How can we help you with the Blank Course Copy?

Level 2 and Level 3 Blackboard modules for 2019/20 academic year will be created with no content. Previously, year by year the content was automatically copied over for all Blackboard modules.

Preparing the Level 2 and Level 3 modules for the next year will require the module co-ordinators to copy over existing and/or upload new material into the new iteration of their module. All modules will contain an agreed departmental menu template that content will need to be organised under.

We would like to assist staff with preparing their modules as much as we can. We are happy to come to your office or for you to come and visit us. If you would like to book an appointment with a member of the E-learning Group, please let us know a convenient time and place where you would like to meet.

We have prepared these FAQs with detailed guideline on copying different elements on Blackboard and produced the information help sheet below.

We look forward to work closely with all staff and supporting you in any convenient for you way.

 

E-learning Group’s Reflections on the recent Mini Conference

E-learning Group

Following the recent Mini Conference on Inclusive Education, we have been reflecting on our experience of the event. Each member of the E-learning Group has written a short piece on one aspect of the Mini Conference.

Neurodiversity

Janet and Caroline’s session was interesting both in terms of the subject matter and the way it was presented. As a trainer, I’m always looking for new ideas and new ways of presenting information, and this session had lots of those. From matching exercises to group work, this was an incredibly active presentation.

As well as helping understand the human brains work very differently, and that those with neuro-diverse conditions often have to work very hard to achieve tasks that those who are neuro-typical take for granted. Whilst this has the potential for increasing stress and workload, its flipside is that those with neurodiversity can be resilient, creative and find new and innovative ways to work achieve their outcomes.

The session highlighted that may of the outward signs of neurodiversity are very similar, and small changes to the way in which we teach can help.

Janet and Caroline presented their session in an engaging and interactive way – and I shall certainly remember the exercise where we tried to explain a holiday without using the letter e! Try it … it will give you a very quick idea of how working around something that everyone takes for granted leads to very hard-work, a lot of false starts – but also a new and different way of expressing yourself.

Accessibility Checker

I have taken away a new attitude and approach to the tools I use and the materials I produce for my students as an educator.
I will endeavour to stop thinking about students with specific learning differences as individuals to whom I have to tailor my materials on a case by case basis. Students with specific learning difficulties do not have a unique learning style. They have a preference that is shared with the rest of the student body to some extent. It is better to think that their particular learning styles or preferences can benefit the student body as a whole.

I will utilise built in tools such as accessibility checker in word. I don’t need to send my work off to a specialist or use elaborate programs. Indeed, the simpler the materials I produce the more compatible they are with assistive technology. Accessibility does not mean I have to use comic sans for everything. Simple things like adding alternative text to an image, using titles and headers correctly rather than messing around with fonts. Everything I produce does not have to resemble a gilded manuscript. It just needs to be functional to serve its purpose of conveying information which is what my teaching is all about anyway.

What do you hope to do differently (part 1)?

Using Blackboard Tests to widen access to learning

Blackboard Tests are a great way to create a learning resource for students. As a learning technologist and someone who often only sees the technical side of tests, it was really useful to hear Jennifer Wood giving a first-hand account of the many benefits of using this tool. Jennifer teaches Spanish in the Department of Modern Languages and using tests has allowed Jennifer to free up precious class time to focus on more useful discussions. Before using Blackboard Tests, students would spend a portion of their class time being tested. Now students are able to test their knowledge and learning outside of class time in an environment in which they feel comfortable. Depending on the question type you select (there are many types of questions), means that the tests can be marked automatically and that feedback be released to the student after they have taken the test. Of course, tests do require some work and you need to be sure what you wish to use the test for to make it useful for yourself and students.

Just like most content in Blackboard, there are many settings that you can use to match the test to your learning need and requirement. The E-learning Group are always happy to check a test, run through settings or also assist in choosing the right type of question for your learning activity. Why not create a test to help your students with revision activities?

What are you going to do differently (part 2)?

Public Speaking and access to core skills

Rob Grieve’s talk helped me to appreciate how big of an issue public speaking can be for some individuals. I found the advice to be a ‘genuine speaker’ particularly useful. Not prioritising style of over substance, focusing on the information I want to convey and trying to speak in a natural for me way are strategies which I am planning to use to enhance my public speaking abilities.

I was also inspired by Debra Croft’s presentation on the Summer University. It is a project giving an invaluable opportunity to young people participating in it. I was particularly impressed with the variety of subjects covered during only 6-weeks, including not only academic subjects but also life skills. The flexible and creative design of the activities and assessment tailored to students’ needs was equally impressive. This presentation really showed how accommodating the differences can make a significant impact on peoples’ lives.

Submit a proposal for this year’s Annual Learning and Teaching Conference

There were so many useful tips and reflections that choosing one for each of us was quite a task! You can see a full report on the mini conference which is split into two blog posts (Part 1 and Part 2). A reminder that we currently have an open Call for Proposals for our main Learning and Teaching Conference. 

