Hector, our AberForward who has been working with us to support the Annual Learning and Teaching Conference, has pulled together a list of resources inspired by the talks at the conference. If you want to watch any of the sessions again, then you can do so on our webpages.
Conference Keynote: Dr Chrissi Nerantzi
Our conference keynote was definitely a highlight. Chrissi asked conference attendees the following questions. Below are the results from our conference delegates:
If you’re interested in reading more about Chrissi’s work, then take a look at the following webpages:
Pedagogical literature emphasises the importance of students’ active involvement in all initiatives which impact their learning experience. As we, the LTEU, work so closely with teaching staff advising them on best practices in learning and teaching, we felt that our provision would benefit from students’ direct involvement. We decided to partner with a group of students, acting as Student Learning Ambassadors, to focus on one of the most frequently raised issues in student feedback – Blackboard modules’ design.
A lot has been done already to improve navigation and consistency of Blackboard modules, e.g., we introduced departmental Blackboard menus and Blackboard Required Minimum Presence. There are some excellent examples of Blackboard modules out there, some of which are showcased in our Exemplary Course Awards. Nevertheless, comments on difficulties in navigation and lack of consistency of the Blackboard module still appear in student feedback (e.g., Digital Insights Survey).
Before starting the project, our Unit had an opportunity to attend a workshop on student-staff partnership delivered by Ruth and Mick Healey who are the leading consultants in this aspect of student engagement. The session as well as follow-up consultation focusing specifically on the Student Learning Ambassadors project was invaluable. Although our project was focused mainly on consulting students, we did our best to implement underlying values of student-staff partnerships, empowering students to take ownership of the project, helping them to realise the impact of their work and reflect on how it benefited their growth.
The Student Learning Ambassadors project was advertised through the AberWorks scheme and the AberCareers platform as well as among current Peer Guides and Student Representatives. In the week before the project started students completed their induction which included familiarising themselves with health and safety working procedures, information security and data protection guidelines, and introduction to the LTEU.
Now that the 2021-22 modules are available to staff, we can link them together at the module co-ordinator’s request. This process is known as parent-childing. Linking modules together is an effective way of dealing with separate modules with the same content so you don’t have to upload materials to two or more different modules.
This process makes one module the parent, whilst the other module(s) become a child. There’s no limit on how many modules you make a child but there can only be one parent.
If you’d like to parent-child your modules, and you’re the module co-coordinator, contact elearning@aber.ac.uk with the module codes for the parent and child modules.
Examples from Aberystwyth
Many members of staff are currently using parent-child modules across the institution. Some examples are:
Modules are taught the same content but there’s a module available for different years
Modules with the same content delivered in English and Welsh
Modules that bring together different degree schemes and have different module IDs, for example dissertation modules
Essentially, any module that shares the same content is ideal for parent-childing.
What do students see?
Students will see the name of the module that they are enrolled on (even if it’s the child module) when they log into Blackboard but they will see all the content placed in the parent module. Instructors will not be able to place content in the child module.
If you use Welsh as your default language in your web browser, or use the Welsh version of Windows, you’ll notice that Panopto is now available in Welsh.
To view Panopto in Welsh on the web, in Blackboard, and if you use Panopto Capture – change your browser language (How do I do this?)
To view the Panopto recording in Welsh – change your operating system language (How do I do this?)
To find out more about the partnership between Welsh universities and Panopto which made this happen, take a look at Panopto’s press release. We are pleased to say that in February 2021 Aberystwyth University was part of the initiative organised by Swansea and Cardiff University to lobby Panopto for this important change.
Academic Enhancement Committee has approved the updated Blackboard Required Minimum Presence for the forthcoming academic year.
The RMP was changed last year in response to increased online teaching. As the University prepares for September, the RMP has been updated to reflect any changes.
This case study is based on and includes extracts from the Student-led Planning of Tourism and Hospitality Education: The Use of Wikis to Enhance Student Learning book chapter written by Dr Mandy Talbot (Aberystwyth Business School) and published in the Routledge Handbook of Tourism and Hospitality Education.
What tool do you use and how?
Dr Mandy Talbot used Blackboard wikis to facilitate ‘a student led, collaborative learning project (…) on the second year, bachelor degree module: international tourism development. (…) The module course work required students to work in small groups to identify and evaluate the tourism development strategies that were being followed in given tourist destinations and to compare these with approaches being taken elsewhere. Due to the collaborative and interactive nature of the assignment the most suitable web tool was the wiki.’
Why did you choose this tool?
