Aston technology

Technology Enhanced Learning

Centre for Learning Innovation and Professional Practice

This session will cover hands on training with underpinning theory of how TEL methods can support and enhance teaching and learning.

Aston Certificate: An Introduction to Learning and Teaching in Higher Education

Contacts

• Theory from CLIPP (Kevin Brace) • F2F training by Aston Media (Tim Hooton) • Additional support from CLIPP (Adam Massey)

Kevin Brace. Bsc (Hons), MSc, Ieng, CMALT, PDF-ELT Associate Head of Technology Enhanced Learning Centre for Learning Innovation & Professional Practice Aston University Birmingham B4 7ET http://www1.aston.ac.uk/clipp/ http://clipp.blogs.aston.ac.uk/

CLIPP | October 2010 | Version 1.0 | Author: [email protected]

Presenter

Presentation Notes

Additional platform to contain all these resources and more due out by end of 2010

http://www1.aston.ac.uk/clipp/�

http://www1.aston.ac.uk/clipp/�

http://clipp.blogs.aston.ac.uk/�

Theory and hands on training

How a TEL can support;

• Part time, full time students, and distance • Lecturers • Researchers and communities

We will cover;

• How a VLE support effective teaching and learning

• Basic Blackboard features

• Introduction to text matching (plagiarism tools)

• How an e-portfolio support effective teaching and learning

• Basic Pebblepad features

• Other digital tools centrally supported at Aston

• The potential of Web 2.0 tools

• Copyright issues and further advice

VLE: What is it? Robust, accessible, visible.

Resources Video Text Audio Flash Package

Tools Calendar Wiki Forums Groups Tracking Dropbox Feedback

Assessments Multi choice Conditional Branching

Extending Bb Readings library Equella Panopto Turnitin Elluminate

Links to the web

Pebblepad

Presenter

Presentation Notes

Secure access (password protected) Differing access rights Database of “users” Range of tools and resource types Extending Bb by linking to other Aston supported platforms LIS helps manage reading lists Elluminate adds a live meeting aspect to courses (primarily distance) Turnitin allows text matching of submitted student scripts to check for plagiarism and collusion Equella is a learning object repository (for larger files and videos – currently) Panopto is the brand name for Aston Replay – this allows all “lectures” to be recorded to allow student review PebblePad is another centrally supported learning platform we are working on to integrate into Bb – students access PPAD via “My Aston Portal” (MAP)

Think differently, think active learning.

In order to use a VLE effectively , i.e. not as a storage area for old/dated handouts, you should consider using student centred methods to promote active “learning”. Problems/inquiry, scenarios/case studies, simulations, discussions, peer teaching, group projects and reflection are key student centred approaches.

Effective practice is evident when:

• Learners are actively engaged in the learning process • Independent learning skills are encouraged • Learners skills and knowledge are developed • Motivates further (and deeper) learning

Ref: http://www.jisc.ac.uk/whatwedo/programmes/elearning.aspx

Presenter

Presentation Notes

Visit JISC resources to obtain effective practice guides

http://www.jisc.ac.uk/whatwedo/programmes/elearning.aspx�

How a VLE can support students?

• Provides a secure “walled garden”

• Promotes sense of belonging to a learning community

• Provides expected level of basic module information

• Links to other Aston learning services via single sign on portal (MAP)

• One place to access core resources (review, recap and reflect)

• Provides a suite of active/collaborative learning tools (forum, wiki)

• Mapping of the curriculum into elements (or ‘chunks’)

• Enables “knowledge” self checking (assessments and discussion)

• Flexible access with peers (improves motivation)

• 24/7 online access via familiar web browsers

Full/part time, and those at a distance

See also: http://www.jisc.ac.uk/whatwedo/programmes/elearning/slida.aspx

Presenter

Presentation Notes

Consistent interface across taught programmes Potential to record and reflect upon learning (e.g. blog) Ability to freeze time for recap If designed well , supports effective cognitive processing (chunking) minimum standards use of the VLE are designed to meet their expectations of levels of support a VLE offers

http://www.jisc.ac.uk/whatwedo/programmes/elearning/slida.aspx�

How a VLE can support lecturers?

