tag:blogger.com,1999:blog-25038939038904117322024-03-14T17:56:04.892+00:00ble-learningA blog about technology-enhanced learning, teaching and assessment, with side order of open educational practices. Written by Leo Havemann, Learning Technologist at Birkbeck, University of London (a member institution of the Bloomsbury Learning Environment, hence 'BLE'), and co-ordinator of M25 Learning Technology Group and ELESIG London. Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-2503893903890411732.post-73672559344328194602016-07-13T11:07:00.002+01:002016-07-13T11:07:27.171+01:00#ELESIG London - Evaluation By Numbers - 7 July RVCOn Thursday 7th July, the ELESIG London local group met for the third time, again somewhat-organised by Mira Vogel and me. This time we were at the Royal Veterinary College in Camden.<br />
<br />
As with the previous meetings, the group was small but perfectly formed. With no shortage of institutions and people in the London region, there is potential to grow the size of the meetings but I was delighted with the mix of people and the group dynamic, and the fact that it had more of a 'working group' feeling, with everyone participating and no one just being an 'audience'. So this format seems to be working for us for now.<br />
<br />
Mira's write up of the event plus links to various resources is here: <a href="http://blogs.ucl.ac.uk/digital-education/2016/07/13/elesig-london-3rd-meeting-evaluation-by-numbers/"><b>ELESIG London 3rd Meeting – Evaluation By Numbers</b></a>. I just wanted to add a personal thank you to our presenters Michele Milner (UEL) and Andreas Konstantinidis (KCL), our hosts the RVC (especially Sarah Sherman for meeting and greeting), Mira, and everyone who attended and contributed. Looking forward to the next one.Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-41652792711911811372015-11-16T14:09:00.000+00:002015-11-16T14:09:08.039+00:00The EMA Nightmare at #M25LTGLast Wednesday the M25 Learning Technology Group met at UCL for an afternoon of presentations and interactive sessions on the theme of 'Dreams and Nightmares'. While some presentations were really quite dreamy, Sarah Sherman and I decided we could present some of our ongoing work on assessment and feedback in Bloomsbury, specifically considering issues with electronic management of assessment. The slides below give a flavour of our presentation.<br />
<br />
<div style="text-align: center;">
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1cwtVH6AB7_yUCzCaNcLLXNF5Y710Tv4pN6geJejSHK0/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
</div>
<br />
Storified tweets of the event below, courtesy of Vicki Dale.
<br />
<br />
<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/vhmdale/m25ltg-meeting-london-11th-november/embed?header=false&border=false" width="100%"></iframe><script src="//storify.com/vhmdale/m25ltg-meeting-london-11th-november.js?header=false&border=false"></script><noscript>[<a href="//storify.com/vhmdale/m25ltg-meeting-london-11th-november" target="_blank">View the story "M25LTG meeting, London, 11th November, UCL" on Storify</a>]</noscript></div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-6151399844927202322015-11-12T09:25:00.000+00:002015-11-19T14:38:20.804+00:00ELESIG London: Come Evaluate With Me! 11 November 2015, UCLThe second meeting of ELESIG London took place at UCL yesterday. Mira Vogel and I facilitated an interactive morning considering the nature of evaluation, why do it, and how it can be done. Our aim was for participants to move forward with their own evaluation plans, as well as hear about some interesting work, so plenty of time for discussion and networking was built into the schedule. The room was (as hoped) a hive of activity as participants discussed their own evaluation plans and gave each other suggestions. We also welcomed some special guest stars, with a couple of great presentations from Tunde Varga-Atkins from the University of Liverpool (unfortunately only via Skype, rather than in person, but it worked well), who discussed the use of nominal focus group technique, and Professor Amanda Jefferies from the University of Hertfordshire, explaining how to get the best results from learner video diaries. It was also great to have London-escapee Vicki Dale down from Glasgow for the meeting.<br />
<br />
All in all I think it was an informative and enjoyable meeting, and has taken us a step further towards a local (but extended), networked, community of practice in learner experience research. Many thanks again to Tunde and Amanda for presenting and everyone who attended for participating.<br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 1em; line-height: 17.0182px;"><br /></span>
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 1em; line-height: 17.0182px;">Links for presentation slides:</span><br />
<br />
<ul style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 13.0909px; line-height: 17.0182px; margin: 0px 0px 0.4em; padding: 0px; position: static !important;">
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px; position: static !important;"><strong style="font-size: 1em; position: static !important;"><a href="https://docs.google.com/presentation/d/1nFYrVB7Vm2G4ELOrlLbHwRRHCMCsfU1yNu5xqFVWelo/edit?usp=sharing" rel="nofollow" style="color: #330000; font-size: 1em; position: static !important;" target="_blank">Mira Vogel & Leo Havemann - Come Evaluate with Me</a></strong></li>
</ul>
<ul style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 13.0909px; line-height: 17.0182px; margin: 0px 0px 0.4em; padding: 0px; position: static !important;">
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px; position: static !important;"><strong style="font-size: 1em; position: static !important;"><a href="https://www.haikudeck.com/p/D4896Ot959/nominal-focus-group" rel="nofollow" style="color: #330000; font-size: 1em; position: static !important;" target="_blank">Tunde Varga-Atkins: Nominal Focus Group Technique</a></strong></li>
</ul>
<ul style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 13.0909px; line-height: 17.0182px; margin: 0px 0px 0.4em; padding: 0px; position: static !important;">
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px; position: static !important;"><strong style="font-size: 1em; position: static !important;"><a href="https://docs.google.com/presentation/d/1spctBTkunwCv3YJhBi5S1idtF9Z5s-knev_GTJ1c3TQ/edit?usp=sharing" rel="nofollow" style="color: #330000; font-size: 1em; position: static !important;" target="_blank">Amanda Jefferies: Video Diaries</a></strong></li>
</ul>
<br />
<br />
A <a href="https://storify.com/leohavemann/elesig-london-come-evaluate-with-me-11-november-20" target="_blank">Storify of the tweets</a> from the event should display below.<br />
<br />
<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/leohavemann/elesig-london-come-evaluate-with-me-11-november-20/embed?border=false" width="100%"></iframe><script src="//storify.com/leohavemann/elesig-london-come-evaluate-with-me-11-november-20.js?border=false"></script><noscript>[<a href="//storify.com/leohavemann/elesig-london-come-evaluate-with-me-11-november-20" target="_blank">View the story "ELESIG London: Come Evaluate With Me! 11 November 2015, UCL" on Storify</a>]</noscript></div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-23342370447483878392015-11-08T11:27:00.002+00:002015-11-08T11:27:11.048+00:00Farewell to the things I never wrote - ambition is good, but realistic goals are better (some thoughts for #acwrimo)<span style="font-family: inherit;">It's already been a week since I realised that November is <a href="https://twitter.com/hashtag/AcWriMo?src=hash" target="_blank">#AcWriMo</a> (academic writing month) and read some excellent pieces of reflection, advice and encouragement such as <a href="http://patthomson.net/2015/11/02/the-writing-is-never-done-a-thought-for-acwrimo/" rel="bookmark" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: 0px; line-height: 1.3em; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;"><b><span style="color: #0c343d;">the writing is never done – a post for #acwrimo</span></b></a><span style="color: #073763;"> </span>from Pat Thomson and <span style="background-color: white; color: #333333; line-height: 1.2em;"><b><a href="http://thesiswhisperer.com/2012/10/23/why-i-changed-my-mind-about-acwrimo/" target="_blank">Why I changed my mind about #acwrimo</a></b> </span>from Inger Mewburn, and <a href="https://twitter.com/hashtag/AcWriMo?src=hash" target="_blank">lots of other great stuff on Twitter via the hashtag</a>. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">And so, I thought (as I often do), I should write something about this. And then I didn't, because to be honest, I was writing too many other things. In fact what I have been discovering lately is that having finished one quite major writing (and editing) project (<a href="http://education.okfn.org/open-data-as-open-educational-resources-case-studies-of-emerging-practice/" target="_blank"><b>an independently published, open access book</b></a> I've edited with Javiera Atenas), I now want to encourage people to discover and read it, and that means writing more about it. And that made me reflect on another idea for a piece of reflective writing I never wrote, which was about how I have really, really intended to get a lot better about posting on this blog more frequently (are you noticing a theme developing here?).</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">The problem is not a lack of things to write about. I have ideas, sometimes even paragraphs. But that's where I get stuck; when I have got somewhere that is already too long for a tweet, but not long enough to be an adequate blog post, or so I feel anyway. Maybe I should be more relaxed about these short posts and think of them as more akin to a workshop, rather than a lecture, where the purpose is to generate or engage in conversation, rather than deliver an argument. And I should also give myself permission to say farewell to the things I never wrote, and enjoy completing things a bit more. </span><br />
<br />
<span style="font-family: inherit;">What I really want to do though, and this #acwrimo phenomenon has definitely made me think about this, is set realistic, achievable goals, rather than just have an ever increasing list of stuff I need to get done 'now'. Yes I realise I was supposed to start the month by doing that. But it's harder than it sounds. I am going to get on to that straight away. Well, after the next thing I need to get written and sent off urgently.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com2tag:blogger.com,1999:blog-2503893903890411732.post-76669370197793637822015-11-07T13:45:00.000+00:002015-11-07T13:45:21.506+00:00Turnitin User Group meeting, London, October 2015<div class="storify">
<span style="font-family: "arial"; font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;">I recenty attended the 2015 Turnitin User Group meeting, with the same idea as many in the audience, it seems, of finding out how things are moving along in relation to some long-promised developments, and some further information regarding the mysterious forthcoming iteration of the platform, codenamed Turnitin Next. </span><br />
<span style="font-family: "arial"; font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;"><br /></span>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The ‘backchannel’ of the conference on Twitter</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> tended to reveal the frustration of the user community with the slow progress Turnitin are making on many of the more UK specific requests, such as non-numeric grading scales and multiple marking layers that would support combinations such as double blind marking. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The UK HE community is putting a lot of effort and faith into the Jisc EMA project, and we are really hoping Turnitin as our key supplier in this space is watching closely and engaging. Worryingly this wasn't mentioned during the many presentations from Turnitin staff. We were advised that they have been extensively reorganised in both staffing and in their move from ‘waterfall’ to ‘agile scrum’ development, which should help them to clear their ‘technical debt’ (it was a bit like being at a party conference). </span><span style="font-family: "arial"; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">As they remain the only company with a product that covers submission, originality and marking, they continue to be the default option for the sector. But I must say that the sense that markets such as the UK are not seen as high priority was not dispelled at this event.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<span style="font-family: "arial"; font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;"></span><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There is a good capture of main points discussed at the meeting in </span><a href="http://blogs.cardiff.ac.uk/eltt/2015/10/26/turnitin-conference-2015-london/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">this blog post from Dewi Parry Cardiff Uni TEL team</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<span style="font-family: "arial"; font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;">Tweets from the event Storified below. </span></div>
<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/leohavemann/turnitin-user-group-london-23-oct-2015/embed?border=false" width="100%"></iframe><script src="//storify.com/leohavemann/turnitin-user-group-london-23-oct-2015.js?border=false"></script><noscript>[<a href="//storify.com/leohavemann/turnitin-user-group-london-23-oct-2015" target="_blank">View the story "Turnitin User Group, London, 2015" on Storify</a>]</noscript></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-4449323267031857172015-10-22T13:44:00.001+01:002015-10-22T14:57:02.949+01:00Today's Reading: Online Teaching Manifesto / Digital Capability / Open Access Journals / Transforming Assessment and FeedbackFor those of you out there who have blogs AND actually regularly write on them, I salute you. Today I thought I would try a new strategy. Rather than think,<i> interesting, I ought to write something about that too</i>, and never getting around to it as usual, I am just going to point you to some things I think are worth reading.<br />
<br />
*<br />
First up on my way to work this morning I read a thought provoking post from Jenny Mackness, reflecting on Uni of Edinburgh's update to their <b>Manifesto for Teaching Online</b>:<br />
<br />
<blockquote class="twitter-tweet" lang="en">
<div dir="ltr" lang="en">
Great synthesis of Edinburgh Uni’s updated Manifesto for Teaching Online with relevant research <a href="https://t.co/swCPdGU9Do">https://t.co/swCPdGU9Do</a> via <a href="https://twitter.com/jennymackness">@jennymackness</a></div>
— Mary Loftus (@marloft) <a href="https://twitter.com/marloft/status/657109699674943488">October 22, 2015</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>
Next up Sheila McNeill (whose rants I always value) on <b>digital capability</b>:
<br />
<blockquote class="twitter-tweet" lang="en">
<div dir="ltr" lang="en">
A few thoughts aka mini rant from me on institutional digital capability <a href="https://t.co/RZcHpr0XZG">https://t.co/RZcHpr0XZG</a></div>
— Sheila MacNeill (@sheilmcn) <a href="https://twitter.com/sheilmcn/status/657106676332548100">October 22, 2015</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>Sheila's mention of the notion that <span style="background-color: #f5f8fa; color: #292f33; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;">"<i>technology alone will somehow wave some magical digital fairy dust</i>" </span>particularly struck a chord with me.<br />
<br />
*<br />
As it's <b>Open Access Week</b> there is a lot of discussion taking place around what we want from open access, and how maybe transforming the business model of commercial academic publishers to APC-based rather than subscription-based (but actually how about we pay both for now), is rather an impoverished (and impoverishing) goal. See for example, <a href="http://blogs.lse.ac.uk/impactofsocialsciences/2015/10/21/opening-up-open-access-kathleen-fitzpatrick/" target="_blank">Opening Up Open Access: Moving beyond business models and towards cooperative, scholar-organized, open networks</a>. Javiera Atenas has also posted regarding this, arguing that we should be selective about where we publish, and identify and praise honest and reliable journals in our respective disciplines:<br />
<blockquote class="twitter-tweet" lang="en">
<div dir="ltr" lang="en">