Before implementation of wikis ‘students undertook the exercise by creating and delivering a group PowerPoint presentation of 15 minutes to the class, with a further 10 minutes for questions.’ Dr Mandy Talbot changed the format of this assessment in order to:
‘Improve the cohesiveness of student group work: The wiki format provides a collaborative work space for students to develop their work’
‘Provide students with more opportunity to interact with the work of other groups: The wiki format enables students to visit each other’s’ presentations over an extended time period. Wiki pages also have comment boxes which enable students to pose questions and engage in discussion on the other sites.’
‘Develop student IT skills: Students will learn how to create and structure web pages’.
The aim of the updated policy was to bring it in line with our Lecture Capture Policy and provide greater clarity over its scope and requirements from staff and students.
One big change that will affect the creation of Turnitin submission points is the introduction of a policy that gives student the option to submit multiple times before the deadline and also to view their Turnitin originality report. In the creation of the Turnitin submission point, choose the following settings:
Generate Similarity Reports for Students – Immediately (can overwrite until Due Date)
Allow Students to See Similarity Reports – Yes
The updated policy outlines:
The scope of E-submission and E-feedback
How our E-submission technologies makes use of yours and your students’ data
Tips for the submission of electronic work, including deadlines, giving students the opportunity to practice submitting
Grading and feedback expectations
Electronic submission for dissertations
Retention periods
Copyright
How IT failures are handled
Accessibility guidance for staff and students
The support available
Our E-submission page outlines all the support and training available for staff on e-submission. If you’ve got any questions about how to use these tools or drop us an email for assistance (elearning@aber.ac.uk).
It was great to see so many faces at this year’s virtual Annual Learning and Teaching Conference. One of the highlights for me was to be able to celebrate our 5 Exemplary Course Award Winners. Since the start of the pandemic we haven’t been able to acknowledge our winners at graduation like we have done in previous years, so the ECA winners session is a way to share the fantastic and innovative practices taking place.
We’re about to start our course creation process for the academic year 2021-22. So, if you want some inspiration, take a look at the module tours linked from the text below.
Winner:
Dr Hanna Binks, Department of Psychology: PS11320: Introduction to Research Methods
This core, first year module equips students with the skills that they need for their duration of the degree in Psychology. The innovative assessment design, bilingual content, consistent organisation, and clear communications with students saw Hanna win this year’s competition. If you want inspiration on how to tie together learning outcomes, assessment, and content then take a look at this module.
One of the benefits to having a subscription to a dedicated Polling Tool is receiving regular updates. Vevox is the University’s dedicated Polling Tool. You can use it to add interactivity to your teaching sessions as well as your meetings.
Our resources for Vevox are available on our webpages.
Enhancements that have come this month are summarised below:
Use of LaTeX to create questions in Polls means that colleagues in disciplines such as Mathematics, Physics, and Computer Science can make use of formulae in the creation of their polls. Take a look at Vevox’s LaTeX helpsheet to help you set up your polls.
Correct answer explanations allow you to provide additional feedback to students when they get a question correct. This can help you save time when running your quiz. For a video summary, check out Vevox’s guidance on Running a Quiz.
Filter our responses on word clouds before you present them back to the class to ensure that there’s nothing that you don’t want them to see. Take a look at their instructional video on how to create word clouds.
Results from polls can now be displayed as numbers as well as percentages meaning that participants can get an idea how many of their colleagues have responded to the questions. Not used polling in Vevox before? Check out their guidance on how to create a basic poll.
Vevox fully integrates with Teams meaning that you can run the sessions in your online teaching meetings and participants can respond via the Teams app without having to enter a 9 digit code. Find out more on our How do I use Vevox with Microsoft Teams FAQ.
We’re always on the lookout for case studies so if you’re using Vevox polling in your teaching session drop us an email on lteu@aber.ac.uk and let us know how you’re using it.
We’re really looking forward to seeing many of you at our forthcoming annual learning and teaching conference – the second time that we’ll be running it online.
We’ve had a slight to change to proceedings. On the 30th June, 2pm-2.45pm, we’ll be linking to Vevox’s webinar on how to use Vevox polling software in a hybrid classroom:
In this interactive webinar, we will be discussing how Vevox can be used in hybrid classes to support active learning wherever the location of your students. Joining us on the panel are Carol Chatten, Learning Technology Development Officer at Edge Hill University, Dr. Robert O’Toole NTF Director of Student Experience and Progression, Faculty of Art at The University of Warwick and Carl Sykes SFHEA, CMALT Senior Learning Technologist at The University of South Wales.
We’ll be looking to share customer success stories and examples to show how Vevox can support a blended learning environment and how you can maximise student engagement, interaction and feedback in a hybrid setting. We’ll being looking at the theme of versatility and how important this is to being able to provide a truly inclusive learning experience.
