![What students think staff need to do
Expectations. Set clear expectations at the start of the course
Quality. ‘take action against poorly designed assignments and bad demonstrators and
lecturers’
Skills. More confident in using technology
Support and understanding. Need to be better at supporting and communicating with
students. ‘Regular 1-to-1 support’. ‘Check in on each person, their well-being and work
load’. ‘Understand that not all of us work at the same rate/retain information at the
same time’, ‘Be aware that some students have familial or other responsibilities away
from the course and this makes it more challenging’. Support for group-based activities
Build relationships. ‘so many [staff] seem so unapproachable - focus on lecture job not
just be there for the pay check’. ‘I would find it helpful if lecturers took the time to get
to know students’
Student contribution. Staff do not take into account the valuable knowledge that
students can offer
Recognition. More recognition of good student performance
Responsiveness. Respond quickly to student requests
Link to research: Holley and Biggins (2021)](https://image.slidesharecdn.com/techchatenhancingyourunits21-220921150123-f27b713a/85/TechChat-Enhancing-your-units-4-320.jpg)
TechChat: Enhancing your units
- 1. Dave and Debbie tech chat Enhancing your units: top tips
- 2. Context Consistency of the student learning experience Enhance the quality of teaching delivery and assessment Promote staff digital literacy Brightspace with associated digital tools Increase the opportunity for students to enhance their digital skills Active engagement with digital learning tools in their unit
- 3. Reminder! Building Out Your Units Add unit handbook and assignment brief Copying content Add an introductory Video Note Use an html template Look at date restrictions / creating checklist Make the default Discussion live – ideas on how to get engagement with it Making use of the Intelligent Agents to monitor engagement – how to make live
- 4. What students think staff need to do Expectations. Set clear expectations at the start of the course Quality. ‘take action against poorly designed assignments and bad demonstrators and lecturers’ Skills. More confident in using technology Support and understanding. Need to be better at supporting and communicating with students. ‘Regular 1-to-1 support’. ‘Check in on each person, their well-being and work load’. ‘Understand that not all of us work at the same rate/retain information at the same time’, ‘Be aware that some students have familial or other responsibilities away from the course and this makes it more challenging’. Support for group-based activities Build relationships. ‘so many [staff] seem so unapproachable - focus on lecture job not just be there for the pay check’. ‘I would find it helpful if lecturers took the time to get to know students’ Student contribution. Staff do not take into account the valuable knowledge that students can offer Recognition. More recognition of good student performance Responsiveness. Respond quickly to student requests Link to research: Holley and Biggins (2021)
- 5. In Todays Session: Enhancing your unit Digital badges Mentimeter Padlet Quizzes Panopto Discussions Video Note
- 6. Digital badges Lots of evidence about how digital badges can motivate learners These have been used to 'badge' meaningful micro credentials & recognition schemes Listen to leader Dr Doug Belshaws podcast Need careful consideration and design Use sparingly! Brightspace Link here Example from Association of learning technologists - I used some of these to build my professional accreditation
- 7. Mentimeter Mentimeter is available to staff and students, you can setup an account using your BU email address Mentimeter is an online polling tool which can add an interactive element to a lecture, presentation or recorded session. Question types include Multiple Choice, Ranking, Scales, Word Cloud and Open Ended, among others Mentimeter is all online and uses a bring-your-own-device approach. Mentimeter is completely anonymous – the anonymity can sometimes encourage quieter students to answer Get an overview of where your group might be struggling, or common misconceptions Do the whole presentation in Mentimeter (talk to anyone on IPL unit last year) Mentimeter research articles collated Demonstration Using Mentimeter
- 8. Padlet for formative and summative, F2F and online Staff can login to Padlet at https://bu.padlet.org/ and click Log in with Microsoft. Collaborative class and group activities Synchronous / asynchronous Anonymous by default Students can create a Padlet account by going to https://padlet.com/ , clicking Log in and then Log in with Microsoft. https://bu.padlet.org/dhunt35/9r208n9kn939e3z3
- 9. Example padlet for summative assessment(social policy)
- 10. MCQs for formative and summative (see ref list on how to write good ones!) Brightspace quiz tool Multiple question types Auto-grading (MCQ & multi-select) Question library and sections Randomization of questions Feedback options
- 11. Panopto Panopto is an easy to use desktop and lecture recording tool and video hosting platform. Whether you wish to record lectures, perhaps for students to access during revision or to create bite size recordings to create a learning module for a topic, Panopto allows you to capture your screen along with video and audio and then make the recording available within Brightspace for your students to view, all in a few simple steps. Key features of Panopto include: Existing video content is streamed so that it can be played back instantly online Can be viewed and uploaded from mobile devices Pre-recorded video files can be easily uploaded Video content can be edited online via a browser Flexible video sharing and permission management Captured PowerPoint slides automatically create an in-built video navigation menu Analytics show how video is being viewed Search functionality is able to locate content that is spoken or displayed as text during recordings.