• Provides a centrally supported robust platform (back-up/restore)

• Promotes a basic (minimum standards) format for your students

• One place to provide core resources (review, recap and reflect)

• Focus on F2F tutorials in a deeper discursive environment

• Track access and provide timely feedback

• Provide resources in various (accessible) digital

• Caters for alternative preferred learning styles

• Helps improve accessibility of resources (dyslexia)

• Helps support effective differentiation (readings, forums, wiki)

• Additional “plug-ins” and integrations extend it’s capabilities

• Improves IT competence and confidence

• Helps to support a more active (transactional) modes of learning

http://www.qaa.ac.uk/reviews/ELIR/learningFromElir/Info_Commi08.pdf See also:

Presenter

Presentation Notes

In addition: Widely used platform with communities of practice wide array formats can be utilised to aid learning (video, audio, text, animations) Links to other Aston services via single sign on portal (MAP) Provides a consistent template structure for module resources Provides a suite of active/collaborative learning tools (e.g. forum, wiki) Flexible access 24/7 online to upload resources and assessments Easily updated resources in central area - Eliminates time printing resources Can support small group project based approaches Ability to share and repurpose resources with peers Multiple formative assessment methods (conditional release, branching)

http://www.qaa.ac.uk/reviews/ELIR/learningFromElir/Info_Commi08.pdf�

http://www.qaa.ac.uk/reviews/ELIR/learningFromElir/Info_Commi08.pdf�

How a VLE can support research?

• Provides a password protected secure, collaborative area

• Reduces emails / centralised document control

• Provides a suite of collaborative project tools (e.g. forum, wiki)

• Grant access to designated project partners

• Can provide secure real time communication (Elluminate plug-in)

• Integration with Turnitin plug-in for plagiarism checking

• Flexible online access - 24/7

• Document version control (use a drop box)

• Community owned and moderated space

• Facilitates sharing of information and ideas (secure)

(Communities of practice)

See also: http://www.jisc.ac.uk/eresearch

Presenter

Presentation Notes

Promotes research communities

http://www.jisc.ac.uk/eresearch�

Turnitin: a teaching/learning tool. Turnitin 2 is a suite of 3 tools

Ref: http://www.submit.ac.uk

Suite of tools

•Electronic submission •Instant electronic feedback •Retained formatting •Single interface •Peer assessment

•Accessed via Bb modules Image ref: : http://www.submit.ac.uk

Presenter

Presentation Notes

All of these features are accessible via our familiar Bb VLE.

What is it? A detection tool? How Turnitin functions – the “big stick” approach

See also: http://www.plagiarismadvice.org/resources/plagiarism-detection

1. VLE (Blackboard) linked to Turnitin

2. Tutor sets up assignment drop box parameters (in Bb module)

3. Student logs in & uploads assignment

4. Student receives receipt (attach to paper version of assignment)

5. Assignment gets checked by Turnitin & report generated

6. Tutor/support checks all originality reports

One typical method

Why? How?

Image ref: : http://www.plagiarismadvice.org

Presenter

Presentation Notes

Explain the process. A fair proportion of organisations adopt this “big stick” approach. Whereby text matching tools are only used in the detection of plagiarism and collusion. Students are introduced to the concepts only as a scare tactic. The process of submitting work can be done by the student, or by support staff. If the latter occurs, the student is never given the opportunity to fully appreciate the possibilities of using the tool for themselves to check work and gain a greater understanding of the attribution process. This methodology is fully in the control of staff, and is used a bolt on to existing misconduct procedures. Useful as a first step to gain lecturer confidence, but only a fire fighting/short term solution.

What is it? A teaching tool? How Turnitin functions – the “carrot” approach

See also: http://www.plagiarismadvice.org/resources/good-practice-guide

1. VLE (Blackboard) linked to Turnitin

2. Tutor sets up assignment drop box parameters (in Bb module)

3. Student logs in & uploads draft assignment

4. Student prints out originality report

5. Tutor and student discuss high matches

6. Student works on changes, and resubmits final assignment (overwrites draft)

One typical method

Why? How

Image ref: : http://www.plagiarismadvice.org

Presenter

Presentation Notes

Many lecturers do not like to use this method as they think students will learn how to cheat the system. And in some organisations the submission of draft assignments for initial feedback from tutors is not policy. In my opinion this method of using text matching tools as they were intended is the correct long term solution. Implement text matching tools as part of a holistic policy, encompassing transparent procedures, regulations and timetabled teaching of correct referencing, and education of plagiarism/collusion.

E-portfolio: a learning platform.

