Tag: Staff

Merging Courses 2025-26

WordPress User [kaw] Blackboard, Ultra Leave a comment

Now that the 2025-26 modules are available to teaching staff, we can link them together at the module co-ordinator’s request. This process is called merging courses (previously known as parent-childing) and works with courses in Blackboard Ultra. Linking courses together is an effective way of dealing with separate courses with the same content so you don’t have to upload materials to two or more different courses.

This process makes one course the Primary (previously parent), whilst the other course(s) becomes Secondary (previously child). There’s no limit on how many secondary courses you can make but there can only be one primary.

If you’d like to merge any courses, we invite module coordinators to contact elearning@aber.ac.uk 
indicating the module codes for the primary and every secondary course in the following format:

Primary module code: secondary module code/s

Examples from Aberystwyth

Many members of staff are currently using the merge course facility across the institution. Some examples are:

  1. Modules are taught the same content but there’s a module available for different years.
  2. Modules that bring together different degree schemes and have different module IDs, e.g. dissertation modules.

Essentially, any module/course that shares the same content is ideal for Merging courses.

What do students see?

Students will see the name of the course that they are enrolled on (even if it’s the secondary course) when they log into Blackboard but they will see all the content placed in the primary course. Instructors will not be able to place content in the secondary course.

Things to consider

Now, before the start of term and whilst course content is being built, is the perfect time for linking your courses. Whilst the linking of courses does save time in the loading of materials, here are some points to consider:

  • All content can be viewed as soon as the courses are merged (as long as students are enrolled on the course). In addition to PowerPoints and lecture materials, this also includes Announcements and other interactive tools on your primary course.
  • Historical student interactions on a secondary course (such as using blogs or posting in discussion boards) won’t be available once the courses have been merged.
  • Any submission points created on a secondary module before the merge takes place will no longer be able to be viewed. We would advise creating these again in the primary course.

How do I control content so that it is only viewable to a module cohort?

Whilst all content is automatically visible once the courses are merged, you can use groups and adaptive release if you only want the content to be visible to a specific module cohort. This might be useful, for example, if you have merged a 2nd year and 3rd year course but your students on the different courses have separate assignments. You can use groups – 1 for the 2nd year students and one for 3rd year students and limit who can see the assignment information and submission point. See our guidance on Creating Groups and Release Conditions (previously ‘adaptive relesease’ in Blackboard Original).

Merging Courses and the Grade Book

Once the merging takes place, all students will appear in the Grade Book of the primary course. You can, however, determine whether they are enrolled on the parent course as this information displays against the student in the Grade Book columns. 

If you’d like further information on this process or have any questions, please contact us on elearning@aber.ac.uk.

Merging Courses 2024-25

WordPress User [brr26] Blackboard, Ultra Leave a comment

Now that the 2024-25 modules are available to teaching staff, we can link them together at the module co-ordinator’s request. This process is called merging courses (previously known as parent-childing) and works with courses in Blackboard Ultra. Linking courses together is an effective way of dealing with separate courses with the same content so you don’t have to upload materials to two or more different courses.

This process makes one course the Primary (previously parent), whilst the other course(s) becomes Secondary (previously child). There’s no limit on how many secondary courses you can make but there can only be one primary.

If you’d like to merge any courses, we invite module coordinators to contact elearning@aber.ac.uk 
indicating the module codes for the primary and every secondary course.

Examples from Aberystwyth

Many members of staff are currently using the merge course facility across the institution. Some examples are:

  1. Modules are taught the same content but there’s a module available for different years.
  2. Modules that bring together different degree schemes and have different module IDs, e.g. dissertation modules.

Essentially, any module/course that shares the same content is ideal for Merging courses.

What do students see?

Students will see the name of the course that they are enrolled on (even if it’s the secondary course) when they log into Blackboard but they will see all the content placed in the primary course. Instructors will not be able to place content in the secondary course.

Things to consider

Now, before the start of term and whilst course content is being built, is the perfect time for linking your courses. Whilst the linking of courses does save time in the loading of materials, here are some points to consider:

  • All content can be viewed as soon as the courses are merged (as long as students are enrolled on the course). In addition to PowerPoints and lecture materials, this also includes Announcements and other interactive tools on your primary course.
  • Historical student interactions on a secondary course (such as using blogs or posting in discussion boards) won’t be available once the courses have been merged.
  • Any submission points created on a secondary module before the merge takes place will no longer be able to be viewed. We would advise creating these again in the primary course.

How do I control content so that it is only viewable to a module cohort?

