Echo360 Community Conference Europe 2012

On 2nd May I attended the Echo360 Community Conference, held at UCL’s Institute of Child Health. This event was organised to bring together people from institutions using Echo360 in the region, although there were also some delegates from further afield, including Finland and the USA.

Sessions at the conference covered updates and product details about Echo360, and case studies of institutions who have used it successfully.

In the afternoon Ilkka Kukkonen from the University of Eastern Finland gave a presentation on student perception of lecture capture. At the Aducate Centre for Teaching and Development (websites are in Finnish – English translations available), Ilkka and his colleagues have been investigating how students use the resource in their studies. They are also conducting a usability study of the Echo360 player using a Tobii eyetracker. One of the most interesting things about Ilkka’s presentation was his conclusion that students don’t yet have full mastery of how to use lecture capture recordings to support their studies, and that use of lecture capture needs to be more fully integrated into teaching. While their study supports many other studies which have investigated students’ use of lecture capture, it also suggests that there is more to implementing lecture capture than just giving students access to the recordings.

I couldn’t attend the whole day, and parallel sessions meant that it was not possible to watch every presentation, but many of them were recorded so if you are interested in watching any of the presentations, keep an eye on the conference webpage.

City University London Researchers development Day, 4th May 2012

Researchers development dayThere are still places available for City University London staff to attend the Researchers’ Development Day on 4th May 2012.

The Researchers’ Development Day is a one day conference which aims to help researchers gain new skills and gives them the opportunity to network with staff from across the university. Sessions will cover a variety of topics aimed to help with the process of developing and disseminating research. Topics include: writing an effective CV; questionnaire design; preparing for your Viva Voce examination; writing a successful research funding bid. The event will also include a plenary session from Proffesor Jo Wood, winner of the Spotlight on Research prize, as well as a panel debate which will discuss the motion: “In an academically excellent university, how does research inform teaching?”

For more information and to book on (including specific session booking) please visit the website

The Learning Spaces Project

The Learning Spaces Project at City University London is a central project led by the LDC with representatives working on the project from each of the Schools.  By designing and implementing more modern innovative teaching spaces for small group teaching and learning the project aims to address the contradiction between classrooms that were designed in a previous century and modern teaching practice.

The project has kicked off with the redevelopment of four small group teaching spaces (the largest being for 30 students), in order to evaluate the impact that furniture, room layout and modern technology can have on teaching and learning.

We would be really interested to hear any suggestions or views that academics or students have about the new learning spaces, or any experiences that anyone has had teaching (or learning) in these rooms ( A109, A112, A216, D222) you can leave your comments at the bottom of this post, or if you don’t want to publish them please feel free to drop me an email at kate.reader@city.ac.uk.

Angela Dove the  Learning Development Associate for the Learning Environment and Lecturer at Cass Business School has been teaching in one of these rooms over the last term and has outlined her experiences below:

“The learning session was a Reflective Practitioner first year elective module for UG Management students.  It is normally taught in a standard classroom. The room was arranged for the previous session and the wheeled chairs and light tables were easily moved.

The lighting levels were very good, bright, but not glaring and a great contrast to the rather dingy lighting of the normal classroom. The heating level/ air quality was also good. In previous sessions in the normal classroom I have had to either open as many windows as possible, or students have sat in their coats. As students arrived they sat at different configurations of the flexible round “petal” tables. I noticed that:

  • Students tended to sit with colleagues that they did not usually sit next to when in the usual class room; which is arranged in uniform rows.
  • A couple of slightly late students did not have to disrupt the session by moving along rows of seated students, but quickly and quietly joined a table- based group.

The sightlines felt immediately better, it was easier to see and communicate with all the students (some sitting on higher stools towards the back). Whereas in the normal classroom, one is faced by either a wide angle of long rows of students, or the opposite, with rows of students stretching to the back of a narrow room. And the students one needs to try and engage more do in this type of space, tend to sit at the back.