Assets Video Images Text Audio

Tools Blog Webfolio Thought Action plan Experience SWOT Gateway

Links to the web RSS

Personal Learning Environment (PLE)

see also: http://www.jiscinfonet.ac.uk/infokits/e-portfolios

Image ref: http://www.photoxpress.com/

Original image: 'http://www‘ by: ntr23

Presenter

Presentation Notes

Briefcase metaphor: The student wholly “owns” their folio & decides whom to share certain “assets with” They can choose from various activity types to record goals, achievements, reflections. Those can be private or shared with; tutors, peers, employers, assessors. etc. Using tools such as a blog or webfolio enables a linked narrative or historic flow of evidence/reflections to be collated and presented Using an e-portfolio frequently is the key – unlike traditional paper based. By continuous use, an experiential deeper learning journey is fostered either during study, at work, or in vocational learning

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What is it? A learning platform. Virtual Learning Environment Vs Personal Learning Environment

see also: http://www.microbiologybytes.com/tutorials/ple/index.html

Image ref: http://www.photoxpress.com/

VLE owned by organisation , run by staff, managed by tutor, resources are (usually) “consumed” by learners.

Transmissionist Transactional

PLE owned by learner , scaffolded by tutor, personal assets are shared to specific audiences.

Secure

Secure

Presenter

Presentation Notes

Briefcase Vs filing cabinet metaphor. VLE = Tutor owned. Primarily transmissionist (filling empty vessels) – one to many – replicating traditional lecture didactic delivery. PLE = Learner owned. Primarily transactional (rich discursive) – multidirectional sharing and receiving feedback, in differing learning situations.

Why use it?

•Lifelong learning - potential

•Supporting the overall learning process •Supporting transitions between learning experiences or learning organisations •Assessing the learning process •Presenting the outcomes of the learning processes

Personal Learning Environment (PLE/e-portfolio)

See also: http://www.electronicportfolios.org/faq.html

But first .....define both the purpose and the audience.

An e-portfolio offers a rich reflective tutor/student feedback loop, which promotes effective learning.

Presenter

Presentation Notes

Therefore you can see by referring to the above descriptions a personal learning space or e-portfolio can be used to describe any aspect of the learning from cradle to grave. This use of a personal web space that follows us throughout the lifelong journey of learning is now becoming a realistic goal for the UK. Whether you want to us such a tool for simply recording achievements when studying for a vocational qualification, or storing copies of certificates gained via informal learning, a formal CV, a list of prior achievements (for CPD or APL), or a storage space for videos of you reflecting upon a learning journey, an eportfolio can do all this.

http://www.jisc.ac.uk/media/documents/programmes/elearningsfc/sfcbookletisle.pdf�

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http://escalate.ac.uk/resources/accesshe/�

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http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14007�

What is it? A learning approach. E-portfolio based Learning

Process Vs Product

See also: http://wiki.rscwmsystems.org.uk/images/e/e0/Eportfolio_based_learning_exploring_and_exploiting.pdf

Gateway

Image ref: http://www.jiscinfonet.ac.uk/infokits/e-portfolios (Elizabeth Hartnell Young)

employer

Assessor

Peers Tutor

me

Tutor

Presenter

Presentation Notes

Is it merely another “learning” platform? No! Evidence suggests that by adopting a constructive/deeply discursive approach to recording and continually reflecting upon those learning experiences, a deeper learning (self constructed/co-constructed / situated) learning is fostered. These experiences can be private, but when sharing assets (blogs, webfolios) with peers, tutors, assessors, we can enter into a rich dialogue of constructive feedback and alternative views upon our experiences. All valuable traits vital for personal development-at all stages of our life long learning. See also: http://www.aace.org/conf/site/pt3/paper_3008_1028.pdf

How can e-portfolio can support students?

• Provides a secure place to store and organise experiences

• Promotes sense of ownership of learning

• Promotes higher order learning (creativity, reflection, synthesis)

• Links to other Aston learning services via single sign on portal (MAP)

• One place to store personal “assets” (record, recap, and reflect)

• Provides a suite of learning tools (thought, SWOT, experience)

• Allows presentation of learning to multiple audiences

• Promotes holistic approach to your education (lifelong)

• Flexible access with or without peers & tutors

• 24/7 online access via familiar web browsers

• Provides opportunities to provide continual assessed evidence

Full/part time, and those at a distance

See also: http://www.eportfoliopractice.qut.edu.au/information2/toolkit/index.jsp

Presenter

Presentation Notes

Owned by the users – not the organisation Potential to record and reflect upon learning (e.g. blog) Ability to freeze time for recap If used with gateway + in a discursive manner, it supports effective higher order thinking (constructivist – creation, collaboration, reflection) See also CLIPP : definition : http://www1.aston.ac.uk/clipp/curriculum-learning-development/e-portfolio/

How an e-portfolio can support lecturers?