What are you going to do differently (part 3)? 

Using Lecture Capture Effectively: Tips for staff and students

In this blogpost we will be looking at how we can use lecture capture more effectively to enhance learning and knowledge retention. We will build on our previous blogpost Making use of the captioning and quiz function in Panopto.

The tips and discussion below are based on a paper being published this year by psychologists from Glasgow, Dundee, Sheffield and Aberdeen Universities, in collaboration with staff from IT Services at the University of Manchester. The paper, entitled ‘Lecture capture: Practical recommendations for students and lecturers’, is written within the context of self-regulated learning and offers guidance to students and staff on how to make the most out of lecture recordings. Aberystwyth University introduced its Lecture Capture Policy in 2016 following the introduction of Panopto in 2013. As lecture capture has increased across the UK Higher Education sector,[1] focus is now shifting on how it works with learning.

The article is available online and is split into 4 sections:

  1. Introduction
  2. Self-regulated learning as a theoretical framework for lecture capture implementation
  3. Recommendations for students
  4. Recommendations for staff

In addition to this, the authors of the study have created an infographic with their main findings aimed at students:

Normann et al, 2018.

The full infographic is available online.

The E-learning Group discussed this paper as part of their regular team training hour. Below are some of the points that we would like to highlight to staff and students:

  • Students should view recordings only as supplement to their learning and not as a replacement of attendance. Studies have found that attendance at the live session had a stronger relationship with the final grade with lecture capture being used to support learning.[2]
  • Introduce students to the Cornell note-taking system and encourage them to take notes during lectures. Note-taking enhances knowledge retention, but it is a cognitively demanding task therefore using strategies such as Cornell note-taking system can help students to make most of it. There’s a video introducing Cornell notes here.
  • Incorporate reviewing video recordings into ‘homework’ activities, encouraging them to go through their notes and re-watching only targeted sections of the recordings. Students should re-watch the lecture within a couple of days of attending the session, but not directly afterwards. Making a break between revising increases knowledge retention. Watching the recording in full makes it more likely for the concentration to be lost, therefore students should focus on the sections which they do not remember or understand and use the recording to improve the notes they took in the first place. They should review their notes whilst watching the recording.
  • If student misses a lecture it is advised that they watch the recording in full as soon as possible and then revisit the recording within a couple of days watching only targeted sections as described above. They should watch the recording in its normal speed and take notes during watching as they would do during a live session.
  • Make use of the active learning activities – these might include peer discussions, practise questions at the end of the session, in-class voting. Evidence shows that more of the interactive activities as more likely students will want to attend the lecture rather than watch the recording. Consider using quizzes in Panopto to test their knowledge or check whether they have understood the material: https://faqs.aber.ac.uk/index.php?id=2771

We’ll be embedding the tips from this reading into our forthcoming training sessions. We’ve got the following coming up

  • E-learning Enhanced: Using E-learning Tools for Revision Activities (27th March at 3pm in E3, E-learning Training Room)

You can book onto this session here.

We’re always on the look-out for guest bloggers so if you use Panopto in a particular way, why not drop us an email.

References

Credé, M., Roch, S.G., & Kieszczynka, U. M. (2010). Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80 (2), 272-295. https://doi.org/10.3102%2F0034654310362998

Newland, B. (2017). Lecture Capture in UK HE: A HeLF Survey Report. Heads of eLearning Forum, retrieved from https://drive.google.com/file/d/0Bx0Bp7cZGLTPRUpPZ2NaaEpkb28/view

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

[1] Newland, 2017 reports that 86% of HEIs have lecture capture technology.

[2] See Credé, Roch and Kieszcynka (2010).

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.

Academy Mini-Conference: Inclusive Education

This year’s Academy Mini Conference will be held on Wednesday 10th April at 2pm in E3, E-learning Training Room, Aber Academy, Hugh Owen Building. Following the introduction of new Accessibility Regulations for online content in September 2018 and with an increased awareness of ensuring learning experiences are open to all, this year’s mini-conference theme will focus on Inclusive Education.

We are looking for expressions of interest from members of the University to give presentations, demonstrations, workshops and discussions on their inclusive teaching practices.

Potential topics might include:

  • Inclusive and creative assessments
  • Widening participation
  • Use of technology for inclusive learning experiences

If you would like to contribute to submit a proposal to this year’s mini-conference, please fill in this online form before Friday 15th March.

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

E-learning Support for Learning and Teaching Activities

The E-learning Group hope you had an enjoyable break over holiday period. As we begin to enter into the examination period, we thought that it would be useful for us to identify what support is on offer for colleagues who provide administrative support for learning and teaching activities.

Our FAQ, What FAQs are useful for providing administrative support for E-learning systems?, might be a good starting point. This is a FAQ designed specifically to bring all our FAQs pertaining to administrative support together so that you are able to find an answer to your question as quickly as possible.