This more organic space arrangement of groups made it possible to come out from behind the pod and move easily around the room and between clusters of tables.  In  Q and A sessions in a standard forward facing classroom the students very often have trouble seeing and sometimes hearing the student asking the question.  This space arrangement and swivel chairs allowed them to interact far more with each other, and the teacher, encouraging dialogue.

Another major benefit is the increased amount of vertical space available for learning opportunities. Three walls feature large panels of glass, which can be written and drawn on, and have an additional magnetic property. Paper materials, index cards, images etc. can be displayed using magnets, and easily moved around, without fiddling with blue- tac.

It is also possible to quickly rearrange the clusters of tables and chairs actually during the session, causing minimum disruption, and no heavy lifting.

For group work and paired activities, I could more easily give support, rather than having to clamber over rows of students to get to the group on the inside, or wall end of the row.

A visualiser is a useful tool for students to present their ideas, however this space also allowed a more collaborative approach, with students presenting their ideas on paper and freely circulating around each group table, viewing the work and discussing it.”  (reposted from LDC Vignettes)

If you would be interested in teaching in the new pilot spaces, or you have been allocated one of these rooms for your teaching and would like some more information on the different ways you can utilize the space for your classes please feel free to contact Angela Dove (angela.dove.1@city.ac.uk) or Kate Reader (kate.reader@city.ac.uk).

Language diagnostic testing moved to Moodle

Background
The Centre for Languages here at City University London runs a large scale language diagnostics programme every September in order to assess the levels of students wishing to study a language. The languages that we offer are Arabic, French, German, Mandarin and Spanish. Students can take a language as an optional module or as part of their course in some cases. Previously students have taken the test on paper, the paper has been marked and passed on to administration for them to assign the student their level and send out their timetable. This was a time consuming process for academics and administrators alike and caused delay in assigning students to the correct language level. Isabelle Marcoul, Head of the Centre for Language Studies at City University London, contacted me to see how this process could be enhanced through the use of Moodle. After numerous meetings and discussion with those involved it was agreed that the current tests would be put online as a Moodle quiz. This meant that students could get their result immediately and know which level they were and which class they could attend. Students also completed an online form (which had been set up using googleforms) to collect the information that was needed by administration.
This process was implemented for the first time in September 2011. Below are the thoughts of the Exams and Assessment Coordinator, the School Registrar and myself from Educational Technology, about how the project went and improvements we will make for next year.

Svenja Erich, Exams and assessment Coordinator for Centre for Language Studies, City University

This year you used Moodle’s quiz function to run your language diagnostic tests. Why did you decide to do this?
We decided to use it because the previous system seemed out-dated, ineffective, required a lot of resources and storage space. Also, it was hard work in terms of marking, administration and organisation.

How did you administer the tests in previous years?

We had an A3 (folded into A4, so there were four pages) paper-based test with multiple choice questions (two pages) and a writing section (one page). Student’s details (name, email address, studies etc.) had to be filled in on the front page of the test.
Tests were given out to students in Fresher’s Week – at the annual Languages Fair for the Languages for General Purposes (LGP) students and at orientation meetings at CASS and SoA/ SoSS for the Language for Specific Purposes (LSP) students. The multiple choice section could to be marked using transparencies, whereas the writing section had to be looked at by a lecturer of the target language.
The marked tests were passed on to the administration and the students’ details were entered manually onto the registers. Once this had been done, students were sent an email with the course information.

What are the advantages of running the tests in Moodle?

Example of questions from French diagnostic test

We don’t have to mark the test anymore, the mark is calculated automatically. This saves a lot of time. Staff at the Languages Fair can concentrate on giving advice regarding the courses rather than marking piles of tests. The result of the test comes up immediately once it has been completed. If students are briefed properly, they know straight after taking the test if they a have been admitted to a course and which class they should to go to.

Screenshot of googleform students complete when taking the diagnostic test

From an administrative point of view, running the test on Moodle is a lot more effective and less time-consuming. Students enter their details onto Moodle which can be easily exported, no need to enter data manually. Also, data are accessible to anyone in the languages team and test results/ students’ details can be looked up easily without having to communicate with the administrator.