• An opportunity to provide core (shared) resources

• Enables effective and timely feedback on learning

• Promotes autonomous learning (sharing, student owned)

• Review student assets in various (accessible) digital formats

• Promotes peer teaching/learning

• Helps support effective differentiation

• The gateway feature offers creative assessments

• Improves IT competence and confidence

• Helps to support a more active (transactional) modes of learning

• Develops graduate attributes holistically (employability)

• Effective if implemented as an assessed part of studies

See also: http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/eportfolios_JISC.pdf

Presenter

Presentation Notes

In addition: wide array formats can be utilised to aid learning (video, audio, text, animations) Links to other Aston services via single sign on portal (MAP) Provides a suite of active/collaborative tools (e.g. Blog, webfolio) Flexible access 24/7 online to upload resources and assessments Easily updated resources in central area - Eliminates time printing resources Can support small group project based approaches Ability to share and repurpose resources with peers Assessing creative eportoflios :http://kev-brace.blogspot.com/2010/04/irubric-rcampus.html

How an e-portfolio can support research?

• Provides a password protected secure area

• Provides a space to store, plan, and present research

• Provides a method of collaboration (sharing assets)

• Enables continual reflection and synthesis on research

• Flexible online access - 24/7

• Gateway option allows opportunities to collaborate (securely)

• Facilitates sharing and co-creation of concepts

• Ability to present research to different audiences

• Add thoughts “on the move” to develop later (iphone app’)

(Communities of practice)

See also: http://www.jisc.ac.uk/eresearch

Presenter

Presentation Notes

Promotes research communities by allowing collaboration and sharing of embryonic ideas / data / thoughts / experiences / readings

Other tools available.

Aston centrally supported options:

•Optivote – electronic voting handsets (instant polling) http://clipp.blogs.aston.ac.uk/tag/optivote/ •Adobe Presenter - interactive formative quizzes http://www1.aston.ac.uk/clipp/events/learning-technologies/ •BOS (Bristol Online Surveys) – online survey tool: http://www.survey.bris.ac.uk/

Presenter

Presentation Notes

All of these tools are available to staff

Other (web) tools available.

Web 2.0 – co-create & share

http://kev-brace.blogspot.com/search/label/web2.0

• Social networking for researchers http://www.mendeley.com/ http://academia.edu/ • Share your web bookmarks http://www.delicious.com/deliboy/ • Share your work http://www.slideshare.net/kevinbrace See also : http://kev-brace.blogspot.com/search/label/web2.0

Presenter

Presentation Notes

All of these tools are available to anyone on the web. Web 2.0 = creators not passive consumers of the net. Collaborate & share = the power of the crowd.

http://www.mendeley.com/�

http://academia.edu/�

Feedback please

http://kev-brace.blogspot.com/search/label/web2.0

•Please point you web browser to URL:

http://www.wallwisher.com/wall/astoncert02 •Double click in the screen to add your reply to this question: “How could an e-portfolio to assist your research, and enhance career prospects?”

Presenter

Presentation Notes

All of these tools are available to staff

http://www.wallwisher.com/wall/astoncert02�

Additional support

Using Blackboard VLE https://behind.blackboard.com/ http://www1.aston.ac.uk/ict/staffguide/vle/ Effective practice http://www.techdis.ac.uk http://www.qaa.ac.uk/reviews/ELIR/learningFromElir/Info_Commi08.pdf http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery.aspx http://www.jisc.ac.uk/whatwedo/programmes/elearning.aspx http://wiki.rscwmsystems.org.uk/index.php/Introduction_to_pedagogy http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs http://www.excellencegateway.org.uk/page.aspx?o=case-studies-all

Use of images in a VLE http://clipp.blogs.aston.ac.uk/2009/11/stock-photos-and-how-to-edit-them/

https://behind.blackboard.com/�

Additional support

Effective e-assessment practice http://www.engsc.ac.uk/learning-and-teaching-theory-guide/constructive-alignment http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/assessment.aspx http://www.jiscinfonet.ac.uk/curriculum http://edutechwiki.unige.ch/en/Laurillard_conversational_framework http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment http://www.ukcle.ac.uk/resources/assessment-and-feedback/ http://www.jisc.ac.uk/news/stories/2008/02/podcast32assessment.aspx http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf http://www.hud.ac.uk/bbstaff/index_rot8d.html http://escalate.ac.uk/resources/tags/Assessment http://www.heacademy.ac.uk/EvidenceNet/home (resources) http://clipp.blogs.aston.ac.uk/2010/07/jisc-eped/ http://www2.wlv.ac.uk/registry/qasd/HPGandT/HandG/CAA%20guidelines.pdf http://www.caacentre.ac.uk/ http://www.elearning.ac.uk/features/eassessment