Whilst all content is automatically visible once the courses are merged, you can use groups and adaptive release if you only want the content to be visible to a specific module cohort. This might be useful, for example, if you have merged a 2nd year and 3rd year course but your students on the different courses have separate assignments. You can use groups – 1 for the 2nd year students and one for 3rd year students and limit who can see the assignment information and submission point. See our guidance on Creating Groups and Release Conditions (previously ‘adaptive relesease’ in Blackboard Original).

Merging Courses and the Grade Book

Once the merging takes place, all students will appear in the Grade Book of the primary course. You can, however, determine whether they are enrolled on the parent course as this information displays against the student in the Grade Book columns. 

If you’d like further information on this process or have any questions, please contact us on elearning@aber.ac.uk.

Panopto Update for Staff: September 2023

WordPress User [rsf09] Blackboard, Panopto, Teaching Rooms, Technical Updates, Ultra Leave a comment

As part of the wider Blackboard Ultra project, our Panopto integration has been upgraded to work with Blackboard Ultra. This has provided us with an opportunity to make some changes and improvements.

Accessing Panopto

You can now access the Panopto server via Panopto.aber.ac.uk

Panopto Folders

Panopto folders are now organised by academic year.

Staff have frequently requested that the Panopto folders for their Blackboard Courses are organised by academic year rather than as a long list. The Panopto upgrade work gave us an opportunity to restructure our folders as requested.

Top level year folders will appear greyed out, but you still have access to your Panopto folders within.

When you open the Panopto Recorder in a teaching room:

You can either find the Panopto folder you want to record into via the folders or search for the Panopto folder you want to record into.

To find the Panopto folder you want to record into via the folders:

  • Click the dropdown button in the Folder field.
  • Double-click an academic year folder to expand it.
    or
  • Click the dropdown arrow to the left of the academic year folder to expand it.
  • Select the Panopto folder you want to record into.
An animated gif of accessing a Panopto folder in the Panopto Recorder.

To search for the Panopto folder you want to record into:

  • In the Folder field start typing the module code or name of the Panopto folder you want to Record into
  • Select the folder you want to record into.
An animated gif of accessing a Panopto folder using the search function in the Panopto Recorder.

Sharing Panopto recordings from Previous years.

To share Panopto recordings from previous years Panopto folders, copy the recordings into the current years’ folder of the course. This can be done via Panopto.aber.ac.uk. This grants all students enrolled on the current years’ course in Blackboard access to view the recordings. See this FAQ.

My Folder

Everyone now has a folder in Panopto called My Folder that they can record into. In the Panopto Recorder it can be found under Quick Access.

My Folder is useful for recordings that staff or students do not want to share with others immediately or when they cannot find a suitable folder to record into.

Recordings can be moved from My Folder into another Panopto Folder later. To copy or move a Panopto recording to another folder See this FAQ.

Reflections on the March 2021 Mini Conference

WordPress User [lak22] Conference, External Speakers, Mini Conference 2021 Well-being Leave a comment

On Thursday, 25th of March, the Learning and Teaching Enhancement Unit held their second mini conference of the academic year. Focussed on the theme of embedding wellbeing in the curriculum, the conference brought together internal and external speakers on three strands: recognising barriers to student well-being, building resilience in students, and encouraging students to flourish.

The conference boasted a range of speakers from across Aberystwyth University, as well as an external speaker from Coleg Cambria. Topics ranged from the ongoing work on wellbeing by the Student Support team, wellbeing in foundation year programmes, and building student resilience to reframing of mistakes as a learning opportunity, and personalising approaches to engaging with students and their work. Our two keynote speakers, Frederica Roberts and Kate Lister focussed on positive education and online communities respectively. In the spirit of the conference, the Learning and Teaching Enhancement Unit also organised two activities during the morning and afternoon breaks: desk yoga and a guided meditation with local yoga teacher Regina Hellmich, which several delegates identified as a conference highlight. The day concluded with a plenary session in which everyone was encouraged to reflect on their insights and identify concrete applications of best practice going forward.

If you missed the mini conference or could only attend parts of it, you can now access recordings of most presentations here. Simply log in with your Aberystwyth ID and password. In addition, we strongly encourage you to sign up to our next Academy Forum on the 20th of April, entitled “How can I embed wellbeing into the curriculum?” – we look forward to seeing you there.

Continued Professional Development – What’s on Offer?