In principle students can do the assessment test at home or anywhere at the university, without having to pick a copy up/ drop it off at the CfLS. Students who were not able to attend the Language Fair are now sent the details on Moodle along with an advice sheet. This makes it a lot easier for latecomers to take the test and enrol on the course which had a positive impact on enrolment numbers.

Overall, the new system is a lot more reliable and effective than what we had before.

Are there any disadvantages? How did you solve these?

The only downside really is that we need rooms equipped with computers at the Language Fair and we depend on IT services doing their job properly.  For peak times at the Language Fair, we had booked several computer labs across the university. We had to make sure that one support person was present in each of these rooms and that plenty of advice sheets on how to access the test were available. This was important because students are not necessarily as confident with the technology as one assumes.

Have you had any feedback from staff or students?

Our staff was extremely happy with the change. Apart from all the positive factors mentioned above, there is also the feeling that we have arrived in the 21st century with our assessment methods. The paper-based copy had become a little embarrassing.  Students appreciated the flexibility of the test as you can start completing it and resume later.  The only problem we had, had nothing to do with the technical side but concerned the content of the French test and can easily be corrected.

Will you use the Moodle quiz again next year? If so, what changes would you make?

Yes, we certainly will use it again. It would actually be a nightmare to go back to the paper-based copy. The only change we will make is that we will ask LGP students to self-enrol (through Moodle) on the course. This will even further simplify the administrative process.

I am extremely grateful to Anna Campbell who made the project possible. Anna understood all our needs and made sure that they were met in the best possible fashion. Moreover, she had extremely useful ideas and suggestions we had not thought of before. She made the technology accessible to us and offered excellent training to the lecturers designing the tests. All those who were less confident with the technology received individual support from her through email/ over the phone after the training. It was very easy to communicate with her. She also offered hands-on support for the Language Fair which was very re-assuring for me on the day.

Simon Barton, School registrar, School of Arts

How did the change in process impact on administration?
Moodle revolutionised the way we administered the language placement tests. It made what was a 3-4 day job (over the weekend!) a single days work (not on a weekend!). No more data entry or marking tests by hand, Moodle sorted all that out for us and left me the much more manageable task of filtering the spreadsheets and emailing students with their group allocations.

What will you do differently next year?
Next year, I would want to move the parts that go on Google docs to excel spreadsheets downloaded from Moodle as not all of the team working on the data had access to this information or necessarily felt comfortable with Google docs. And where we’ve got two documents that collect the information, I would aim to make it just a single downloadable spreadsheet. In addition to these small changes I would also introduce passwords on the free LGP courses to enable tutors to give these out in class so students are able to register themselves.

Anna Campbell, Educational Technologist for the Schools of Arts and Social Sciences

How do you feel the project went?
I’m really pleased with the way the project went this September. It was great to be able to see a tangible benefit to using Moodle in this way for all involved. I also am pleased that the staff teaching the various languages really got to grips with using Moodle quiz and therefore started to see the further benefits of using Moodle.

Any technical Moodle issues?
We had to set up the Moodle module that the tests were in as self enrol. We don’t tend to do that at City, we normally enrol students onto modules via SITS but in this case the whole of the university and staff could take the tests and that was not feasible.

What improvements will you make?
I think that Simon and Svenja have covered them. There is an issue of the Moodle quiz result in the gradebook and being able to match it up with the personal information on the form. I haven’t figured out an easy way to match those two up (apart from getting students to enter the grade they got in their test onto the googleform which is not foolproof). I’m still thinking about that!

Top tips – designing out plagiarism

Plagiarism is a hot issue in education. Rather than just detecting it, there are ways to design your assessment so that it is difficult for students to plagiarise. Here are some ideas (mostly from other people so I hope I reference them correctly!)