Honest and reliable Open Access Journals in Open and Distance Education <a href="https://t.co/SvfD6wvmXw">https://t.co/SvfD6wvmXw</a> <a href="https://t.co/LqvuhH9ira">pic.twitter.com/LqvuhH9ira</a></div>
— Javiera Atenas (@jatenas) <a href="https://twitter.com/jatenas/status/656803966563409921">October 21, 2015</a></blockquote>
And Robert Farrow has followed this up with a post asking what other journals we could add to the list:<br />
<blockquote class="twitter-tweet" lang="en">
<div dir="ltr" lang="en">
Honest and reliable Open Access Journals in Open and Distance Education <a href="https://t.co/SOBcaQpOCq">https://t.co/SOBcaQpOCq</a> <a href="https://t.co/TP6XZGby9F">pic.twitter.com/TP6XZGby9F</a></div>
— Dr. Robert Farrow (@philosopher1978) <a href="https://twitter.com/philosopher1978/status/657156989726756864">October 22, 2015</a></blockquote>
Replies welcomed by @jatenas and @philosopher1978.<br />
<br />
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>
*<br />
I am cheating by including this, because I haven't read that much of it yet, but some useful work-in-progress on <b>Transforming Assessment and Feedback</b> has emerged from the Jisc EMA Project that is definitely worth a look for anyone who is interested in assessment practices:<br />
<blockquote class="twitter-tweet" lang="en">
<div dir="ltr" lang="en">
New Jisc guide 'Transforming assessment and feedback' available <a href="http://t.co/SdfWWfDIuj">http://t.co/SdfWWfDIuj</a>, feedback welcome <a href="https://twitter.com/hashtag/jiscexperts15?src=hash">#jiscexperts15</a> <a href="https://twitter.com/hashtag/jiscassess?src=hash">#jiscassess</a></div>
— Lisa Gray (@ljanegray) <a href="https://twitter.com/ljanegray/status/654250404151099392">October 14, 2015</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>
They are looking for feedback on the guide which you can provide via <a href="https://docs.google.com/forms/d/1Jo3J1Q1OCq0B7hwWSWpobOSEIeijft8RqHuu1liXL5s/viewform" target="_blank">this form</a>.<br />
<br />
* <br />
Anyway, I'd better get back to today's other reading, emails...<br />
<br />Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-2056094679862503962015-09-01T11:30:00.004+01:002015-09-02T16:58:58.622+01:00Step up to Postgraduate Study in Arts, v 3.0<span style="font-family: inherit;">The third and latest iteration of the summer blended module Step up to Postgraduate Study in Arts is drawing to a close (today is the second deadline or as we like to say, 'assessment opportunity', for students to submit the assessments, so there will still be marking to do). This year we signed up over 70 students, so the module continues to grow year on year, though of course as it is a free and non-credit bearing module, some people sign up but don't really get engaged with it. And on one level that's fine, because nothing about this is compulsory, but on another, it's a shame, because the feedback we are getting from the students who do work their way through the module, whether they complete everything, or just have a go at certain topics, is that they are gaining insights into academic skills and gaining confidence to begin their new chapter as postgrad students. </span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdaHRstTBP7qNXozh1ZFLNtr3d_8Hk68GN5EaREEhzHRIq4-7i3pvt72h0QafIwPzBQrZ7AJ0cgTkEXpSRe3O-tjXFaF8Crg0C8gkBNNDOuQ5gI-fSwnMGN_J3YDoO6KmbuUOY_qoOBWs/s1600/StepUplogo3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="69" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdaHRstTBP7qNXozh1ZFLNtr3d_8Hk68GN5EaREEhzHRIq4-7i3pvt72h0QafIwPzBQrZ7AJ0cgTkEXpSRe3O-tjXFaF8Crg0C8gkBNNDOuQ5gI-fSwnMGN_J3YDoO6KmbuUOY_qoOBWs/s320/StepUplogo3.jpg" width="320" /></a></div>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">It would have been great to have had a module like this available when I was starting my MA (back in the mid 90s!). But then, reflecting on that makes me think how much higher education has changed in the intervening decades - for example, as part of Step Up we encourage students to evaluate and develop their information and digital literacies, and to interrogate the concept of plagiarism by deliberately plagiarizing, as well as writing an unplagiarized version, and submitting both versions to Turnitin. And of course, the module is studied almost completely online (though supported by two engaging face-to-face events). For these reasons the module has been recognized by Jisc as an exemplar in p<span style="border: 0px; color: #444444; margin: 0px; padding: 0px; vertical-align: baseline;">reparing and supporting students to study successfully with digital technologies</span> (see: <a href="http://digitalstudent.jiscinvolve.org/wp/exemplars">http://digitalstudent.jiscinvolve.org/wp/exemplars</a>). </span>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-77390589290003807382015-06-28T19:09:00.000+01:002015-11-24T15:40:35.553+00:00Open Data as OER updateA few months ago (and yet, somehow, only a couple of posts ago, 'here'!), I posted the link to a piece I co-wrote for the Open Education Working Group blog with Javiera Atenas and Ernesto Priego considering the potential of open data to be used as open educational resources. We shared a survey and we got some responses.<br />
<br />
Javiera and I spoke at the <a href="http://education.okfn.org/7th-open-education-working-group-call-open-data-as-open-educational-resources/" target="_blank">7th Open Education Working Group call</a> on the topic and introduced our proposal to gather case studies of pedagogic practice in this area.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/JZ3kqcbJJkHOdW" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/leohavemann/open-data-as-open-educational-resources-55345151" target="_blank" title="Open Data as Open Educational Resources">Open Data as Open Educational Resources</a> </strong></div>
<br />
See also:<br />
<a href="http://education.okfn.org/minutes-from-7th-open-education-working-group-call/" target="_blank">Minutes and recording from the call</a><br />
<a href="https://lornamcampbell.wordpress.com/2015/06/08/open-silos-open-data-and-oer/" target="_blank">Reflections on the call from Lorna Campbell</a>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-7420721365667918172015-04-16T13:17:00.002+01:002015-04-16T13:17:39.648+01:00Crowdsourcing Quality in Open Education<br />
<span style="font-family: Arial, Helvetica, sans-serif;">How can we assure quality in the context of Open Education? This question lies at the heart of the challenge of gaining mainstream acceptance of open content. It perhaps brings to mind the idea of some kind of gatekeeping process that would vet content before it is released for 'consumption' - sort of the way academic peer review is supposed to work. But there are questions over the efficacy and sustainability of the traditional peer review model, even for research publications. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Traditional peer review is labour intensive, relying on a donation of free labour/time from reviewers (and academic time seems to become an ever scarcer resource). Crucially, it also operates in a 'closed' space, where authors and reviewers are anonymised, and editors pass messages back and forth, eventually resulting in a finished product which may later be cited, and possibly (but not necessarily!) freely distributed, but most likely never revised or updated. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">It appears inadvisable to transplant this model into an open space, where open licenses encourage reuse and modification (rather than simply consumption). Never mind the question of who exactly would be sourcing and providing the labour to peer review these open learning resources. Instead </span><span style="font-family: Arial, Helvetica, sans-serif;">Javiera Atenas and I, in a new post for </span><span style="font-family: Arial, Helvetica, sans-serif;">Open Education Europa,</span><span style="font-family: Arial, Helvetica, sans-serif;"> suggest that we must leverage openness itself, </span><span style="font-family: Arial, Helvetica, sans-serif;">taking advantage</span><span style="font-family: Arial, Helvetica, sans-serif;"> of open educational practices to improve the quality of open content.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Our post about this is here: </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">
