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.
Modules for the academic year 2021/2022 are now available for staff teaching on modules. This is in order to assist staff in preparing for the new academic year. You may have noticed that a new tab has appeared on the top menu of your Blackboard screen:
If you’re enrolled as a staff member on the module in Astra then you should be able to view your modules for next academic year. If you’re not able to see a module that you are enrolled on then contact your Departmental Administrator. Students won’t be enrolled on the module until registration is complete.
You’ll notice that the codes for modules have changed slightly owing to the new MAF form. AB1 denotes modules running in semester 1, AB2 denotes modules running in semester 2, and AB3 denotes modules running in Semester 3 and Semester S.
We’ve got the following support available to help with Course Copy:
In the week beginning from the 12th of July the LTEU run the What is a well-designed Blackboard module? project. We recruited 9 students to work with us as Student Learning Ambassadors. The group included: one 3rd year undergraduate History student, one 3rd year undergraduate Childhood Studies student, two 2nd year undergraduate English Literature and Creative Writing students, one 3rd year undergraduate Economics student, one International Human Rights and Humanitarian Law Postgraduate student, one 3rd year and two 2nd year undergraduate Psychology students.
Throughout the project students completed the following tasks, working independently as well as part of the group:
mindmapped what it means for a module to be well-designed
generated a list of items that should be included in a Blackboard module
categorised the list of items they came up with
took part in usability testing on two existing Blackboard module
gave us a tour of a Blackboard module from their department that they found easy to use
wrote a short blog post on one aspect of a module design that is important to them with practical tips for teaching staff
identified common issues in Blackboard modules, reflected on the impact they have, and created a set of recommendations on how they could be fixed
proposed changes to existing Blackboard Required Minimum Presence
In the next few weeks, we will be publishing findings of the project including blog posts written by the Ambassadors themselves. We are incredibly grateful to Angela, Erin, Katie, Ammaarah, Elisa, Lucie, Charlotte, Gabriele and Nathalia for all the hard work they contributed to the project. We believe that all staff will find the findings as useful as we did. As my time as the Online Learning Specialist in the LTEU comes to an end I am extremely pleased and grateful to be able to conclude it by running this project. I genuinely believe that active involvement of students in the design of their learning should be a priority and I hope for more opportunities for student-staff partnerships. I would like to thank all staff I had an opportunity to work with these past months, thank you for your inspiring work and continuous commitment to providing the best possible experience to our students.
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.
Center for Engaged Pedagogy, Barnard College, Faculty Resources (a collection of guides including support for active learning online, backward design, and more)
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.
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’.
…challenges, suggestions, and insights into many different departments at the university! The last 11 months have been an absolute blast working with the Learning and Teaching Enhancement Unit as an Online Learning Specialist.
Having started with the 2020 Annual Learning and Teaching Conference, it was wonderful to be able to be a part of the 2021 instance of the same event towards the end of my time in this job. This time round, I even presented (albeit in my role as Lecturer in Theatre and Scenography with TFTS) – you can find the recording of that paper here. Those two events bracket an intense time of learning and teaching for me: alongside my lovely colleagues, I designed, developed, and delivered training sessions on everything from Blackboard to Vevox. I supported staff from all kinds of departments in the switch from in-person to blended learning, to online-only, and back. It is no exaggeration to say I am in awe of the dedication, determination, and ingenuity displayed by colleagues all over the university. I am sure that the resources produced by the Learning and Teaching Enhancement Unit will continue to support staff as we head towards another academic year potentially full of necessary adaptations. Keep an eye on the Staff Training pages – I for one will be sure to make use of them.
As my Online Learning Specialist colleagues and I move on to other challenges, I wanted to take this opportunity to thank all Information Services colleagues, and especially the Learning and Teaching Enhancement Unit, for being so welcoming and allowing me to gain a much deeper understanding of and appreciation for the many-facetted work of that department. Diolch o galon i gyd!
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).
As part of this year’s CPD programme, we hosted a number of external speakers who provided us with new perspectives and unique expertise in various aspects of learning and teaching. In preparation for the upcoming year, we would like to briefly remind you of some of the topics discussed and the resources available to you. We hope that by building on these and other sessions the Unit organised this year you will feel fully prepared to adapt and innovate your teaching in the upcoming year.
In the first mini-conference of the year, we had an opportunity to listen to Dr Naomi Winstor who argued that maximising students’ engagement with feedback is fundamentally an issue of design, where opportunities for students to develop the skills required for effective use of feedback, and opportunities to apply feedback, can transform the role of students in assessment.