1. Consider a change to the format of your assessment. Dr Liza Schuster from City University London has experimented with using individual wikis (using OU wiki on Moodle) for each student. Liza asked each student to write 300 words each week on the topic for that week under the following headings

Screen shot from Global Migration course

Screen shot from the wiki on the Global Migration course

Liza then went into the wiki weekly to look at a selection of student work to comment on. She reported that this meant that she was quick to identify any problems with student understanding, bad referencing and plagiarism.
The students had to put together a 3000 word essay from the weekly work in the wiki. Liza reported that the referencing and writing in the final submissions was of a better standard than when the assignment had purely been a 3000 word essay at the end of the course. The students reported that they preferred this approach as they were more confident they were on the right track and didn’t have a deadline that was the same for all their submissions.

2. Avoid using the same assignment title each year. I know, I know. As a teacher myself I know how much easier it is to mark the second and third year of using the same essay title. If you are loathe to make a big change, perhaps change the focus. Ask students to use the theories to explain a recent case study, for example. In this way, the structure of the marking remains the same but it is much harder for students to plagiarise.
(adapted from Culwin and Lancaster, 2001)

3. Ask students to make a brief presentation to the class based on their written assignments. This doesn’t have to be assessed but would help identify those that don’t understand what they’ve written or, worse, those that have bought their assignment from an essay bank
(adapted from Gibelman, Gelman and Fast, 1999)

4. The best way to design plagiarism out of a course is to teach students about good referencing in their first term of study. Don’t presume that students know how to do this effectively, even at Masters level. If you use a text matching tool e.g. turnitin, consider showing an example of a plagiarised script at the beginning of the course and show how turnitin picks it up. It may scare them into referencing properly if nothing else!

5. Come along to our designing out plagiarism workshop (if you work for the Schools of Arts and Social Sciences for City University London that is!). Click here to find our current workshop dates

References

Culwin, F. & Lancaster, T. (2001). Plagiarism, Prevention, Deterrence & Detection. Institute for Learning and Teaching in Higher Education, South Bank University, U.K. http://www.ilt.ac.uk/resources/Culwin-Lancaster.htm

Gibelman, M., Gelman, S. R., and Fast, J. (1999). The downside of cyberspace: Cheating made easy. Journal of Social Work Education 35 (3).

A Case Study – Using Adobe Connect in the Centre for Comparative Social Surveys

Lorna Ryan is a Research Manager at the Centre for Comparative Social Surveys at City University London. She also teaches on various modules in the Department of Sociology. I met her in the Social Sciences café to discuss her use of Adobe Connect. Here’s the full text of the interview.

 

MP: First of all, what is Adobe Connect?

LR: Adobe Connect is an online tool for virtually connecting with someone face-to-face. You have to have a webcam to use it and you also have to connect to the Internet. Through it you can have meetings, which are effectively face-to-face mediated meetings, or you can have a meeting in which you don’t see (but do hear) the other person when you show them what’s on your desktop. Most usefully, I think, you can go through PowerPoint slides and they can hear your voice over them.

How long have you been using it, and can you describe a situation in which you used it?

I’ve been using it for the last year and a half, and I’ve successfully used it in the development of a research collaboration with a colleague in Norway, who I had never met, who contacted me. We had an email exchange and then we went into the virtual meeting. That turned out to be extraordinarily successful in terms of being able to build a relationship with somebody, to be able to physically see them, and talk through the issues, as well as having the back up of a more formal email communication. I’ve also used it as part of the co-ordination activities of the European Social Survey, in particular with colleagues in institutions across Europe.

And why would you use Connect in these situations rather than meet face-to-face?

Cost! First of all, first and foremost it’s cheaper than travelling to meet the people, so that’s an enormous consideration. To go to, for example, Mannheim for a two-hour meeting you have to take two days out of your schedule. In terms of other platforms, this is the University’s supported platform, so you have an online help crew available, which is really helpful. And I have done the TEAP [Technology-Enabled Academic Practice] course and the TEAP use Presenter and Connect.

What about the other way round; when you’re working with someone you know and who you work with face-to-face, and then meet with them on Connect – is there anything you have to do differently?

