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.

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.

Creating Accessible Learning Materials

Accessibility icons showing 3 images: a checklist, a computer workstation, an imageNew digital accessibility legislation came into effect in 2018. It covers all material on public sector websites as well as documents uploaded into VLEs, such as our Blackboard site. For details of the new law, please see Public Sector Bodies (Websites and Mobile Applications) (No.2) Accessibility Regulations 2018. See the Accessible Virtual Learning Environments Report for information about how we can make our modules more accessible and inclusive.

Over the past few months, members of staff in the Learning and Teaching Enhancement Unit have been working with colleagues across the University to prepare for the introduction of the legislation. For details about how the university is responding to the legislation, please see the university’s Digital Accessibility Statement. From that page, click on Guidance for Staff (you will need to log in to view these materials).  Guidance for Staff includes two sections – one for CMS users (website builders) and one for any staff who create learning materials or other documents for the web or Blackboard.

The Guidance on Creating Accessible Learning Materials page includes a checklist for making your Word documents, PowerPoint files, PDF documents, and embedded media clips more accessible for your students. You can also access the handout from the Creating Accessible Learning Materials training session that is run by the Learning and Teaching Enhancement Unit in collaboration with Student Support.

In addition to the Creating Accessible Materials training sessions (that can be booked online), the Learning and Teaching Enhancement Unit is also happy to offer bespoke training for staff in departments. If you have any queries about creating accessible materials for your learning and teaching, or you’d like to book a bespoke session for yourself and colleagues in your Department, please contact us (lteu@aber.ac.uk).

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