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.