Simon – FMS TEL

Supporting Placements

The Placements system has a focus on supporting assessment, reflection, and three-way communication and file-sharing during placements (students, external supervisors & NU tutors/staff). For 2023/4, the system was extended to support evidencing of individual competencies/outcomes, with a student dashboard and ability for ad-hoc assessors to provide assessment without the need to log-in.

Background

The Placements system was developed by FMS TEL as a sub-system of NU Reflect. It has been used by PGCE Programmes (ECLS) since 2017/18. The system absorbed established practice from the PGCE programmes, but was designed to be configurable for potential use by other programmes. It has been available to all programmes at the University from September 2019. It has been used by DClinPsy and other programmes.

Governance of NU Reflect (including Placements) is via a management team (academic lead, LTDS lead & FMS TEL lead), which reports to Digital Education Sub-Committee (DESC). A ‘baseline’ for the Placements system was developed following a period of consultation in 2022/23:

Baseline requirement	Description	Purpose
Custom forms	Manage/create custom forms for a placement scheme	The ability to develop context specific bespoke forms for student completion in line with programme requirements, supporting a range of functions e.g., assessment, reflection, placement evaluation etc.
Rubric-based assessment	Including scheme-specific skills/competencies and level identifiers	The ability to assess student work against skills/competencies in line with programme context
Three-way file sharing	Between student, external supervisor & University tutor	The ability to share forms with relevant users to support scheme requirements
Competency sign-off	Sign-off of skills/competencies/ outcomes, including by external supervisors.	To support sign-off by external supervisors and other third parties.
Reporting	Data feeds or data download	Required for reporting to funding/regulatory bodies.
Admin access	Tools to monitor placement cohort/assign to placement, location & supervisor etc. Set automated deadlines relative to placement dates.	Scheme specific control to amend information as/when required, delegated to school/programme teams.

Baseline requirements and features of the Placement system

PGCE students spend the bulk of their time on placements in schools around the region, with school-based supervisors who support and assess the students. A rubric-based assessment tool was developed and configured so that these supervisors can assess progress and provide feedback against national Teaching Standards (see Screenshot). They click on the desired Level Descriptors and can also add qualitative feedback.

Rubric-based Assessment in the Placements System

Additional forms (e.g. weekly progress) were set up; these were designed to be customisable as there were different requirements for Primary and Secondary PGCE programmes. A key design feature was to reduce the burden on admin teams, in particular by automating deadlines – in particular, forms are configurable with deadlines set relative to placement start and end dates, and set to who will complete these (supervisor, student, University tutor etc).

Students are automatically imported into the system, based on their programme or module registrations with the University. Programme administrators manage external accounts for placement supervisors, who do not have University logins.

Initially rubrics and forms were set-up by the development team; however, over time, the team in ECLS generally self-manage their use of the system in creating new forms and making old forms inactive. Form and rubrics data can be exported for reporting purposes and University tutors can view supervisors marks for the main Teaching Standards collated across the students (2 or 3) placements, before entering a final overall assessment. When there have been major changes to the professional frameworks, support was needed from the development team.

The DClinPsy programme (Psychology), where students spend the bulk of their time on placements, followed a similar model to the above PGCE programmes.

Developments for 2023/4

Pharmacy began using the Placements system in 2023/4. Requirements were significantly different to those of existing programmes using the system. These required extending the software, which was resourced by FMS. In particular, the focus is on evidencing individual competencies (rather than all competencies being assessed in the same rubric). Also, rather than a set-supervisor competing forms, there was a requirement for sign-off of competencies by ad-hoc supervisors, without the need to log-in. Established practice in MBBS was applied, with students entering the assessor’s Email address, which generates an Email with a secure link to the required assessment form. A ‘dashboard’ was developed for students and their tutors to see evidence by competency by year of the programme.

Student dashboard showing evidence by competency

The assessment tools and processes are indented to closely match those which students’ will need to use after graduating and using professional vocational ePortfolio. The new features of the software were designed to be configurable, to support the competency/skills frameworks of other programmes.

Further work will be undertaken, including developing a process for students to select a sub-set of items from their portfolio for each competency, for their end-point assessment.