In addition to our FAQs, we also have E-learning Guides available on our webpages. These guides are designed to guide you through the entirety of a process from beginning to end and are useful for those who would like to gain an understanding for a whole process. We’re also happy to meet you face-to-face and of course we provide help and support over the phone and via email. We’re also happy to provide training to yourself and your colleagues. If you and your colleagues would like to request a training session, just get in touch. There may also be some training sessions that you will find useful. Our full training programme for 2018/19 can be found on our webpages.

elearning@aber.ac.uk

01970 62 2472

www.aber.ac.uk/en/is/it-services/elearning

E-learning Blog

 

Equipment Available to Hire from Information Services

Information Services has equipment that’s available to hire to support learning and teaching. A full list of equipment that is available to be borrowed from Information Services is available here.  To book the equipment, contact is@aber.ac.uk / 01970 62 2400 with your requirements

Below are a few items that might be of particular interest.

Lego

Coventry Disruptive Media Learning Lab were our keynote speakers at last year’s annual Learning and Teaching Conference. In addition to their keynote talk, they also offered attendees a couple of workshops. One of these workshops was led by Oliver Wood, a community producer at DMLL and focused on Playing with LEGO to Enhance Learning.

Their methods build on LEGO’s Serious Play methodology and adapts it for Learning and Teaching Activities. Further information on how they use LEGO can be found on their webpages.

A recording of the workshop from the conference can be found here.

The session built on last year’s mini conference, Serious Play for Learning which showcased how LEGO was being used in a variety of disciplines across the University. Information Services has 4 large boxes and 1 smaller box of LEGO available for hire

Virtual Reality Headsets and 3D Camera

There are a number of Virtual Reality Headsets and a 3D Camera available to be borrowed from Information Services. Over the past couple of years, we’ve seen the increased use of VR in Learning and Teaching. Dr Steve Atherton, Lecturer in the Department of Education uses VR to immerse students in different environments and experience childhood and education from different contexts. Find out more about how Steve is using Virtual Reality by watching this video.

You might also find this blogpost,

At last year’s annual Learning and Teaching Conference, Joe Smith and Aled John from the Marketing Team gave a workshop on using a 3D Camera and also VR goggles. A recording of the workshop can be found here.

Jabra Speakers

Speakers are also able to be hired from Information Services for Skype for Business sessions. Skype for Business is available as part of the University’s Office 365 subscription. You can install and use Skype for Business from the comfort of your own office.

We’ve seen colleagues across the University use Skype for Business for webinar sessions for students who are out on placement and also to offer students revision sessions in preparation for their exams. Skype for Business might be useful for those who are working with Distance Learning students to provide virtual classroom environments. Skype for Business also has some interactive features, such as live polling, that will help enhance the online session.

A guide on how to use Skype for Business for learning and teaching activities is available on our webpages. If you are interested in using Skype for Business and would like to discuss further or need any support, contact the E-learning Group (elearning@aber.ac.uk / 01970 62 2472).

Using Skype for Business for Learning and Teaching Activities

The E-learning Group have been supporting colleagues in the Education Department to use Skype for Business for a webinar for PGCE students who are currently out on placement in schools. The webinar offered support to students regarding their upcoming assignments.

Skype for Business is available to all members of the University as part of Office 365 package. In addition to creating virtual meetings, it also gives you the ability to deliver virtual classrooms from the comfort of your own office at a time that is convenient to you. It’s straight forward for students to sign in to the webinar – all they need to do is be connected to the Internet.

In addition to creating an online classroom, Skype for Business also has some additional features that might be of use. Skype for Business meetings can be recorded and then uploaded to Panopto. In addition to this, it has interactive features that can be used by participants in the actual session. These features include polling software:

Skype for Business also has an Instant Messenger service built in so webinar participants can ask questions and respond to queries throughout the session.

Plans are already afoot to look into different learning and teaching activities that Skype for Business can support, including being used for a special revision session.

If you’re interested in using Skype for Business for learning and teaching activities, including webinars, then the E-learning Group are running a training session on 18 December, 3pm-4pm in E3, E-learning Training Room. The session will cover how to set up a Skype for Business meeting, how to load a presentation, how to use the interactive features of the software and also how to record the session. You can book to attend the session online here.

If you are interested in using Skype for Business and are unable to attend the training session, drop the E-learning Group an email and we will be more than happy to arrange a consultation. Our Skype for Business Guide is available on our webpages.

 

Submit your Blackboard Module for an Exemplary Course Award

Applications for the Exemplary Course Award are now open. The closing date for applications is 12pm, 1st February 2019. 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 5 exemplary modules, 8 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 Wednesday 12th December, 3pm-4pm in E3, E-learning Training Room and also on Tuesday 8th January, 3pm-4pm. You can book onto these sessions by going onto the CDSAP book a course pages.

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.