In this mini-conference keynote speech attendees learnt about key elements of positive psychology in the context of higher education and practical strategies for enhancing their own wellbeing.
Kate Lister from Advance HE explored how to create effective digital communities that can support students’ sense of belonging and purpose, facilitate meaningful connections, and provide support without relying on a campus environment.
Dr Kate Exley was invited to deliver a workshop on moving our lectures, previously delivered in large lecture theatres and classrooms, to online platforms.
During our Mini-Fest on assessment, Dr Sally Brown and Dr Kay Sambell led a workshop designed to build on lessons learned during the complex transitions academics made last year and explore the concept of authentic approaches to assessments.
We invited Professor Mick Healey and Dr Ruth Healey to deliver a workshop on student-staff partnerships and consult them on engaging students in projects and provisions we currently deliver.
We also had an opportunity to listen to Andy McGregor from JISC on the future of assessment. A talk based on JISC’s paper: The future of assessment: five principles, five targets for 2025, which ‘sets five targets for the next five years to progress assessment towards being more authentic, accessible, appropriately automated and secure’.
Joe Probert and Izzy Whitley from Vevox, our university polling software, delivered a session on how to make effective use of polling to engage learners.
Every year, the E-learning Group create new modules in Blackboard ready for next year’s teaching. For the academic year 2021/22 departments decided internally whether modules would be blank or have content copied over. Modules for 2021-2022 will be available from the beginning of August.
Staff in Geography and Earth Sciences and IBERS will have modules created blank. We have prepared these FAQs with detailed guidance on copying different elements from one module to another in Blackboard.
All other departments will have their modules copied. As part of the course copy process, the following tools and content are not copied:
Turnitin submissions
Blackboard Assignments
Announcements
Blogs
Journals
Wikis
Panopto recordings and links
Teams meetings.
We would like to assist staff with preparing their modules as much as we can. We are happy to arrange a consultation over Teams. To do so, send an email to elearning@aber.ac.uk
Over the course of the conference, we had a wide range of presentations. A theme which emerged for me was the way in which the use of a blended learning approached offered increased accessibility specifically by tailoring module content which suited the needs of students. At Aberystwyth University, we are proud to have such a diverse range of students and provide an inclusive teaching approach. Some of the ways in which our courses have been adapted in response to the challenging teaching circumstances we have had throughout the pandemic had a significant impact on improving accessibility to our students.
Neil Taylor of the Computer Science Department did a fantastic talk on his experiences in creating accessible interactive web-based resources. He was seeking to resolve confusion over the location of documents which he had created to provide information for third year dissertations. He developed a sphinx-doc which compiled all this information into one place and a more easily accessible format. He was able to configure different themes and fonts to suit the needs of the students. Neil’s talk emphasised the importance of the webpage interface design in in ensuring wide accessibility. To find out more click here for the presentation.
Members of the English & Creative Writing Department gave a presentation that presented a case in favour of the hyflex model. Dr Louise Marshall, Dr Malte Urban and Professor Matt Jarvis led the presentation which really evaluated the benefits of the hyflex model of teaching. There was an appreciation by students about the flexibility of the online teaching approach, which meant that whether they were absent due to isolation, illness, or other circumstances, they could still engage with the content and attend the sessions. Two students from the department, Alex and Louise, both spoke about their positive experiences of the hyflex model and how it improved accessibility and inclusivity. I have to admit this was one of my favourite presentations so if you have the chance, please give it a listen. To find out more click here for the presentation.
Dr Tristram Irvine-Fynn from the Geography and Earth Sciences Department gave a presentation of the creation of 3D Fieldtrips to Cadair Idris. This was inspired to complement the role of fieldwork within Geography modules. By adapting resources the department have created a more accessible environment and active learning experience. It is a fantastic learning resource and there is a lot of potential to increase and expand its use. To find out more click here for the presentation.
Kittie Belltree, Mary Glasser, Cal Walters-Davies, & Caroline White from the Student Support and Careers Services gave a presentation on the impacts that blended learning had on neurodiverse students. They noted that not all student experiences of blended learning were particular advantageous and that some neurodiverse students found it difficult to adapt to the new methods of learning and teaching. In the presentation the accessibility service provided information as to the ways which staff can support neurodiverse students and to help ensure their module content is accessible. They also provided a helpful guide to inclusive teaching. To find out more click here for the presentation.
I think what the rapid switch to hyflex model has shown is the potential wider use of different methods of teaching. It has led to lecturers being able to trial and implement bolder methods of teaching and assessment. It has given departments a chance to reflect on the way in which course content is delivered and taught some key lessons and skills which can be used in the further development of course content.