Copilot Notebook

Notebook is a new feature in the Web version of Microsoft Copilot, which Newcastle University staff and students currently have licenced access to via https://copilot.microsoft.com (make sure you sign in using your University credentials – you may also need to use “Switch to a work or school account” in the profile menu).

The first thing to notice about Copilot Notebook is it’s extended character limit of up to 18,000 characters, which is much more than the standard Copilot chat, which has a character limit of 4,000. This is particularly useful when you need assistance with longer content, such as essays, papers, or articles that require proofreading or summarising.

The true power of Notebook lies in It’s facility for prompt iteration. In many A.I. Chat tools, tweaking a prompt usually generates brand-new results, often losing the context of the previous answer. However, in Notebook, your previous prompt remains intact after initial answers are generated. This means you can more easily tweak the original prompt and iteratively refine it, to optimise the answers that the A.I. generates.

Of course the disclaimer “Copilot uses AI. Check for mistakes” remains true of generative AI services in general. A.I. can generate many accurate answers, but occasionally have “A.I. Hallucination”, where convincing answers may include false or misleading information, presented as fact. Nevertheless, the time-saving benefits are potentially significant.

Using A.I. effectively involves you developing the skills and experience to write more precise prompts and to take the time to read results and quality assure them. The layout of the Web version of Copilot Notebook, with prompt on the left and results on the right (see screenshot), complement the development of these skills.

The current licence held by Newcastle University doesn’t include Copilot integration with your documents, Outlook Emails, Calendars etc. So don’t expect great results for questions which are University, Faculty or School specific (integrating contextualised University and Faculty-specific information is something we are exploring in our ERDP A.I. Chatbot project). However, Copilot Notebook can be very useful for generating general subject related answers, or refining your specific content.

In summary, Copilot Notebook gives you a new interface to refine your prompts to get more precise results. The more generous character limit is helpful, for example when drafting plans, generating ideas, or organising information.

What’s New in Microsoft Teams?

By now you will likely be using the ‘new’ Microsoft Teams. At first glance you might only spot a few superficial differences compared to ‘classic’ Teams, which most of the Faculty and the wider University adopted en-mass during the Pandemic. However, the desktop application has been completely rebuilt and does offer some significant enhancements. Microsoft will be beginning a phased retirement of Classic Teams from 31st March 2024, so it’s a good time to take a look at the new features.

Why the changes?
• To improve efficiency. The New Teams is claimed to be 2x faster and uses 50% less memory used, saving battery power and with faster start up.
• To simplify and streamline. The new Teams offers a toned-down appearance and other subtle changes make it look more like a native Windows 11 app (though there still remain differences in Web, PC Desktop, Mac, PWA and mobile versions of Teams).
• To be AI ready – Teams will be supporting proprietary AI features from other Microsoft Apps (many of these are behind paywalls, so not available for everyone, if your organisation hasn’t paid extra for the licence).

Teams and Chat
Teams, Chat and Activity, remain the familiar main “apps” in Microsoft Teams in addition to video calls/meetings. Up to now, finding stuff on Teams has been challenging, but the new version has search within Teams Channels and within Chats.

One useful change in Teams (but sadly not Chat) is that new posts automatically open in the rich format editor – meaning less embarrassing part messages sent, when you accidentally hit return! There is also the option to change the order for viewing posts in a channel – newest at the top or newest at the bottom.

Switching between a “Post” or “Announcement” is a little easier in the new Teams. Announcements have a coloured header and headline. After you start a post, there is a small button to change the post type. Including an image in the announcement heading is currently broken, and in future this might be AI generated.

Forwarding messages in Chat is also easier (right click on the message and use Forward from the … options). In the desktop version you can now “Pop out” a chat into a new Window. Also, you can now delete a chat (as well as Hide) but this deletes it for you only (not others in the chat) and you may need to delete files in the message separately.

If you are the owner of a team, there is a new option to Archive the team. At that point members can still view, but can’t start new chats/reply etc., but you can still add/remove members. You can also unarchive if needed.

Three Dot-tastic! …
The horizontal three dots (…) are used even more extensively in the new Teams, signifying a “more options” menu. In some views there are up to 6 of the three dots in different places around the screen! Not a major issue, but a bit of a nightmare if you are writing instructions, or if you are offering Help Desk advice; “just click on the three dots…” Oh, and sometimes it’s referred to as the “meatballs menu”.

