All of our posts about this conference can be seen under the tag NULTConf2022.
This lightning talk was presented in person at the Learning and Teaching Conference 2022. Newcastle University staff wishing to access the resources and the recording of the previous extended online version can do so here.
Commons in a cloud storage for Canvas items
Can upload and download pieces to and from your courses
Allows you to promote your material to the Canvas Community if you choose to do so
This short guide describes how to use the Reviewing tool in Microsoft 365 apps to dynamically collaborate on files.
Would you and your students benefit from the ability to have live, in-line feedback on essays, projects, and other work products? You can provide in-time feedback to students or colleagues as they work on individual or group work using Office 365 Share and Reviewing features. We’ve recently started using this method in our TEL Team to collaborate on documents.
To start the process, author simply need to share their file with the reviewer using the Share button in the file menu bar.
This sends a link to the file to the reviewer. By clicking on the link, the file will be opened in Office 365 online. The file could be a Word document, PowerPoint presentation, or an Excel workbook.
To make revisions that display to other authors/contributors enter the Reviewing setting.
This will turn on your track changes that will then be displayed to other document authors. The other authors can see mark-up and accept or reject changes in-time or asynchronously as needed. Note, the editing and viewing must take place in the Online Word App. Using the desktop app to view the changes will not show track changes.
This can greatly benefit students as they work through their assignments, as well as give reviewers with the opportunity to provide input and suggestions as work products develop. It can also allow for dynamic collaboration between colleagues by allowing a “single” author control over accepting or rejecting edits by others.
An example of this could be a group of students working on a Word document together. One student could be in charge of the ‘final’ document while the other students make additions and changes at track changes. Thus increasing the transparency of editing. The coordinating author could then choose to accept or reject the input from their fellow students.
The unique power of live track changes provides authors with the opportunity to modify and edit their work as it develops rather than only at the point of submission or finalisation. This similarly benefits the reviewer as the option to review is not time constrained in the same manner as a submission for review may be.
This resource provides you with tips and tools for managing your email. Includes instructions and anecdotes on email management.
The FMS TEL team have developed a short course showing how you can make Outlook work for you. If your inbox is a chore and not a help, why not take a couple of minutes to tame the beast?
The short course is available on Canvas (also available in the MLE), and comes with an accompanying 9-minute audio programme which talks you through some examples of what the tools can be used to achieve.
The course is also available for you to import into your own courses via Canvas Commons, so feel free to use it!
But I haven’t got time!
10 minutes – listen to the programme for food for thought, or do a quick spring clean
20 minutes – click through the guides and listen to the programme, try some things out
1 hour – give your inbox a good spring clean using our tips and guides, and implement some rules and filters to organise your incoming email
6 Steps to Spring Clean your Inbox
Look at what you’re receiving and who and where it is coming from.
Decide what is important or necessary, and what is less so
Unsubscribe from unimportant or useless notifications or services. Adjust your email notification settings in Teams and Canvas to reflect what you really want to be emailed about.
Try out categorising emails from certain people, projects or services.
Use folders or search folders to move things out of your main inbox using rules based on email features like the sender, or categories you set.
Review regularly and change your system to suit what fits your needs – if a folder or rule no longer serves you, change or delete it.
Are you supervising a postgraduate student? If so, consider recommending Digital Skills workshops to help them with the process of formatting their thesis.
Digital Skills offers a series of four workshops specifically designed to help postgraduate students to format their thesis effectively and efficiently in Microsoft Word to University standards.
Sessions cover the use of Styles, caption and cross-referencing, customising multilevel lists, managing images and tables, modifying EndNote output, and merging chapter files. These skills provide students with the ability to create a successfully formatted thesis.
The first in the series of sessions takes place on 21st October 10-12pm. Encourage your students to sign up now via Workshops. Alternatively, students can complete the tutorial in their own time via the Digital Skills website.
The Faculty of Medical Sciences Digital Skills provides lifelong learning to students throughout the faculty on a bespoke basis. Our tutorials cover the use of Microsoft Office programmes such as Word, Excel, and PowerPoint, as well as tutorials on how to work with specific media such as images and posters.
Recently, we have increased focus on the value of our tutorials by highlighting lifelong learning skills for accessibility. As part of our Word tutelage, we teach students to use Styles to format their documents. Styles are packets of information that control how text looks and behaves. Namely, we teach students to work with heading and caption styles. In addition to being effective and efficient methods of formatting text, styles have an important role to play in accessibility. Screen readers can analyse a Word document using styles and accurately interpret headings. This allows users to easily navigate through documents. And, when converted to a PDF, styles automatically create tags in the document affording the same benefit for screen reader navigation.
Additionally, we teach students how to add alternative text (alt text) to images they insert into Word or PowerPoint. Alt text allows users with impaired visibility to understand what an image depicts. By using alt text, student increase accessibility of their digital documents. And, like styles, when converted to PDF, images retain tags of their alt text.
These skills are truly lifelong learning skills as they provide students with the knowledge and ability to create accessible documents. These skills will serve them in their future careers where digital documents will be required to meet specific accessibility regulations.
Michelle Miller shares her learning about Canvas Commons, which she has been using to share FMS digital skills content across multiple courses in Canvas.
Canvas Commons is a repository where Canvas course creators can upload all or part of their course for easy access and sharing within their organisation or to the Canvas public. You can use Canvas Commons to store your content (for your eyes and access only) or for wider use. It is an easy way to access and import Canvas content to multiple courses. This post will walk you through the steps of publishing part of your course in Canvas Commons.