No, I think that works brilliantly. I think that once you know people, it’s that surprise that you can see them – this is if you’re not very technically involved – but I think that it’s particularly successful when you know the people. You can have great detailed conversations.

So there’s nothing that you have to change about the way that you talk or discuss when you’re online?

You do… with more than one person you have to implement – for want of a better term – and agree ways of communication. So people have to learn to stop, to ask questions, or to allow questions to be answered, and I think one way of trying to develop that now, is that I use the toolbar on the side to raise my hand when I want to ask a question. But you’re reliant then on the person looking at the screen. But I do think people have to learn the cues to know when to be silent and when to allow people to talk. My preferred way of behaving is to allow everyone Presenter status so that you don’t block out their microphone. So you can then agree to speak, but we say that if you’re speaking you give your name.

But that occurs in initial meetings, [later on] you can relax. It’s more the initial meetings when people are not familiar with the technology, or with interacting in a virtual space.

You’ve obviously become adept with Connect; is there anything you do to coach colleagues or give any support to people who haven’t used the system before?

Yes, the big thing is turning your camera on and turning your microphone off when you’re in a group situation, and not using the hands-free. That’s the biggest problem, that people just haven’t turned on their camera or haven’t turned on their mic – and that’s why you can’t hear them. Generally the problem has been with the institutions we’re working with, not on our side. So I keep on saying to people, “Just leave and come back”. That’s the best advice actually, when it doesn’t work just leave and come back, and try again!

You could be talking and working with people on the other side of the planet, or it could be much closer. You mentioned that you’ve had meetings with people who are all in the same building.

We’ve had meetings with our colleagues in Norway, and we have sat each at our own desks. It means that all of our pictures are up, rather than having one small webcam trying to capture our faces.

And then you’ve got access to all of the things in your office, all of your papers and files and things.

I find it really useful when I want to present my ideas using PowerPoint, very quickly, to bring people through the presentation, and then click back onto the faces. I’m sold on it – I’m a convert.

Is there anything that you’d like to be able to do with Connect, that you can’t do?

I think I accept the limitations. It’s really useful, as I say, for the purposes of saving time, and saving money, and being able to quickly have informal discussions. Perhaps if they’re sensitive discussions you do have to have face-to-face contact, but more generally, it hasn’t been a problem.

In terms of limitations, you’re not in the same room as someone, so is it possible to miss body language or miss visual clues that you get when you’re talking face to face with someone?

I think again this depends on what you’re talking about. If you’re talking about lack of understanding, then you’ve got to develop things like “does everyone understand this?” So maybe it’s more of a teaching issue [i.e. this could be more of an issue when using Connect for teaching]. In terms of developing research, for decisions that need to be made, well presumably people are able to express [their thoughts].

But it goes back to what you were saying about developing a chairing role. Rather than relying on body language, everything becomes much more explicit.

Yes, and you say to somebody, “Would you like to speak?” or they raise their hand and say, “I would like to speak.” I think the fact that you can have a chat function, as well, is really handy, so that you’ve got ongoing communication between the participants, and you can signal if you’re concerned about some issue.

Moodle tips – module organisation

We’re starting a series of Moodle tips for staff (for Moodle 1.9 for those reading this outside of City University London).
The first is a basic one to do with layout of the module. I have noticed that some modules have all the documents/ weblinks/assignments etc together in a long list. This can be difficult for students to navigate. So we recommend a structure similar to this

Screen shot of Moodle module page

Labelling the topics or weeks

It is a good idea to split your content up into sections. For some courses that is done by week, for others it is done by topic. You could also consider having a general information and assessment section at the top or bottom of the module. To label the week sections

Turn the editing on

Click the hand icon (see below)

Type the name of the week or topic in the box. You can change the font size/bold the text etc

Click save changes

To move items around

You can move items (documents/weblinks/assignments etc) with drag and drop

Click on the icon to the right of the document name that looks like a compass and hold the mouse button down while you drag the document/weblink etc to the correct place. A grey line appears when you are hovered in the correct place. Release the mouse button and it should drop into place. Please note, drag and drop doesn’t always work with all browsers (Internet Explorer especially) so we recommend that you use Firefox when accessing Moodle