Other Changes
Settings have all been moved into one place (via the top right …menu), which simplifies things. The Presence (status) has been made more reliable, but you may still appear “Away” whist busy working in other applications. You can also now set your status (Available, Do Not Disturb etc) for a specific duration. Work location (Office or Remote) can be set for the current day.

Some of the “Apps” within Teams have changed. “Files” is now “One Drive”. “Tasks” is currently “Tasks by Planner and To Do”. Calendar has a new agenda view. There are some new apps too – you can add People, Meet and Co-Pilot (if paid for by your organisation) via the three dot menu in the left-hand App pane. Calendar, Meet and People have a lot of overlap with other Microsoft products but may be worth a look, depending on your preferences. “People” gives you a place to manage NU and external contacts in one place. It was automatically populated for me with contacts from over 20 years from Outlook, but many had long since left the University. You can categorise contacts, but the big limitation is that you can’t share contacts with your team (presumably Microsoft don’t want you to miss out on the opportunity of paying for an expensive CRM solution!). “Meet” is intended to let you see all your meetings in one place. You can add new people and have a pre-meet chat. AI is used to identify if you are working on a doc with people involved in the meeting. There are also recordings of meeting calls (if available). There are a growing number of third party apps that you can add – Microsoft appear to be encouraging an ecosystem similar to Android and Apple’s App Stores, around Teams. Presumably they are accelerating this strategy as competition to develop marketplaces for new AI apps intensifies.

Add Apps

Some people may belong to multiple organisations and have different accounts on Teams (we have “Tenancy” on NU Sharepoint; some within FMS also have accounts with NHS organisations, research councils, or other partners). The new Teams makes it easier to switch and notifications and activity is easier to see in other Tenancies, without switching accounts. But don’t switch tenancy mid call, or you risk being kicked off your call!

Be Aware!
• Teams has been rebuilt from the ground up – so there are some initial bugs. For example, spell checking is intermittently broken; currently US English only (at 1st March 2024)
• Some people at NU are reporting fewer notifications than expected; some may have been lost on migration from Classic teams – so it is worth reviewing your notification settings for each Team you are in.
• Updates to Teams are happening frequently – so update to the latest version regularly (at least ensure automatic updates are enabled). Since writing this article, in the space of a week, “CoPilot” had disappeared as a distinct native app in Teams, but there are several CoPilot-based specialist apps and more third party apps are appearing.

Acknowledgements and Further Information
This article draws on a Webinar by Jo Robinson-Lamb & Lucy Bolt from the NUIT Digital Adoption Team and information about changes to Teams on the Microsoft Website. Opinions given here are entirely personal to the author.

Presentations powered by A.I – Gamma.app Review

Gamma.app is an A.I-based tool which generates presentations, documents, and webpages. It’s focus on presentations makes it of potential interest to those involved in teaching and learning. https://gamma.app

Quick Look:

In ‘guided mode’, I gave a title ‘history of Newcastle upon Tyne’, and Gamma provided a choice of templates and then generated a suggested presentation structure within a few seconds. It then generated a deck of 8 slides in about 1 minute. The slide deck included relevant images and could be exported as Powerpoint or PDF. Additionally, Gamma allows for the import of custom text, which it adapts and converts into a slide deck or document. The ‘AI editor’ provides options, such as “Suggest a professional theme”, “Give more detail”, “Give me a more exciting way to say this” etc.

The Gamma app in use showing chat interaction with AI and the 3 slides generated.

Cost:

Gamma currently (October 2023) has a three tier model:

Free limited use – you get a one-off 400 ‘AI Credits’ (credits used each time you generate a document), exported slides and documents are branded
‘Plus’ – £78/year, 400 ‘AI Credits’ per month
‘Pro’ – £147/year, unlimted credits and extra features

Thoughts:

Gamma is a powerful tool which can quickly generate slide decks and documents which are ‘usable’ with little modification. With all the focus on the tools of the ‘big players’, such as Microsoft/Chat-GPT and Google, it is refreshing to see a tool from a seemingly independent company (though, like many other A.I. apps, it may well be using the back-end services of Chat-GPT ).