WordPress User [lak22] Resources and Webinars, Training and Support Leave a comment

The Learning and Teaching Enhancement Unit offers a number of sessions for Continued Professional Development (CPD) covering a range of topics. We offer sessions in both English and Welsh. Welsh-language sessions will appear in Welsh on the staff training website.
In this blog post, I will detail the range of sessions on offer for you between now and January, who to contact to find out more about them, and how to book a place for a session.
Here is what’s on offer in the coming months:

November:

  • Sessions aimed at Graduate Teaching Assistants, both on Developing your Teaching Practice and on Using MS Teams, Teaching Room Equipment & Synchronous Delivery (English and Welsh language sessions available)
  • A session on Facilitating Intrinsic Motivation in Students – the Self Determination Theory Perspective (English language only)
  • Sessions on E-Learning Essentials: Introductions to Blackboard, TurnitIn, and Panopto (the former in English, the latter two in Welsh)
  • Sessions on Creating Accessible Learning Materials, Learning Environments, and Techniques for Teaching Scientific Subjects as well as Using Jisc Online Surveys (all English language)
  • Two Academy forums on Why and How to Help Students to Reflect on Their Learning, and on Motivation Strategies for Online Learning Engagement

Read More

Two guides: a Video Recording Checklist and Video Recording Tips

WordPress User [lak22] Online Teaching, Panopto, Training and Support Leave a comment

As more and more materials are made available online, including pre-recorded lectures, it is easy to become overwhelmed: in addition to adapting teaching materials for this different type of delivery and streamlining information into shorter instalments, the practical aspects of recording videos for teaching can be daunting. But fear not! The Learning and Teaching Enhancement Unit has created two guides, a Video Recording Checklist and Video Recording Tips.
It is important to remember that no one expects a perfect greenscreen or Minority Report– style, interactive multi-stream extravaganza. If you follow the checklist, you will ensure your videos will be of a consistently solid standard, without much hassle. The tips offer you extra help with improving your video recording skills.
If you have any further questions, want additional guidance, or seek clarifications, remember that the LTEU is only an email away, at lteu@aber.ac.uk and elearning@aber.ac.uk.

Hello from one of your newly appointed Online Learning Specialists

WordPress User [sil12] Training and Support Leave a comment

Hello, I’m Sioned, one of three newly appointed Online Learning Specialists who have recently joined the Learning & Teaching Enhancement Unit (LTEU).
Sioned stood at Aberystwyth seafront
Having been born and raised in Aberystwyth, I am very excited to return to the University, having completed my BSc, MSc and PhD at the Department of Geography and Earth Sciences (DGES). Whilst completing my PhD, I was very fortunate to have the opportunity to teach at DGES on a variety of Welsh- and English-medium modules and I became a Fellow of the Higher Education Academy in 2019. Since July 2019 I have been employed at Menter a Busnes, in the first instance undertaking research into measuring greenhouse gas emissions on Welsh farms and then as Development and Mentoring Manager, providing guidance to facilitators running face-to-face and online discussion groups with Welsh farmers.

I look forward to drawing on my past experiences, learning from other colleagues in LTEU and from staff members more generally across the University, to share best practices on delivering high-quality teaching to Aberystwyth University students through virtual channels. As a first-language Welsh speaker, I am also very excited to be given the opportunity to help develop the provision of Welsh-medium online teaching training courses to university staff.

If you’d like to discuss anything related to online learning, please feel free to contact me in Welsh or English on sil12@aber.ac.uk.

Hello from your other new Online Learning Specialist.

WordPress User [lak22] Training and Support Leave a comment

Sut mae, pawb!
I am Lara, a new member of the Learning and Teaching Enhancement Unit (LTEU) for the next six months. I’ve been offered this opportunity to introduce myself.
I am originally from Germany, Bavaria to be precise. I grew up in the Alps, and I still miss the mountains from time to time. But the sea, and the hills of Wales are very good substitutes.

Dramatic mountain range in Upper Bavaria. © Lara Kipp
Mountains in Upper Bavaria. © Lara Kipp

Aberystwyth sunset, showing the silhouette of Aberystwyth Pier. © Lara Kipp
Aberystwyth Sunset. © Lara Kipp

I came to Aberystwyth in 2009 to study Joint Honours Scenography & Theatre Design and Drama & Theatre Studies. I fell in love with Aberystwyth, the place, and the people. As my undergraduate studies drew to a close, one of my tutors recommended I apply for the Access to Masters programme, so I did. This brilliant EU initiative sadly no longer exists. As part of this programme, I studied on the MA Practising Theatre & Performance, and was partnered with the Magic of Life Butterfly House in Cwm Rheidol. I applied for a PhD at Aberystwyth University, as my MA supervisor encouraged me, and helped me develop a proposal. I was offered the Doctoral Career Development Scholarship. One week after my viva voce – the final examination for a PhD – I was offered a full-time lecturing post at the University of Derby in the midlands.
Even though they say that if you stay more than five years in Aberystwyth, you’ll never leave, after seven years I packed my bag and moved from the sea to the place furthest from the sea on the UK mainland…but, as you can guess from my writing this, the mysterious gravity of Aber soon pulled me back. I returned to my alma mater for sessional and part-time teaching, while offering freelance workshops, and tutoring privately alongside. I started learning Welsh, which has been great fun and something I recommend to everyone, especially those usually in a teaching position. It’s extremely useful to put ourselves into learners’ shoes from time to time.
I have always enjoyed learning, and was very fortunate that I had exceptional teachers all throughout my education, not least at Aberystwyth University. Now I am on the other side, I continually strive to become that kind of educator: one that learners trust, and feel encouraged by to do their best. Joining the Learning and Teaching Enhancement Unit is the next step for me, developing ways to support staff with all their teaching and learning needs. Now more than ever, this is essential work, as we all learn to deal with the unprecedented crisis of a global pandemic, and strive to minimise its impact on our students.
If you’re interested in my creative practice, research, or publications, I point you towards my personal website.