- 12. Discussions The Discussions tool provides an area for collaboration allowing learners to post, read, and reply to messages on different topics, share thoughts about course materials, ask questions, share files, or work with your peers on assignments. Use the Discussions Tool in your unit to: Encourage users to share thoughts on course material with their peers Set up forums for users to ask questions Pose a question for the class to debate Discuss the answers to an assignment Create forums for groups to work on group assignments Take a look at the following video from Dr. Anne Luce demonstrating Discussion Boards in action: Ann gets 100% student satisfaction on her unit, all discourse based https://www.youtube.com/watch?v=Teira769Gj4
- 13. Video Note Video Note allows you and your students to record and embed videos of up to 30 minutes within Brightspace units. Video Notes can be embedded within Announcements, Content pages and Discussion Boards. They can also be used to provide short video feedback on Assignments. Video Notes are a great way to connect with your students, particularly in between face to face sessions and at distance. They may be used to deliver a quick welcome to your unit and also to frame particular activities. Using a quick video note (3-5 mins to welcome your students, to update them or add additional information as your uit develops To record a Video Note you will need a webcam and a microphone. Most webcam cams will have a built in microphone and most laptops already have built cameras and webcams. https://brightspace.bournemouth.ac.uk/d2l/le/content/18315/v iewContent/725216/View
- 14. • Powerpoint karoke – students prepare short story using images, then another group interprets • Pairs work – students can chat to each other by mobile, especially if wifi flaky • Lots ideas ALT community resources • I love jamboards Maha shared this at an online conference Maha Bali is an Associate Professor of Practice at the Center for Learning and Teaching at the American University in Cairo, Egypt Pushing boundaries?
- 15. Further Resources • Further guidance on using Brightspace can be found in the Brightspace Staff Resources area • FLIEFlix 'boxsets' • Digital Pedagogies Framework • Faculty Learning Technologist
- 16. References Ashwin, P., 2015. Curriculum: What is to be taught and learned? In: Ashwin, P. Reflective Teaching in Higher Education. London: Bloomsbury Academic, 153-177. Biggs, J.B. and Tang, S.K., 2011. Teaching for Quality Learning at University: What the Student Does. 4th edition. Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press. Holley, D; Goldsmith, B & Fevyer, D (2021) Inspiring learning through technology (chapter 5) in Pokorny, H. and Warren, D. eds. Sage. Enhancing Teaching Practice in Higher Education. 2nd edition. London: Sage, 11-52. Warren, D., 2021. Course and learning design and evaluation. In: Pokorny, H. and Warren, D., eds. Enhancing Teaching Practice in Higher Education. 2nd edition. London: Sage, 11-52. Douthit, N.T., Norcini, J., Mazuz, K., Alkan, M., Feuerstein, M.T., Clarfield, A.M., Dwolatzky, T., Solomonov, E., Waksman, I. and Biswas, S., 2021. Assessment of Global Health Education: The Role of Multiple-Choice Questions. Frontiers in Public Health, 9. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8339563/
Editor's Notes
- #3: Debbie
- #4: Units live 19/07 - live by default, available to students 1 week prior, ULs add staff (can't add HODs) 1. Mention assignment boxes and grade columns – PSO role 2. Copying content to include: being selective, good housekeeping,
- #5: Most of these comments relation to staff – student interactions and interpersonal relationships. Almost no comments on course structure, content, knowledge of staff
- #6: DPF now on BS Changes and recommendations based on reporting 2. Pull out some nice practices that people in different areas have used in designing their units. There is no right answer - your layout will be determined by your subject discipline, how the unit is taught; how large your cohort is, how many people are in the teaching team Hopefully give you some ideas that you can take away and apply to your own units, maybe share with colleagues to have a unified approach to your unit design 3. Spend some time demonstrating some of the things we’ll show you in the examples. Have your units to hand and you can follow us onscreen or ask us any questions as we go along. Put Qs in the chat
- #9: Previouys Example: https://bu.padlet.org/jmoran85/kz88q5ng32qh25df
- #16: 1. See 'Preparing your Units for 2022/23 Hide learning materials whilst being developed but have a welcome announcement up Guidance is all there 2. Some of the most popular support offered by FLIE in a boxset format – some of the same information but laid out more from a pedagogical perspective 4. Faculty mailboxes