quizdom allowing students to vote from their own devices, you will be able to use four sets of Qwizdom with a total of 118 handsets. Rather than using their own mobile devices students will have to vote using the handsets. If you wish to book the sets please email is@aber.ac.uk including the date(s) and time you wish to use the equipment and how many sets you wish to use.
  • The E-learning Group have been surveying the growing number of online polling tools available. Most of them are paid for services with different packages available depending on the types of tools, size of class etc. However, almost all have a free option which is a cut-down version of the paid-for service. All the services that we looked at are cloud-based – they don’t have software that you download, but you create your presentations via a web page and they are saved and run remotely.

Some of the polling software we recommend:

PollEverywhere

  • 40 participants, unlimited number of questions, 23 question types , PowerPoint integration

Mentimeter

  • unlimited number of participants, 7 questions per presentation (5 quiz and 2 other type), 10 questions types, Power Point integration

Socrative

  • 50 participants, unlimited number of questions, 3 questions types, reporting available

Please note that you will still be able to use the QVR in the first semester 2018.

Please contact the E-learning Group if you wish to get more information or training on using different classroom polling methods.

 

Jisc Digi Tracker: key findings

Read Jisc Digi Tracker

Key findings of the tracker:

What did we find particularly interesting?

We know that students use mobile devices, but the fact that nearly the same percentage of students support their learning through use of smartphones (30%) as through use of laptops (33.1%) was surprising. It is useful to have the starkness of this data to emphasise changing habits and reinforce how important it is.

62% felt they would like digital technologies to be used much the same as they are now rather than more. There is a tendency to think ‘we have done something, let’s see how we can push for next/different thing’. Perhaps we need to concentrate on things we are doing now that are really good and improve them rather than try to introduce new services.

It was also interesting to see what students considered an assistive technology. We were not sure if students didn’t understand a question or had a different understanding.  A lot of things students said we would not have considered to be an assistive technology (e.g. student app, google, end note).  We tend to think of assistive technology as something that helps you if you have a particular need – students perhaps see assistive technology as ‘something that helps me’.

Next post from the series on DigiTracker:

Benefits of running the tracker and what will we do with the findings?