When using external resources such as PDFs or scans and videos in your teaching and learning activities, it is important to check how accessible they are and ensure that all students will be able to use them. This is crucial if you are relying on them to support a learning activity, because usually it isn’t possible for you to edit such an external resource. If the item you want to use is not very accessible, then look for an alternative, otherwise some students will be excluded.
The guidance in the AU accessibility checklist can be used to evaluate how accessible an external resource is.
Please select the most accessible material available – if the only resource that is available is not accessible, think carefully about how you provide that information to student who may find it difficult to use.
PDF documents / scans
Scans of handwritten documents, or non-OCR scans from books, magazines etc are inaccessible to people who need to use screen-readers, enlarge text etc. Wherever possible use OCR readable scans and PDFs. You can talk to the Information Services Digitisation Team about getting appropriate scans of materials. If you use scans of handwritten documents, you could provide a transcription of the content.
The University of Chicago’s guidance on OCR and PDFs is useful if you want to know more about this issue (note that it includes links to services and software not available at AU; it is also only available in English).
Videos
Check the video that you want to use has captions or subtitles. For example, if you are using YouTube, there’s a Subtitles/Closed Captions icon in the bottom left-hand corner of the screen.
Check the quality of the audio and make sure you can hear and understand it at a reasonable volume.
If there are no captions, or the audio quality is poor, is it possible to lip-read the actors or presenters?
Many TV recordings in Box of Broadcasts recordings include a transcript, so this is a good place to source video. Remember that some BBC programmes are also broadcast with sign language interpreters.
If videos use text to convey meaning, make sure that it has clear fonts and good contrast.
Avoid videos with lots of flashing lights and fast-moving images – if you can’t avoid using a video that contains this, make sure that you warn students (and provide an alternative explanation or video where possible).
The W3C web page on audio and video content is also useful. Although it is designed for people creating audio and video, if gives you some pointers of things to look for when selecting resources.
As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.
25/5/2024 Student Belonging Community of Practice, Student Belonging Conference 2024 (hybrid online and in person at UEA). Call for proposals open until 29/02/2024
Monthly series European Network for Academic Integrity, ENAI monthly webinarsfree open webinars on various topics related to academic integrity.
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.
Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. You may also wish to follow my Twitter feed, Mary Jacob L&T.
As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.
11-15/3/2024 Active Learning Network, Global Festival of Active Learning: Back to the future – looking ahead for active learning (Call for proposals open until 26/1/2024)
12-13/3/2024 Jisc, Digifest 2024: Imagining the future of education and research (hybrid in-person in Birmingham and online)
May
25/5/2024 Student Belonging Community of Practice, Student Belonging Conference 2024 (hybrid online and in person at UEA). Call for proposals open until 29/02/2024
Saunders, R. (14/2/2024), S4E8 Nicola Grayson, Pedagogy on the Rocks (33-minute audio recording), L&T Chatshow podcast series, ‘This week’s L&T Chat Show Podcast is “Pedagogy on the rocks” with Dr Nicola Grayson, taking in deep learning, surface learning and The Infinite Monkey Cage.’
Monthly series European Network for Academic Integrity, ENAI monthly webinarsfree open webinars on various topics related to academic integrity.
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.
Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. You may also wish to follow my Twitter feed, Mary Jacob L&T.
The Learning and Teaching Enhancement Unit is excited to share with you details of the new Forms and the new Linkert question type which were introduced in the February update.
Forms
Instructors frequently need to survey their class to gauge student interests or opinions on a range of topics from field excursions to course feedback. Now, instructors can create a Form for these use cases.
The following items are supported in a Form:
Essay question
Likert question
Multiple choice question
True/false question
Text
Local file
File from cloud storage
Page break
By default, a Form is not graded. Questions in a form don’t have correct or incorrect answers. Forms are currently not anonymous, this functionality will be included in a future update.
Image below: An example ungraded Form used for a clinical teaching placement
Some instructors may choose to grade a Form to encourage participation. When this is the case, instructors must manually enter a grade for each submission.
Instructors may view Form submissions by student or by question in the new grading view.
Image below: Ungraded Form submissions by question
Image below: Graded Form submission by student
Instructors may download the Form results from the Gradebook and Submissions page as an Excel spreadsheet or CSV file.
Image below: Download Form results from Gradable Items view
Image below: Download Form results for Submissions page
In the Gradebook grid view, student submissions for an ungraded Form appear as “Submitted.” Graded Forms display the manually entered grade or appropriate grading status.