Sharing to Canvas Commons
Begin by identifying the module, assignment, quiz, page, or other module content you want to share in Commons. In this explanation we will discuss sharing a module, but the same steps can be used for sharing a part of a module like an assignment, page, or quiz.
In the module title, select the three vertical dots and choose Share to Commons.
You’ll now be taken to the Commons uploading page where you will select settings for your Commons item.
Sharing and License:
Toggle – Is this an update to a previous shared resource? This tool allows you to make updates to items you have already shared in Commons. These updates are pushed out to anyone who has imported your Commons content, thus allowing you to make changes and updates to content globally.
Who can use this resource? – You can choose ‘Only Me’ for content you want to be able to import into future courses, but do not want others to have access to. Or, you can choose All of Newcastle University to give access to anyone at the university, or Public to give access to any Canvas User.
Content Type – This allows you to mark the content specifically as a template or open textbook. This is optional.
License – Choose the level of license you wish to apply to the content. This is especially important to consider when making the content Public.
Add Additional Information – This is where you can enter the details for attribution, such as the author to credit and date of publication/copyright.
Title – Give the item(s) a short but descriptive title that would help others locate and understand its content.
Description – Provide a detailed description of the content. This should help others understand what is covered by the content.
Tags – These optional items allow you to tag specific words or phrases that help identify and describe the content to improve search recall.
Image – Choose an image to display on the Commons card for your content. You can upload your own image or choose one from the Canvas photo library.
Grade/Level – Use the slider to mark the appropriate grade level for your Commons content. This can span multiple grades, e.g. Undergraduate and Graduate.
Press the Share button when you have completed all the settings for your Commons content. You will now find your content under the Share tab in Canvas Commons. Remember, you can make changes to your Commons content and push updates in the future. You will be asked to enter version comments when doing this. It is recommended you note the date the update is processed.
Importing Canvas Commons Material
Importing Canvas Commons material is easy to do. Simply go to the Home page of your course and choose Import from Commons button on the right side of the screen. Search for the item by title, name, institution, or tag. Select the correct item then choose the Import/Download button on the right side of the screen.
Select the course or courses you want to import the content into and choose Import into Course. You will receive a message saying the content has successfully imported.
The content will now be shown in the relevant page in Canvas, e.g. a module import will be shown on the Modules page. You can then choose to edit the module, assignment, quiz, or page as you normally would in Canvas. Imported assignments will be shown at the bottom of the assignments page under “Imported Assignments”. You can make changes to content as you would edit your normal Canvas content.
Sharing to Canvas Commons is an easy and effective way to make your course content available to yourself in other courses, others within the university, or with the wider Canvas public. It allows you to access not only your own material, but material created by others that you might find useful for your course. It also allows you to showcase your material to the Canvas public.
In December 2020 I had the opportunity to attend the Association for Learning Technologies’ Winter Conference. One of the presentations at the conference really struck a chord with me and I would like to share a synopsis of what was discussed.
Presenters Sharon Flynn, Natalie Lafferty, John Traxler, Bella Abrams, and Lyshi Rodrigo sat on a panel discussing an Ethical Framework for learning technology. They discussed what they perceived as the biggest issues around ethical teaching and learning digitally.
One of the primary concerns driving the development of an Ethical Framework is the inevitable power relationship learning technologies create between teachers and their students. For example, how can monitoring work in the right way, where it is not there as a policing tool, but rather as a tool for aiding engagement and learning. One of the panellists suggested a simplified form of terms and conditions could go a long way to pacifying student concerns over any form of monitoring.
There are inherent principles about trust and reliability in the digital world. This is evident in many sectors but likely not more than in the surveillance culture of the digital world. We have, therefore, the responsibility to help protect students, and colleagues, as we become more aware of ethical challenges in the digital world.
Another concern relates to fair access. What ethical role does the institution have in ensuring all students have access to the digital tools, such as laptops and broadband internet? What is considered adequate and equitable? How logistically can this be accomplished? And, this is not simply a problem for students. Some teachers will also experience digital tools poverty. This would also include training for students and teachers in the systems, programs, and tools they would be expected to use. (Something that Newcastle University is working hard to ensure exists to support students and teachers in the unique set of circumstances following of from Covid-19.)
Another question brought up was what constitutes harm? This question would be at the heart of an Ethical Framework. How do we as institutions identify harm caused by digital teaching and learning and mitigate it? For example, how does proctoring and the use of e-resources impact students. What about productivity measures? These could potentially be arbitrary and misrepresent what really matters. Some people think these are easy solutions for the current challenges, but they invite the need for an Ethical Framework.
The implications of GDPR and its potential successor also impact the need for an Ethical Framework. Professional bodies are not necessarily thinking of the problems related to approaches like proctoring. So, any Ethical Framework must be rooted in context of principles and be ever aware of the needs and where importance lies withing various other cultures.
This all leads to the need to develop an Ethical Framework for teaching and learning digitally. The panellist suggested that we start from a position of respect and use our values to build an Ethical Framework including student voice.
This summary of the impetus and content of what may be needed in an Ethical Framework for teaching and learning online is certainly worth considering as we enter into the new normal that will likely contain more online teaching than we had pre-Covid. I would be interested to hear (reply below) what you think about what the ALT panellists had to say and what your views on such an Ethical Framework should and could be.