Presenter

Presentation Notes

Other guides: http://www.keele.ac.uk/depts/aa/landt/docs/KeeleStaffGuideTII2009.pdf http://www.staffs.ac.uk/uniservices/infoservices/library/find/references/turnitin/staff_guide_turnitin_blackboard.pdf http://www.liv.ac.uk/csd/plagiarism/index.htm http://www.submit.ac.uk/static_jisc/documentation/Instructor_Manual.pdf Also : http://kev-brace.blogspot.com/search/label/plagiarism http://delicious.com/deliboy/plagiarism

Additional support

Using Turnitin http://www.submit.ac.uk/static_jisc/ac_uk_training.html http://www.weblearn.bham.ac.uk/staff_tutorials/turnitin.htm http://www.rsc-sw-scotland.ac.uk/case_studies/docs/UWS_Turnitin.pdf Effective practice http://www.plagiarismadvice.org/resources http://bit.ly/cQ60ao (HEA subject specific resources) http://wpacouncil.org/node/9 http://www2.surrey.ac.uk/cead/resources/ http://evidencenet.pbworks.com/Dealing-with-plagiarism-in-the-digital-age http://www.rsc-ne-scotland.org.uk/mashe/?p=192 http://www.jisc.ac.uk/uploaded_documents/brookes.pdf http://home.ched.coventry.ac.uk/caw/harvard/downloads.htm http://www.brookes.ac.uk/services/ocsld/books/plagiarism.html http://bejlt.brookes.ac.uk/article/the_role_of_turnitin_within_the_formative_process_of_academic_writing/ http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/assessment.aspx http://www.jiscinfonet.ac.uk/curriculum

Presenter

Presentation Notes

Other guides: http://www.keele.ac.uk/depts/aa/landt/docs/KeeleStaffGuideTII2009.pdf http://www.staffs.ac.uk/uniservices/infoservices/library/find/references/turnitin/staff_guide_turnitin_blackboard.pdf http://www.liv.ac.uk/csd/plagiarism/index.htm http://www.submit.ac.uk/static_jisc/documentation/Instructor_Manual.pdf Also : http://kev-brace.blogspot.com/search/label/plagiarism http://delicious.com/deliboy/plagiarism

Additional support

Using PebblePad Aston University CLIPP Blackboard module (Learning Technologies ) http://www.pebblepad.co.uk/help.asp http://www.qmu.ac.uk/eportfolio/howto.htm Effective practice http://www.pebblepad.co.uk/conference.papers.asp http://www.recordingachievement.org/ http://www.electronicportfolios.org/ + http://blog.helenbarrett.org/ http://www.pebblelearning.co.uk/examples.asp http://www.qaa.ac.uk/scotland/pdp/ http://eportfolio.lagcc.cuny.edu/introduction.html http://www.jiscinfonet.ac.uk/infokits/e-portfolios http://wiki.rscwmsystems.org.uk/index.php/Eportfolios http://www.excellencegateway.org.uk/page.aspx?o=case-studies-all http://www.qmu.ac.uk/eportfolio/index.htm http://pre2009.flexiblelearning.net.au/flx/go/home/pid/494/ http://research.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14007 http://digitalstorytellingsynthesis.pbworks.com/Examples-of-Digital-Storytelling-Use

Presenter

Presentation Notes

Also : http://kev-brace.blogspot.com/search/label/eportfolio http://delicious.com/deliboy/eportfolio http://www.nottingham.ac.uk/eportfolio/index.shtml

COPYRIGHT & IPR

Be aware of IP and copyright issues – only use (media) that have granted permissions. We have a University wide licence to cover certain types of digital media, documents, books, journals, etc. LIS web pages covers our CRA licence in greater depth: • http://www1.aston.ac.uk/lis/usinglibrary/copyright/ Copyright “cleared” resources: • http://library.aston.ac.uk/ • http://flickrcc.bluemountains.net/ (Creative Commons - check permissions)

• http://mediamilitia.com/250-free-stock-photography-sites/ (check permissions)