<span style="background-color: white; font-size: 17px; font-weight: bold; line-height: 17px;"><a href="http://openeducationeuropa.eu/en/blogs/crowdsourcing-quality-or-why-openness-matters" target="_blank">Crowdsourcing Quality (Or, Why Openness Matters)</a></span></span>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-83418444289266218212015-04-10T10:35:00.002+01:002015-04-10T11:02:15.981+01:00Open Data as OER: Blog Post and SurveyRecently in conjunction with Open Education Week, the Open Education blog over at Open Knowledge featured a guest post by Javiera Atenas, Ernesto Priego and me, in which we propose that Open Data is under-explored as an educational resource. See:<br />
<br />
<br />
<ul>
<li><a href="http://education.okfn.org/the-21st-centurys-raw-material-using-open-data-as-open-educational-resources/" target="_blank"><b>THE 21ST CENTURY’S RAW MATERIAL: USING OPEN DATA AS OPEN EDUCATIONAL RESOURCES</b></a></li>
</ul>
<br />
<br />
The piece ends with a link to a <b><a href="https://docs.google.com/forms/d/1usWcey78Yr1kiB5-g-IlBWOQIKu1h271WfMscgS4DJo/viewform" target="_blank">very short survey</a></b>, through which we are trying to capture examples of OD as OER use. Many thanks to everyone who already completed the survey - please do/share if you haven't!Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-52110144790314940522014-07-08T00:00:00.000+01:002015-04-10T15:15:52.547+01:00Breaking down barriers: Open Educational Practices as an emerging academic literacyA conference presentation with Jo Stroud and Javiera Atenas at Connected Learning in an Open World: Academic Practice and Technology conference, University of Greenwich; 8 July 2014. Links for our accompanying Prezi plus our speaking notes are below.<br />
<br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Abstract: </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">This paper considers barriers to the uptake of Open Educational Practices (OEP) and how these barriers might potentially be overcome. ‘Open education’ has become an increasingly important topic in TEL and wider educational debates, partly driven by the rapid emergence of MOOCs. Various activities, such as sharing of teaching resources, open access publishing, and delivery of free, online courses, are being promoted under the umbrella of ‘openness’, yet the majority of scholars do not appear to be embracing the concept wholeheartedly. Amidst dramatic changes to the current learning, teaching, and research landscape, academics are increasingly called upon to become ‘connected’, ‘digital’, and ‘open’ scholars, requiring engagement with a kaleidoscope of interconnected open social and digital practices. Potentially the most powerful and compelling argument for any version of ‘open education’ is the claim that academics should adopt Open Educational Practices (OEP). For example, Andrade et al. (2011) assert that “OER and OEP are changing learning scenarios” and that “the use of OER and the implementation of OEP lead to innovations in pedagogical terms”. OEP consist not only of creating and reusing OER, but also of other forms of transparency around academic practice, such as blogging, tweeting, presenting, and debating scholarly and pedagogic activities, in ways that promote reusability, revision, and collaboration (Ehlers, 2011; Jacobi & Woert, 2012). OEP are therefore tactics for increasing access to knowledge, developing and strengthening communities of practice, disseminating positive ways of working, leveraging high-quality existing resources, and promoting innovative pedagogies (Andrade et al., 2011). In spite of this, there appears to be a lack of engagement with OEP. It’s possible that these theoretical and practical benefits have not been widely understood by the academic community, but it also seems to be the case that real or perceived regulatory, technical, cultural, and skills barriers exist. In our presentation we will consider the nature of these barriers in greater detail and suggest potential strategies for their mitigation. </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;"><br /></span>
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">References: </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Andrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., & Conole, G. (2011). Beyond OER: Shifting Focus from Resources to Practices (pp. 1–191). Duisburg-Essen. Retrieved from http://www.oerasia.org/OERResources/8.pdf </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Ehlers, U., & Conole, G. (2010). Open Educational Practices : Unleashing the power of OER (pp. 1–9). Retrieved from http://efquel.org/wp-content/uploads/2012/03/OEP_Unleashing-the-power-of-OER.pdf </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Ehlers, U-D. (2011). From Open Educational Resources to open educational practices. eLearning Papers, (23), 1–8. Retrieved from http://www.elearningeuropa.info/nl/node/71328 </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Jacobi, R., & Woert, N. van der. (2012). Trend Report on Open Educational Resources 2012. SURF, Utrecht. </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;"><br /></span>
<br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Prezi available: <a href="http://prezi.com/yenbduyyzsjy/greenwich-apt">http://prezi.com/yenbduyyzsjy/greenwich-apt</a> </span><br />
<span style="background-color: white; color: #444444; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 11px; line-height: 16px;">Slide notes available: <a href="https://docs.google.com/presentation/d/1kEmbPQKuvtIm9r84aTJ8raJnfEPJIw6WvrJdBguJe4s/edit?usp=sharing">https://docs.google.com/presentation/d/1kEmbPQKuvtIm9r84aTJ8raJnfEPJIw6WvrJdBguJe4s/edit?usp=sharing</a></span>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-35594830488920599002014-03-21T17:06:00.003+00:002014-06-03T15:40:44.862+01:00Seminar review: Practical considerations of running a MOOC<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;">The University of London’s (UoL) </span><a href="http://cdelondon.wordpress.com/" style="background-color: white; border: 0px; color: purple; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; padding: 0px; text-decoration: none;">Centre for Distance Education (CDE)</a><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"> provides thought-provoking lunchtime seminars on topics of interest to learning technology practitioners and staff who teach or administer online courses. A recent well-attended seminar on the practicalities of Massive Open Online Courses (MOOCs) included presentations on MOOCs in English Common Law (ECL) and Creative Programming (CP). </span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"><br /></span>
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;">Julie Voce, E-Learning Services Manager at Imperial College and I wrote up our notes of this event and they are available on the <a href="http://newsletter.alt.ac.uk/2014/03/developing-and-running-a-mooc-some-practical-considerations/" target="_blank">ALT Online Newsletter</a>. </span>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-85860560885689467092014-03-07T17:51:00.002+00:002014-03-07T17:51:36.356+00:00Is it time for MOOCs to 'open up'?<span style="font-family: Arial, Helvetica, sans-serif;">A piece I co-wrote with Javiera Atenas is now live on the LSE Impact of Social Sciences blog: <a href="http://blogs.lse.ac.uk/impactofsocialsciences/2014/03/07/is-it-time-for-moocs-to-open-up/" style="line-height: 1.3em;" target="_blank">MOOCs must move beyond open enrolment and demonstrate a true commitment to reuse and long-term redistribution</a><span style="line-height: 1.3em;">.</span></span><br />
<blockquote class="twitter-tweet" lang="en">
MOOCs must move beyond open enrolment and demonstrate a true commitment to reuse and redistribution. <a href="http://t.co/QpqAYJmSya">http://t.co/QpqAYJmSya</a> <a href="https://twitter.com/search?q=%23OER&src=hash">#OER</a> <a href="https://twitter.com/search?q=%23edchat&src=hash">#edchat</a><br />
— LSEImpactBlog (@LSEImpactBlog) <a href="https://twitter.com/LSEImpactBlog/statuses/441904830114975744">March 7, 2014</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-69352649355314659472014-02-20T15:57:00.000+00:002015-04-10T16:05:19.889+01:00Literacies for open practice: open up and say OER?<br />
A presentation at Bloomsbury TEL event on <b>Digital Literacy for Teaching and Research</b>, 19 February 2014, at the Institute of Education, University of London.
