Over the past couple of months I have been talking to a lot of teaching colleagues about how they use quizzes. A quick summary of some uses for quizzes can be found below. There are two quiz tools available in Canvas (old and new quizzes), as well as a lot of web services that offer quiz functionality.
Using quizzes before synchronous seminars allows students to check their knowledge and make sure they have understood things correctly before entering into a discussion. This boosts confidence and allows them to participate more effectively in the session, knowing they have definitely grasped the concepts. This is especially useful with topics that are very abstract or contain a lot of new concepts or terminology. The case study with Rosalind Beaumont and Lydia Wysocki can be found on the LTDS case studies site.
Quizzes can also be used in the sense of providing test-enhanced learning opportunities for students. Regular short quizzes encourage students to retrieve the information they have remembered and put it into practice, boosting knowledge retention. The case study with Nick Riches can be found on the LTDS case studies site.
Another use for quizzes is to use them to replicate a workbook – something that might be used in Present in Person (PiP) teaching to guide students through a series of problems as teachers monitor the room. Here the quizzes are instructive and challenge students to find the information they need, practicing the skills they are learning. Detailed feedback and extra information allows the students to step through the processes they are learning and approximates the monitoring that may be done in the classroom by anticipating difficulties that may need clarifying. Teachers can then look at analytics or ask students to send questions to identify anything that needs further explanation. More information can be seen in the case study with the Library Liaison team.
When testing higher-order thinking skills such as evaluation, automatically-marked quizzes may not spring to mind, as evaluation is often done in prose. The case studies mentioned above include examples of higher-order thinking questions. This can be done through careful question construction with high-quality distractors, for testing, as shown here, or as a learning activity, asking students to apply skills and enter a rating at each stage as modelled by the Drop Bear activity in the Library Liaison team’s case study.
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This week I have been working on how to improve accessibility of resources, focusing particularly on the four commonest issues flagged by Ally in Canvas. I have been working on the BMS Health and Safety course to check its accessibility. I found that while it’s easy to add an image description in the Ally view within Canvas, I wasn’t familiar with how to correct issues within the PDF itself. After a few searches online, I was able to come up with a guide to help others fix these issues. A quick summary is below. You can access the full walkthrough on the FMS Community.
The four commonest issues I found were; a lack of image descriptions, a lack of headings, the lack of document title, PDFs not being tagged.
Find the Original Document
These can be added under image formatting tools in Word and PowerPoint.
Add or Define Headings
Make sure you are using the built-in style galleries and slide templates to format your document. This makes it easier for screen-readers to understand the structure of the information.
Add a Document Title
This setting lives on the ‘Info’ tab of a file – one that I had never paid attention to before!
Tag your PDF
After you have saved your file, you can also export it to PDF from the option on the same menu. Go to the advanced settings area and you can make sure that your PDF maker will include bookmarks and headings.
You can access the full walkthrough for each of these steps on the FMS Community. More information about Ally and accessibility is available via LTDS.
Some new Zoom features have been pushed today, a few of which have some clear benefits for users in FMS.
Share Multiple Programs at Once allows you to share more than one window with your audience, without having to share the entire desktop. This will be particularly useful if you need to go between a PowerPoint and a webpage, or another piece of software. You can now do this without worrying about accidentally having your emails pop up! The windows are arranged on the participants’ screens exactly as you have them arranged on your desktop, allowing you to rearrange/overlap or change their relative sizes. The image broadcast will update as you do this. To start sharing multiple programs, select the screenshare of one window as usual, then hold Ctrl and click on any additional programs you’d like to include. When you’re ready, click ‘share’.
Suspend Participant Activity acts as a sort of emergency brake in case of serious disruptions. You can disable all microphones, screen sharing and videos at once to stop any disruptive behaviour and give yourself time to remove the unwanted user without the pressure of ongoing interruptions.
To update your Zoom client, click on your profile picture/initials in the top right of the main Zoom window and then click ‘check for updates’. Follow the prompts to complete the update.
The full list of changes can be seen in detail on the Zoom website.