Of course, to use A.I. generated materials, it is important to have grounded subject knowledge and critically review and adapt outputs, to avoid mistakes. It is also important to carefully word the prompts which you provide to the A.I.; for example, a presentation generated for me by Gamma, about “Newcastle University”, included accurate information about the 19th century pre-cursors of the University of Newcastle upon Tyne, but then mentioned a merger with UCL in 2002, and included a photo of Newcastle University in Australia.

There are obvious plagiarism and academic integrity issues to consider. In common with most other A.I. apps, there is no acknowledgement of the source materials used in training of the A.I. As such it may be part-based on copyrighted materials and licenced content such as Wikipedia, which has an Attribution-Share-Alike licence. Likewise, the source of images aren’t acknowledged – though the ‘A.I. Editor’ does give the option of ‘all images’ (even if licencing unknown), ‘Free to use’ (which seem ‘loose’, by including sources which don’t generally display image licence information, such as Facebook and Twitter) and ‘Free to use commercially’ – and you can click through to the source of the image. The pricing model for Gamma is similar to that of other A.I. tools, all of which lead the universal problem of inequality of access, giving advantage to students from more well-off backgrounds. But these tools are widely available now, and this is the new reality that H.E. needs to adapt to.

Scaffolding Reflection

This article outlines the rationale for scaffolding reflection and describes the developments, which will be available across the University by September 2022.

Structured reflective templates are currently being piloted in NU Reflect. This article outlines the rationale for scaffolding reflection and describes the developments, which will be available across the University by September 2022.

Scaffolding

Scaffolding provides a great metaphor in Education. In the construction industry, scaffolding provides temporary support and helps shape the developing building. Scaffolding was first used as an educational concept, by Wood, Bruner, and Ross (1976) to describe the support given by an expert in one-to-one tutorials – something akin to a semi-structured interview.

Scaffolding is also a useful metaphor in reflective practice. A series of questions or prompts can provide the learner with a structure to reflect on. There are many structured frameworks which can be used to scaffold reflection. Perhaps the best known are Gibb’s reflective cycle (Fig 1). This involves 6 stages, each with questions to encourage the learner to go beyond purely descriptive accounts, to incorporate reflective self-evaluation and also make plans to improve future performance.

Over time, it is hoped that the use of such frameworks will progressively increase learners’ reflective capabilities. This may be enhanced by sharing, discussion and guidance from educators, particularly in the early stages of developing reflective skills. However, like the use of scaffolding in construction – eventually that structure and support may no longer be needed, after developing as an independent reflective practitioner.

Structure can be a double-edged sword though. Too much structure can reduce engagement (everything else being equal) and long ‘forms’ may be potentially intimidating or off-putting to some. Motivation is key. Aside from the obvious use of summative assessment (itself bringing challenges to ‘authentic’ reflection) – learners need to perceive value and purpose to developing reflective practice. Is reflective practice seen to be valued by the course – is it embedded in the module/programme and referred to by teachers and in course documentation?

In some contexts, particularly many vocational subjects, reflective practice is explicitly required by professional bodies, with clearly defined process which have reflective elements, such as annual appraisals and CPD. In other contexts, without this driver, there are challenges to avoid reflection remaining an ‘abstract’ concept, particularly if there are limited ‘practical’ activities to reflect on. Obviously, clarity of purpose is important. Reflective frameworks can be used (or adapted) for a range of purposes, such as reflecting on an assessment, perhaps before and after feedback, with actions to prepare for the next assignment.

Sharing and discussion of reflection is another dimension – in some contexts, reflection may be purely private, in other contexts sharing with a mentor may be mandatory. Where shared, fostering a ‘safe’ environment for sharing and discussing reflections is particularly important for younger students, whist many (but not all) mature students are more comfortable with this.