<span style="background-color: white; font-family: sans-serif; font-size: 12.8000001907349px;"><br /></span>
<br />
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/31476497" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> </div>
<div style="margin-bottom: 5px;">
<div style="text-align: center;">
<strong> <a href="https://www.slideshare.net/leohavemann/literacies-for-open-practice-19-feb14" target="_blank" title="Literacies for open practice: Open up and say OER?">Literacies for open practice: Open up and say OER?</a> </strong></div>
</div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com1tag:blogger.com,1999:blog-2503893903890411732.post-6543615637187181612014-02-18T10:23:00.004+00:002014-02-18T10:23:59.111+00:00Media Cloud forecast: in-video quizzes and more<div dir="ltr" id="docs-internal-guid-74c52818-4480-9b8c-c29b-6e3ff5b311bf" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Recently
the Bloomsbury Media Cloud User Group attended a presentation from
MediaCore, the company who provide the platform and hosting that powers
the service. There are some interesting developments in the pipeline. </span></div>
<br />
<h2>
</h2>
<h2 dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">In-video quiz prototype</span></h2>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">It
is good to see research and thought has gone into this. The goal is
that it should be designed and prototyped in accordance with educational
theory and research and user community engagement. Reference to
literature arguing that in an educational setting, videos shouldn’t just
be passively consumed – you want the students actively engaging.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">They
have also surveyed academics and technical staff regarding what they
would want to do if there was a quizzing functionality. An interesting
result was ‘discuss the responses in class’. Also teachers felt they
would change the way they create videos if they had the quizzing
functionality, so seen as having a strong pedagogical affordance.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Also reviewed literature on quizzes/MCQs. Creating good </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">‘distractors’ </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">(plausible wrong answers) and provision of </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">response-contingent feedback</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (i.e. tells you why you are right or wrong) both seen as key. </span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Design
is also based on Bloom’s taxonomy with a view to enabling and
encouraging teachers to consciously apply Bloom’s taxonomy in design of
questions and feedback. </span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Questions can be textual or image-based. </span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Getting
it working smoothly and making it easy to use is the priority.
Integration with Moodle gradebook and similar via SCORM or other methods
is further down the track, but the group generally felt this
functionality will be more valuable for formative/reflective purposes
anyway.</span></div>
</li>
</ul>
<br />
<h2 dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Now & next for the platform</span></h2>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">We are now using the new player.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You can now embed whole collections (not from the Chooser in Moodle though).</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">They now have epub support (i.e. you can upload an epub file as the main media item).</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Capture app already existed for iOS devices, and now exists for Android and Windows 8 (PC & tablet).</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Snagit
integration allows upload of Snagit screencapture videos directly to
MediaCore but there is a bug that is not displaying all the collections
(this is currently with TechSmith to resolve).</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Plan for everything to be more responsive to device/screen size so it works and looks better.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Planned new </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">‘super embed’ </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">will
allow a bunch of functionality from the site (e.g. collections,
attached docs, download main media item) to be accessible from the
embeds.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">User
group members Javiera Atenas, Elizabeth Charles and Leo Havemann
supplied recommendations regarding inclusion of licensing options
(including the range of Creative Commons licences) and these will be
incorporated into the platform soon.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Sharing assets across more than one collection is known to be our current major issue.</span><br />
<br />
<div class="title">
<i><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This post was originally written for the </span><a href="http://bloomsburyconsortium.blogspot.co.uk/2014/02/media-cloud-forecast-in-video-quizzes.html" target="_blank">Bloomsbury Learning Environment Blog</a></i>
</div>
<div class="descriptionwrapper">
<div class="description">
<span>
</span></div>
</div>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></div>
</li>
</ul>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com2tag:blogger.com,1999:blog-2503893903890411732.post-56766702565580063112013-08-01T10:45:00.000+01:002013-11-13T10:51:03.921+00:00Birkbeck Special Blend Project Presented at HEA/SEEC Conference 2013 <br />
The HEA and SEEC held a combined conference on Flexible Learning at the University of Westminster in July. Along with Liz Drew who was part of the project team with me, I presented an overview of Special Blend, our Changing the Learning Landscape -assisted project which aimed to come up with a Birkbeck-flavoured approach to blended learning. The project morphed into a second phase which involved developing and then delivering a pilot module, Step Up to Postgraduate Study in Arts. The presentation slides are below.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/24804618" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/leohavemann/birkbeck-special-blendheaseecconference2013" target="_blank" title="Special Blend: Developing a Model for Technology-Enhanced, Flexible Learning">Special Blend: Developing a Model for Technology-Enhanced, Flexible Learning</a> </strong></div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-6011957149507327742013-07-24T10:52:00.000+01:002014-06-03T15:37:03.899+01:00Are Repositories Holding Back OER?<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/24582545" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/leohavemann/are-repositories-holdingbackoer" target="_blank" title="Are repositories holding back OER?">Are repositories holding back OER?</a> - </strong>Presented at M25 Learning Technology Group, July 2013</div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-8467287759001514712013-02-21T12:03:00.000+00:002013-02-25T15:40:29.267+00:00Turnitin User Group meeting: Senate House, London, 15 February 2013<i>A meeting of the Turnitin UK User Group was held in London last week and the following represents my capture of points of interest from that meeting rather than a full record of all that was presented, but I hope this is of some use to the community. </i><br />