Hello from your new Online Learning Specialist!

WordPress User [aeu] Training and Support Leave a comment

My name is Ania and I am one of the three Online Learning Specialists joining the LTEU.

Some of you may recognise me as I have previously worked with Information Services, at first as Communications, Marketing and E-learning Support Officer and then as part of the E-learning Group providing technical support to staff and overseeing smooth running of online exams. In the summer of 2019, I left Aberystwyth to pursue a master’s degree in Applied Positive Psychology. During my degree, I also worked for Anglia Ruskin Students’ Union as a Volunteer Centre Coordinator. 

I would have never guessed I will be given the opportunity to join the LTEU once again. I am extremely grateful to be able to work alongside such a supportive team and contribute to the further development of, already outstanding, teaching at AU. Throughout my time of working at AU in the I have always been inspired by the dedication and creativity of AU teaching staff. I look forward to learning from your expertise and work alongside each one of you in delivering high-quality online teaching to our students. I am hoping to draw on research in the area of Positive Education, providing you with (hopefully) an interesting and transformative perspective of students’ basic psychological needs and their motivation for learning. It is clear that the upcoming year will be full of challenges for students as well as staff and I am hoping to provide you with the support and knowledge needed for you to develop online teaching that is sustainable, in line with your methods and the needs of your students.

I look forward to meeting you.

Please feel free to contact with me any queries comments: aeu@aber.ac.uk

Ania

Findings of the Digital Insights survey running at AU for the second time!

WordPress User [aeu] Other Tools 3 Comments

Last year Aberystwyth University took part in the pilot of JISC Student Digital Experience Tracker – an online survey designed by JISC to collect information about students’ expectations and experiences of technology. The 2017/18 pilot has led to a new Jisc service now called Digital Experience Insights.

Digital Insights survey for students run at AU in January 2019. We were very excited about running this survey for the second time, as it enabled us to compare the findings with last year’s result and track our progress on digital provisions.

Below you will see a short summary of some of the key findings. If you wish to discuss them further or get more information on the project, please contact us at elearning@aber.ac.uk.

As you may be aware the Digital Experience Insights survey comes with a benchmarking data from other Higher Education institutions in our sector. The benchmarking data has been now made available and we will share it with you in the next Digital Insights post.

If you wish to read about AU experience of running Digital Insights in academic year 2017/18, take a look at the article published on Jisc website or browse through our previous posts:

Digital Experience Insights 2018/19

 

WiFi

Students’ satisfaction with WiFi increased by 7.3% in comparison to last year’s survey. Although WiFi is still the most common theme in students comment, the number of comments regarding WiFi decreased from 66 last year to 38 this year.

 

 

 

 

 

 

 

E-books & E-journals

7.7% less students responded that they have access to e-books and journals whenever they need them, this issue has been also mentioned in 19 of students’ comments.

 

 

 

 

 

 

 

 

Blackboard

The issue regarding a navigation in Blackboard seemed to improve. There were only 3 comments about this issue in comparison to 20 last year and 8.2% increase in the question on Blackboard navigation.

 

 

 

 

 

 

 

 

*The question wording has changed since the 2017/18 survey which could have impacted the ratings.

Security
Students are more satisfied with the provisions regarding security issues.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mobile devices
The use of smartphone to support learning increased slightly. In the comments, students talked about the need of core services such as Panopto and Blackboard being mobile friendly and about usefulness of apps helping them with their studies. Interestingly, when asked whether they would prefer to be allowed to use their own mobile devices in class only 49% answered ‘At any time’, 45.4% answered ‘Only to carry out class activities’ and 5.6% ‘None of the time’.

 

 

 

 

 

 

 

 

Use of technology
There is a shift towards using more technology, there were quite a few comments about staff needing more training on the use of technology and there was an increase of nearly 10% of students wanting more technology to be used on their course.