Likert question type
Likert questions help provide a quantitative measure of opinions and attitudes. The responses often range from strongly disagree tostrongly agree. This question type is now available in the Form assessment type.
Image below: Set up a Likert question
The scale range defaults to three options, with suggested labelling for options one and three as strongly disagreeandstrongly agree. Instructors may select a range of three, five, or seven options and label the poles as desired. Instructors may also choose to include a “not applicable” option.
Image below. Example Likert question in an end of unit survey
Note: A Likert question in a survey created in the Learn Original course view converts/copies to a Form in the Learn Ultra course view. The scale range default is three.
The Learning and Teaching Enhancement Unit are excited to announce the date for the 12th Annual Learning and Teaching Conference. The conference will be taking place between Tuesday 10 and Thursday 12 September 2024.
Look out for Calls for Proposals and the announcement of the conference theme. As usual, we will be updating our Learning and Teaching Conference Webpages and also our blog to keep you up-to-date with how things are progressing.
As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.
11-15/3/2023 Active Learning Network, Global Festival of Active Learning: Back to the future – looking ahead for active learning (Call for proposals open until 26/1/2024)
12-13/3/2024 Jisc, Digifest 2024: Imagining the future of education and research (hybrid in-person in Birmingham and online)
Stanford University Graduate School of Education (2024), Empowering students with AI Literacy, Classroom-Ready Resources About AI For Teaching, Stanford University
University of Maine (n.d.), Learn with AI(toolkit and resources)
Student Engagement in Higher Education Journal (2/2/2024), ‘This special issue is guest edited by the RAISE Network Special Interest Groups (SIGs) Co-Convenors: Early Career Researchers (ECRs) and the Research and Evaluation (R&E) SIGs’.
Monthly series European Network for Academic Integrity, ENAI monthly webinarsfree open webinars on various topics related to academic integrity.
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.
Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. You may also wish to follow my Twitter feed, Mary Jacob L&T.
The Learned Society of Wales would like to invite you and a guest to join us at a drop in ‘meet and greet’ session being held at Aberystwyth University on Tuesday 13th February 2024.
Tea, coffee and light refreshments will be served and you are welcome to join us for as long as you wish between 12.30 and 1.30pm.
You will be able to meet and talk to staff from the Learned Society including Olivia Harrison (CEO) and Helen Willson (Strategic Engagement Manager) as well as our University Representatives at Aberystwyth University – Emeritus Professor Eleri Pryse and Professor Iwan Morus. We will also be joined by the President of the Learned Society of Wales – Professor Hywel Thomas.
It will be an opportunity for Fellows of the Learned Society to come together and for all those who attend to meet others who are interested in research and its impact in Wales as well as network and find out more about the Learned Society of Wales including its work with Early Career Researchers.
Who is this event for?
Current Fellows of the LSW
Anyone interested in research in or about Wales and its impact on policy
People interested in learning more about becoming a Fellow of the LSW
Early Career Researchers who would find benefit from joining an interdisciplinary network to engage with and learn from
You can find out more about the LSW and our work here. This is a drop-in session and there is no obligation to sign up or formally accept this invitation. However, we would appreciate an indication of numbers so If you know you’ll be coming along or if you would like further information please email us on lsw@wales.ac.uk
Please find below some of the latest enhancements from the January update of Blackboard Learn Ultra that the Learning and Teaching Enhancement Unit would like to highlight to Instructors.
Batch Edit: Change to specific date and/or time.
Instructors often want to change the date and time for several selected items in their course at the same time. The problem with making that change is that it would be very tedious if you had to do one item at a time.
Using Batch Edit, instructors can now override the existing date and/or time for selected items. The same feature also works on show on and hide after dates and times.
Note: Batch edit of dates/time only works with items that have pre-existing date and time values. Items without a date or time value will not have one applied.
Image below: Accessing Batch Edit from Course Content.
Image below: Change to a specific date and/or time option for Batch Edit.
Total and Weighted Column Calculations
Instructors need a gradebook that supports diverse grading scenarios. The gradebook supports the creation of calculated columns and an overall course grade. We are expanding gradebook functionality to also support total and weighted calculated columns. These types of calculations are helpful for specific events or periods, such as midterms or finals.
Total calculated columns can be point-based or weighted calculations. Like setting up the Overall Grade, instructors may link/unlink items in a category in the calculation. They may also choose to exclude categories from the calculation. For an included category, instructors may edit the calculation rule. The calculation rule allows instructors to drop scores or to include only the lowest or highest score in the category.