<br />
<!--[if gte mso 9]><xml>
<o:OfficeDocumentSettings>
<o:RelyOnVML/>
<o:AllowPNG/>
</o:OfficeDocumentSettings>
</xml><![endif]--><br />
<!--[if gte mso 9]><xml>
<w:WordDocument>
<w:View>Normal</w:View>
<w:Zoom>0</w:Zoom>
<w:TrackMoves/>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:DoNotPromoteQF/>
<w:LidThemeOther>EN-GB</w:LidThemeOther>
<w:LidThemeAsian>X-NONE</w:LidThemeAsian>
<w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:SnapToGridInCell/>
<w:WrapTextWithPunct/>
<w:UseAsianBreakRules/>
<w:DontGrowAutofit/>
<w:SplitPgBreakAndParaMark/>
<w:DontVertAlignCellWithSp/>
<w:DontBreakConstrainedForcedTables/>
<w:DontVertAlignInTxbx/>
<w:Word11KerningPairs/>
<w:CachedColBalance/>
</w:Compatibility>
<m:mathPr>
<m:mathFont m:val="Cambria Math"/>
<m:brkBin m:val="before"/>
<m:brkBinSub m:val="--"/>
<m:smallFrac m:val="off"/>
<m:dispDef/>
<m:lMargin m:val="0"/>
<m:rMargin m:val="0"/>
<m:defJc m:val="centerGroup"/>
<m:wrapIndent m:val="1440"/>
<m:intLim m:val="subSup"/>
<m:naryLim m:val="undOvr"/>
</m:mathPr></w:WordDocument>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267">
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" Priority="39" Name="toc 1"/>
<w:LsdException Locked="false" Priority="39" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" Name="toc 4"/>
<w:LsdException Locked="false" Priority="39" Name="toc 5"/>
<w:LsdException Locked="false" Priority="39" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" Name="toc 7"/>
<w:LsdException Locked="false" Priority="39" Name="toc 8"/>
<w:LsdException Locked="false" Priority="39" Name="toc 9"/>
<w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/>
</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin-top:0cm;
mso-para-margin-right:0cm;
mso-para-margin-bottom:10.0pt;
mso-para-margin-left:0cm;
line-height:115%;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;}
</style>
<![endif]-->
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><i><span style="font-family: "Gill Sans MT","sans-serif"; font-size: 12.0pt;">1. Service Updates </span></i></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Communication</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="font-family: "Gill Sans MT","sans-serif";">Status updates:</span><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">
various options to be updated on this including email, Twitter, RSS. You can
also enable mobile notification from the Twitter feed. They send updates on the
US and UK services via the same Twitter account (</span></span><a class="l" href="https://twitter.com/TurnitinStatus">TurnitinStatus</a>)<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";"><span class="tl"></span> which many felt was unhelpful
so perhaps this will be changed. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="font-family: "Gill Sans MT","sans-serif";">Product updates:</span><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">
there is now a Twitter feed for this as well </span></span><a class="l" href="https://twitter.com/TurnitinProduct">(TurnitinProduct</a>).<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";"><span class="tl"></span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Support
Portal</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">They
have never had one but will now be implementing this – it will enable us to see
all open cases and any progress they are making. This would enable us to
have a Bloomsbury-wide overview of the service status as well as better visibility at the more granular level of individual support tickets. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Currently
their plan is that there will be an additional charge as this has never been
included in our licence cost. At the moment they are seeing this as something
some clients will opt in to and pay for but I wonder if it wouldn’t be better
to provide this for all customers as the cost would then be spread widely. Possibly HELF (the Heads of e-Learning Forum) could make this suggestion on behalf of
UK HE if there is general agreement across the sector.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">There
is an opportunity to join the pilot of the system which seems like a good idea for Bloomsbury.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Plagiarism
Website</span></span><cite><a href="http://www.plagiarismadvice.org/"></a></cite></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Relaunched
and improved with a lot of resources worth checking out – the conference
proceedings from the last 10 years are now up. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">See: </span></span><b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";"></span></span><cite><a href="http://www.plagiarismadvice.org/">www.plagiarismadvice.org</a></cite></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";"><b><i><span style="font-family: "Gill Sans MT","sans-serif"; font-size: 12.0pt;">2. Product Roadmap -
General</span></i></b> </span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Grademark</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">We were reminded to promote the <a href="https://demo-www.turnitin.com/dv?o=222980585&u=1007009245&lang=en_us&demo=1&cv=1&output=json&s=3" target="_blank">online tutorial</a> for Grademark. There are free/public rubrics available
now (from the US) which we can download and adapt.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">iPad
App</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">This is due in beta
in late February, with full launch in May – this allows you to sync the papers and
mark offline, which is a very useful feature that is possible to implement for
iPad but unfortunately not for Android (or for use on Windows / Mac laptops
either) at this time. Android may become a possibility (or at least
certain devices). </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">One point that concerned me was that it may not be totally
straightforward for staff who use Turnitin integrated with Moodle (as ours exclusively do) unfortunately
as they will need to find a one time access code in the Document Viewer to get
them in to the relevant class via the iPad app. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Admin
account interface (via the submit.ac.uk website)</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">There
will be improvements to the interface and tools available to us.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Document
viewer</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">This
is the main interface Turnitin users ever see, which contains the Originality
Report and Grademark views of the submissions. Version 2 is now in progress for
release by the end of this year and should solve some of the persistent issues
(but will be even less compatible with older browsers than the current one).</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><i><span style="font-family: "Gill Sans MT","sans-serif"; font-size: 12.0pt;">3. Product Roadmap -
Integrations</span></i></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Legacy
API</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">(i.e.