Item names

Please check that the name you have given a document/weblink/assessment etc is clear and easy for the student to understand. If you feel you would like to rename it you can click on the hand icon to the right of the current name

Change the name by typing the new name into the ‘name’ box

Click save and return to course (found at the bottom of the page)

Header image

Every module has a header image at the top of the page. Usually this is one that we have assigned to you. If you have a more appropriate header image please do email it to esthelp@city.ac.uk with your module code. Please note that images that need to be approximately 800 x 200 pixels and available under creative commons licence.  Alternatively you could send us a photo that you took.

The Moodle discussion forum

Debbie Dickinson has many years’ experience in the creative industries sector, and is the director of the Creative Industries degree in the Centre for Cultural Policy and Management at City University London. She uses her background in events promotion and music management to run the Foundation Degree and BA, which culminate in a series of events at Camden’s Roundhouse every year.

In this case study she tells us about her use of the discussion forums in Moodle, which she has used extensively, and which won her an award at City’s Moodle awards for 2010-11. She finds that the discussion forums offer a way for students to extend their discussions and meetings outside the classroom, essential when promoting events such as music gigs. Moreover, this is a way to engage students with Moodle early on, helping to ensure they come to see the VLE as an essential and central part of their studies.

Learning Development Centre Showcase and Debate, 1st February

The Education Support Team will be participating in the Learning Development Centre Showcase on Wednesday 1st February. City University London staff are invited to come along to find out more about the projects being run around the university.

We will be showcasing two projects:

iTunes U

iTunes U is in its second year at City University London, with over 7000 downloads to date. Our site contains recordings of lectures, presentations and guest speakers, as well as interviews with students and video diaries. iTunes provides a well-known, easy-to-use platform for multimedia publishing and podcasting, which is a great way to showcase research, teaching and learning. Example podcasts from our site will be shown on the stall, along with suggestions of how podcasting and iTunes U can benefit your teaching and research profile.

Feed Forward project

Feed Forward is a tutorial system hosted on Moodle which is designed to help students make the most out of the feedback they receive from their assignments. Students combine the markers feedback they receive on an assignment with a quiz on that provides operational feedback. Students then write a short reflection on their work in which they explore areas for improvement in their next assignment based on the different forms of feedback they have received. This reflection is then discussed in their next meeting with their tutor. This system helps students get more out of both their assignment feedback and gives tutorial meetings an educational focus rather than purely pastoral care. We will be demonstrating the system and will be on hand if you have any further questions.

To register to attend the showcase please complete the booking form

The MILL at City University London

As we are beginning a new term I thought I would let you know/remind you about the Media and Innovation Learning Lab (MILL) at City University London. It is an excellent resource that City University staff can take advantage of.

Where?

The MILL is located in E201, the Drysdale building, Northampton Square. It is where we do the majority of our Moodle training but there is a lot more available for you to use.

What?

The MILL is a series of rooms with multimedia facilities. There is a TV studio, podcast studios and training rooms available for City University staff to book into.

Equipment can also be loaned out including film camera, ipod nanos, voice recorders, webcams, ipads and much more. Please see the full list here

Other training is run there including

TV studio induction

Video Making day

I attended the video making day in December and I found it really useful. We learnt how to use the camera and microphone equipment and how to set up a shot. We then went out and did some filming and brought it back to learn how to edit it using Final Cut Pro.

You can check when the next sessions are running and book by clicking here

The University provides other services for staff to use to host audio, multi-media and video on the web, a Flash Media Server (FMS), a Podcasting Service (ULCC), a webinar and presentation service (Talk Server) and an iTunes U service.

For advice on how to use these services and how to link or display your audio, multi-media or video files on the web, via moodle, blogs or other social media, contact The MILL in person in E201 or by emailing video@city.ac.uk

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