Instructors may wish to define a total calculated column for their own use. In this case, they can choose to hide from students. If desired, instructors can include a total calculated column in the overall grade calculation.
Image below: Add a Total Calculation column from the Grid view.
Image below. Add a Total Calculation column from Gradable Items view.
Image below: Editing a Weighted Total Calculation Column.
Image below: Define rules for the Weighted Total Calculation column.
Attempt logs for enhanced assessment integrity for Blackboard Tests and Assignments.
The Attempt Logs prove to be an indispensable tool for validating issues students may encounter during an assessment. The logs also help instructors identify signs of academic dishonesty.
Note: Attempt logs can be used with Blackboard Tests and Assignments, not with Turnitin.
For Tests, the logs provide the following:
Detailed information, including the date and time of the start and answers to each question.
Question-specific details, such as question number, a preview of the question, and estimated time spent on each question.
Submission receipt number, final grade, and attempt grade.
Easy toggling between all in-progress and submitted attempts for comprehensive assessment tracking.
Image below: Test attempt log with multiple attempts made by the student.
For Assignments, the logs offer:
Start and submission date and time.
Submission receipt number.
Seamless toggling between different attempts for a holistic view.
Image below: Assignment attempt log.
Instructors can access the Attempt Logs from two primary areas:
Context Menu on Submission Page – exclusive to individual assessments.
Grades Tab under Student Overview Page – available for both group and individual assessments.
Image below: Access from the Submission tab.
Image below: Access from the Grades tab from the student overview.
For anonymous assessments, the report becomes active after grades are posted, and the anonymity is lifted. This ensures that the Attempt Logs report is a robust tool even in scenarios where student identities are initially concealed.
Grade visible to students in Gradebook when item is hidden by release conditions.
Release conditions provide options for custom learning paths through course content. When instructors set release conditions, content is unavailable until students meet those conditions. An option to ‘Hide’ selected content from students is available. This setting also hides the grade from the student view of the gradebook.
Now, instructors can set release conditions without concern of hiding grades. Regardless of the setting in “When will content appear?”, students can see the grade. All other functionality of release conditions is unchanged.
Image below: Release conditions settings with date/time release condition set in combination with Hide state in “When will content appear?”
Image below: Student Gradebook view with display of student’s grade regardless of the release condition setting in the image above.
Note: It is still possible for Instructors to hide grades and Gradebook columns should this be necessary for exam boards or moderation purposes. Once the associated Test or Assessment is complete; Click on the column in the Gradebook, select Edit, then adjust the Release Conditions to Hidden from Students.
Image below: Changing Release Conditions to Hidden from Students.
Unused files management tool.
To help instructors understand the usage of files in their course and reduce their digital footprint Blackboard have created the Unused Files tool. This tool helps instructors find and delete course files that are not in use. Instructors can locate the Unused Files tool in the three-dot menu on the Course Content page.
Image below: Unused Files tool.
There are two views available; unused files (default view0 or all files. The file name, upload date, and file size display along with an option to download a copy of the local file. Instructors can easily delete unused files.
As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.
Online events and webinars
January
25/1/2024 Future Trends Forum, Higher Education for Good with Bryan Alexander, Laura Czerniewicz & Catherine Cronin
11-15/3/2023 Active Learning Network, Global Festival of Active Learning: Back to the future – looking ahead for active learning (Call for proposals open until 26/1/2024)
12-13/3/2024 Jisc, Digifest 2024: Imagining the future of education and research (hybrid in-person in Birmingham and online)
London School of Economics (2023), Practice and perspectives from LSE (video playlist featuring example of AI use for university teaching), Eden Centre, LSE
Monthly series European Network for Academic Integrity, ENAI monthly webinarsfree open webinars on various topics related to academic integrity.
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.
Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. You may also wish to follow my Twitter feed, Mary Jacob L&T.
As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.
25/1/2024 Future Teacher Webinars, Wonderful world of Webinars (including Supporting deaf participants, human elements that make webinars inclusive and engaging, and creating and managing a large community of practice)
11-15/3/2023 Active Learning Network, Global Festival of Active Learning: Back to the future – looking ahead for active learning (Call for proposals open until 26/1/2024)
12-13/3/2024 Jisc, Digifest 2024: Imagining the future of education and research (hybrid in-person in Birmingham and online)
Monthly series European Network for Academic Integrity, ENAI monthly webinarsfree open webinars on various topics related to academic integrity.
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.
Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. You may also wish to follow my Twitter feed, Mary Jacob L&T.