the current API all integrations are connecting to.) There are a lot of issues
with the legacy API and a new one is under construction. This will resolve the
prevalent 423 errors and will support use of Peermark by integration users.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Moodle
Direct Integration</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">This is what we use in Bloomsbury. The new
version of MD will connect via the new SOAP API. This will provide support for using
Turnitin in the same way as users of the current ‘Dan Marsden’ plugin, which
lets you use the normal Moodle assignment tool but still run an originality
report. This may suit staff/departments which want the OR but don’t want to mark
online.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">It
will be possible to download anonymous assignments (at the moment this function
is switched off when anonymity is enabled, because Turnitin appends the
student’s name when you download, so a code change will allow for downloading
with names removed). The beta version of Moodle Direct v 2 is expected in May.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><i><span style="font-family: "Gill Sans MT","sans-serif"; font-size: 12.0pt;">4. Guest Speaker </span></i></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="font-family: "Gill Sans MT","sans-serif"; font-size: 12.0pt;">C</span></b><b><span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif"; font-size: 12.0pt;">heryl Reynolds
(University of Huddersfield) - The JISC EBEAM Project</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Cheryl presented an interesting case study of the implementation of Turnitin at Huddersfield under the auspices of EBEAM,
which sought to drive uptake of online submission and marking. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">The emphasis was put
on the benefits to staff. Lessons included: compulsion
caused hostility. People will make the move in their own time, especially once
colleagues are doing it. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";">Some
tutors started using the new audio feedback option which students are responding
very positively to – students in general felt the audio feedback was more
personal and ‘human’ but it was also especially useful because of the greater
accessibility of audio compared with text for visually impaired and dyslexic
students. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans MT","sans-serif";"><a href="http://library.hud.ac.uk/blogs/projects/ebeam/">See more information about EBEAM here.</a></span></span></div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com1tag:blogger.com,1999:blog-2503893903890411732.post-23375486801902081712012-07-18T18:23:00.000+01:002015-11-20T18:24:18.999+00:00Creative uses of Moodle at MUGGL<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/40XXkSsTa8pKFb" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/leohavemann/creative-uses-of-moodle-muggl-presentation-and-feedback" target="_blank" title="Creative uses of Moodle? - MUGGL presentation and feedback">Creative uses of Moodle? - MUGGL presentation and feedback</a> </strong> from <strong><a href="https://www.slideshare.net/leohavemann" target="_blank">Leo Havemann</a></strong> </div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-19599325266587087592011-04-28T15:39:00.003+01:002011-05-05T13:00:02.361+01:00Lecture Capture: More Info Needed?<div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;">Lecture capture is quite a hot topic in HE these days and we recently had a showcase event in Bloomsbury to look at how some of the BLE member colleges are making use of it as well as hear from other universities. </span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;">In Bloomsbury the technology which has been adopted for this (especially at the RVC and LSHTM) is Echo360 (formerly known as Apreso). Echo can record a video stream of the lecturer, another video stream of whatever is shown on the big screen (this is usually used to record the steady advance of PowerPoint slides on the teaching PC, but can also capture a feed from a visualiser or DVD player), plus the audio of the lecturer (provided they speak into the mic).</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;">The event included an especially useful presentation from Graham McElearney of Sheffield University, who discussed the intimidating copyright and IPR issues and implications of lecture capture but also offered frameworks from which to develop sound institutional policies.<i><b> <a href="https://www.ble.ac.uk/bin/common/enroll_course.pl?context=CLUB&course_id=_57357_1">For more info from the event click here</a></b></i> (<i>BLE login required</i>).</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;">Another event was recently held by JISC Legal and recordings can be accessed here: <i><b><a href="http://www.jisclegal.ac.uk/RecordingLectures">http://www.jisclegal.ac.uk/RecordingLectures</a>.</b></i></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><br />
<span style="font-size: small;"><b>Upcoming events</b></span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;">Echo360 are holding a conference at the <b>LSE </b>on the 25th of May - for more information see <i><b><a href="http://echo360.com/community/community-conference-europe/">http://echo360.com/community/community-conference-europe/</a></b></i>.</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;">A platform-agnostic ALT event entitled "Lecture Capture - doing it well and at scale" is coming up at <b>QMUL </b>on 16 June, and will be covering:</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><ul style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; margin-top: 0cm;" type="disc"><li class="MsoNormal"><span style="font-size: small;">Case studies of successful implementation including from the Institute of Theoretical Physics in Trieste, Italy</span></li>
<li class="MsoNormal"><span style="font-size: small;">Lecture recording in the sciences</span></li>
<li class="MsoNormal"><span style="font-size: small;">AV issues when working at scale and solutions</span></li>
<li class="MsoNormal"><span style="font-size: small;">Encouraging adoption</span></li>
<li class="MsoNormal"><span style="font-size: small;">Pedagogic and learning design issues</span></li>
<li class="MsoNormal"><span style="font-size: small;">Supporting teachers and students in their use of lecture capture</span></li>
<li class="MsoNormal"><span style="font-size: small;">Institutional policies and obstacles</span></li>
<li class="MsoNormal"><span style="font-size: small;">Lecture capture myths and misconceptions and how to tackle these</span></li>
<li class="MsoNormal"><span style="font-size: small;">IPR/Copyright issues</span></li>
</ul><div class="MsoNormal" style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><i><b><span style="font-size: small;"><a href="http://tinyurl.com/4w9229z">Click here to sign up for further information about the event</a>.</span></b></i></div>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-30944003307785830442011-03-08T17:00:00.002+00:002011-03-09T12:55:33.530+00:00Turnitin Wednesdays<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">You have probably heard of 'Orange Wednesdays'. Now, I'll admit that a lot of people might be more easily enticed to a free trip to the cinema than a free webinar, but iParadigms UK, apparently undaunted, have taken a leaf out of Orange's book and have introduced a series of webinars on Wednesdays. (Before Orange take legal advice, I should point out that they haven't actually called them 'Turnitin Wednesdays'!)</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Every Wednesday at <b>2 pm</b> (UK time) they are running<b> Introduction to Turnitin</b> webinars - <b><a href="http://spreadsheets.google.com/embeddedform?formkey=dDdDTkstUDBrZUswYU5kUzV0cE95MGc6MA">sign-up is via this link</a></b>.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Then following these at <b>3 pm</b>, there is a series of webinars looking at various aspects of <b>plagiarism prevention</b>, with a pedagogical rather than technical emphasis. Upcoming sessions include:</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><ul><li><a href="https://nlearning.webex.com/mw0306lc/mywebex/default.do?service=1&siteurl=nlearning&nomenu=true&main_url=%2Fmc0805lc%2Fe.do%3Fsiteurl%3Dnlearning%26AT%3DMI%26EventID%3D169549387%26UID%3D1208158312%26Host%3De04c0a057b5b5e07%26RG%3D1%26FrameSet%3D2" target="_new"><b>9 March: Getting the message across to students</b></a> </li>
<li><a href="http://cts.vresp.com/c/?iParadigmsEurope/c879366479/b3180b4c8d/0a03ffcf69/ED=169552002%26RG=1%26UID=1208508737%26RT=MTgjMjE%253D" target="_new"><b>16 March: How and why students plagiarise</b></a> </li>
<li><a href="http://cts.vresp.com/c/?iParadigmsEurope/c879366479/b3180b4c8d/94aea0adc3/ED=169664532%26RG=1%26UID=1208509907%26RT=MTgjMjE%253D" target="_new"><b>23 March: Identifying and tackling plagiarism</b></a> </li>
<li><a href="http://cts.vresp.com/c/?iParadigmsEurope/c879366479/b3180b4c8d/1c2eeefd27/ED=169678382%26RG=1%26UID=1208557302%26RT=MTgjMjE%253D" target="_new"><b>30 March: Designing plagiarism out of coursework</b></a> </li>
<li><b><a href="http://cts.vresp.com/c/?iParadigmsEurope/c879366479/b3180b4c8d/4098a090c2/ED=169678927%26RG=1%26UID=1208558997%26RT=MTgjMjE%253D" target="_new">6 April: Best practice for dealing with academic misconduct </a></b> </li>
<li><a href="http://cts.vresp.com/c/?iParadigmsEurope/c879366479/b3180b4c8d/e51f142a4b/ED=169679417%26RG=1%26UID=1208560857%26RT=MTgjMjE%253D" target="_new"><b>13 April: Institutional policies and procedures</b></a> </li>
</ul></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">(Please note these sessions are for teaching and support staff only.)</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">To give an idea of what these sessions involve, here are my recollections following a previous 'institutional policies and procedures' session a few weeks ago. </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">One of the interesting aspects was the diversity of current practice amongst institutions represented. The widespread and growing adoption of Turnitin as the coursework submission tool used within VLEs seems to be a big driver for HEIs to reconsider their approaches. It seems clear that simply 'switching on Turnitin to catch the offenders' isn't best practice - consideration of how to make use of Turnitin with students in a formative way is urgently needed.</span></div>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-25466659296420596142011-02-28T12:34:00.000+00:002013-11-13T12:37:33.631+00:00Beyond Blackboard: 'The VLE is Dead'?, Web 2.0, Social Media and Personal Learning Environments<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/16801832" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/leohavemann/beyond-blackboard-16801832" target="_blank" title="Beyond Blackboard: Some thoughts on ‘web 2’ and education">Beyond Blackboard: Some thoughts on ‘web 2’ and education</a> </strong></div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-90365546252547151842011-02-16T16:49:00.001+00:002011-05-05T15:58:14.871+01:00Elluminate in Bloomsbury - not just for ash clouds and snow days<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">In a previous post ('<a href="http://ble-learning.blogspot.com/2010/04/dont-let-ash-cloud-ruin-your-meeting-or.html">Don't let an ash cloud ruin your meeting'</a>) I suggested that virtual classrooms could be the way to go when faced with a natural disaster (or natural irritant) that prevents a class from meeting face to face as planned. And I have noticed during this winter's snowier periods that more staff members have taken this option up.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">But of course, online meetings don't only have to be seen as a replacement for a face to face meeting that has been cancelled. At the recent <a href="http://www.bbk.ac.uk/elearning/newsevents/events/ellumbloom"><b>Bloomsbury Elluminate Showcase</b></a>, speakers from around Bloomsbury talked about how they are making use of Elluminate with different groups of learners.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">You can<b> <a href="https://sas.elluminate.com/p.jnlp?psid=2011-02-11.0208.M.CF02A851FD4E0ADB3E46F1ABF5B8B5.vcr&sid=2007016">watch the recorded event</a></b> via the magic of Elluminate (BLE members can also <a href="https://www.ble.ac.uk/bin/common/enroll_course.pl?context=CLUB&course_id=_57217_1">join a group in the BLE</a> and/or <a href="http://tiny.cc/Elluminate_training">sign up for some training</a> on 14 March or 9 May). </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">It's also worth checking out these <a href="http://onlignment.com/ebooks/">free ebooks</a> from the Onlignment Blog, especially</span><span style="font-size: small;"> <a href="http://onlignment.com/live-online-learning-a-facilitators-guide/">Live Online Learning – A facilitator’s guide</a>.</span></div>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-31037158029344073372010-12-15T17:28:00.001+00:002010-12-15T17:51:00.365+00:00Beyond Teaching at the London Blackboard User Group, December 2010<div class="MsoPlainText">The London Blackboard User Group met in the pleasant surroundings of Regent’s College last week. The presentations were on the theme of “Beyond Learning and Teaching”. </div><div class="MsoPlainText"><br />
</div><div class="MsoPlainText">The presenters and case studies were:</div><ul><li>Supporting Accessibility (Jennifer Fraser & Michael Wheare, Birkbeck) - the presenters discussed the process of making digitised readings accessible to the visually impaired.</li>
</ul><ul><li>Prompting Health & Safety Awareness (John Conway & Stefan Hoyle, Imperial College) - for this online training course, extensive use has been made of the selective/adaptive release functionality to ensure students complete the test and can’t make more than two attempts. </li>
</ul><ul><li>Information Literacy (Sarah Spells & Jo Tate, SOAS) - all students in the School now have access to an organisation in the BLE which provides subject-specific information literacy/research support and advice. </li>
</ul><div class="MsoPlainText">It might be more accurate to say the theme of the meeting was “Beyond Teaching” because there was definitely a still a student learning focus in the activities discussed. Seeing as Blackboard is a ‘virtual learning environment’ that does seem to make perfect sense, but participants questioned whether the VLE is always an appropriate space for the activities it is used for. During the questions and the closing discussion some people felt that institutional websites and intranets should host materials which are not actually part of a student’s course, or at least that the pros and cons of using the VLE should be looked at closely.</div><div class="MsoPlainText"><br />
</div><div class="MsoPlainText">Perhaps in the early days of VLEs, learning technologists were pleased to see the system being used widely, but now, with some reporting the VLE has become a portal to access all kinds of material and services, there is also an issue of the demand on system and human resources, and the impact this demand may have on the elearning service these resources are supposed to be supporting.</div><div class="MsoPlainText"><br />
</div><div class="MsoPlainText">On the other hand, the VLE offers benefits. It may be desirable that students should be authenticated and personally granted access to materials via membership of specific areas; they may also need to complete assessments. VLEs are also easy for staff to add simple content to without needing specialised web authoring skills or assistance, or to create more sophisticated content for using ‘rapid’ authoring tools. </div><div class="MsoPlainText"><br />
</div><div class="MsoPlainText">The fact that we were debating whether people are now using the VLE ‘too much’ certainly indicates that the often reported ‘death of the VLE’ may be a way off yet.</div>Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0tag:blogger.com,1999:blog-2503893903890411732.post-31249401219948486012010-06-01T11:01:00.000+01:002013-11-13T11:38:23.999+00:00The Search for the Truth Behind the Rumour: Dispelling Open Source VLE Myths <iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/24798442" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/leohavemann/1700-to-1730theblooomsburycollegesdispellingthemythofopensourcevles" target="_blank" title="The Search for the Truth Behind the Rumour: Dispelling Open Source VLE Myths">The Search for the Truth Behind the Rumour: Dispelling Open Source VLE Myths</a> </strong><br />
<strong>Bryony Bramer, Leo Havemann </strong>and <strong>Sarah Sherman</strong>, Bloomsbury Colleges, at Blackboard Learning & Teaching Conference 2010, Swansea</div>
Leohttp://www.blogger.com/profile/17868415324106081866noreply@blogger.com0