Reflective Templates in NU Reflect

NU Reflect https://reflect.ncl.ac.uk is developed and maintained by FMS-TEL, has pedagogic support from LTDS, with academic lead (Patrick Rosenkranz / Katie Wray) and governance via DEC. NU Reflect was launched in September 2021 following a strategic review of ePortfolio. The redesign and rebranding was intended to help promote its core purpose of supporting reflective practice and transferable skills after may years of prioritising developments to support Personal Tutoring. As part of the strategic review, a recurring theme in the staff consultation was the desire for a prospective system to support reflective frameworks. Gibbs reflective cycle was the most widely used framework, used in contexts across all 3 Faculties – though often with minor adaptions for specific courses.

As such reflective templates were developed in NU Reflect and are being piloted in Semester 2 this year, with a view to being made available University-wide for 2022/3. The pilots have three ‘global’ templates available:

Gibbs’ Reflective Cycle
Driscoll Model of Reflection
Four Fs of Active Reviewing

Also, staff can create new templates to meet their particular module or programme requirements.

Pilot of structured templates in NU Reflect

Structured templates are nothing new, and were common in paper-based portfolios. However, there are some key advantages to integrating them in NU Reflect. For example, the reflections can be linked to skill(s) or competency(s) (either the Graduate Framework or programme-level frameworks), which integrates them in the ‘My Skills’ section of the Website . Reflections can also be tagged with course-specified or personal categories. The tools support longitudinal use throughout the student journey, rather than been restricted to an episodic learning event or being compartmentalised in a particular module. As such a learner can accumulate reflections and achievements against skills/categories over time. They also provide choice in sharing (or not).

The pilots are ongoing, but feel free to get in touch if you want to try them out.

References

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Child Psychology & Psychiatry & Allied Disciplines, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

A Vision for University Education

Summative and exploratory review of Paul Ashwin’s keynote address at NU Learning & Teaching Conference 2022.

The keynote at this year’s Learning and Teaching Conference at Newcastle University was Paul Ashwin, who is Professor of Higher Education at Lancaster University.

Paul Ashwin presenting at Newcastle University – photo by Eleanor Gordon

It was a good feeling being at a present-in-person conference and catching up with colleagues face-to-face for the first time since the start of the Pandemic. But would the keynote offer something inspiring and thought provoking? In my view – yes!

Paul Ashwin put forward the argument for an inclusive and transformative vision for H.E. vs. the status quo which is elitist and reproductive (of social inequalities). Current political drivers focus on the role of H.E. in developing employable students, but are predicated on a vision of H.E. which mistake social advantage with ability.

It would be hard to miss how much Newcastle University does to promote inclusivity, social justice, and contributing to the community (ok you can always do more!) – but there was still maybe some parts of Paul Ashwin’s keynote which made you reflect on what NU is as an institution and maybe a slight feeling of discomfort considering our position as an ‘advantaged’ Russel Group University. In particular, Paul talked about the ‘games’ H.E. play around Rankings and Generic Graduate Attributes. Paul’s research found that there was no relationship between educational quality and rankings. Few within in H.E. see the value of rankings and league tables, yet when we do well in them, ‘double-think’ (George Orwell) kicks in and we publicise them at every available opportunity! He didn’t mention what is probably the biggest ‘game’ of all in H.E. – the Research Excellence Framework! I guess, the issue is that regardless of whether you see and value in rankings, attributes, REF etc, as effective quality indicators – few H.E.I.s could afford not to play these ‘games’, given their impacts on student recruitment and funding.

Paul, gave a savaging critique of generic competencies – nearly all HEIs have adopted graduate attributes frameworks, but he argues these are often over-simplified and the focus on employability outcomes may distort how we measure quality in education. He spoke about creating a shopping list as an example of how almost any task can be shown to meet generic skills (time management, sustainability etc.). For me personally, that’s may be throwing out the baby with the bath water. True, if engaged with in a superficial manor, graduate attributes may have limited value. However, if meaningfully linked with the rich knowledge and capabilities developed at University (and other life-wide experiences), then they can have value; particularly as we need to build, recognise and continually develop transferable skills, in a world where our graduates will likely go on to have multiple careers.

The overall vision Paul put forward was one of inclusivity and the role of H.E. being custodians of knowledge and the role of teaching in making knowledge accessible to all. Our course and assessment designs need to provide exciting engagement with a structured body of knowledge. The backdrop to all this (perhaps ‘taken as read’ by the speaker) is the politics / government policy, including the impact of student fees and marketisation – and the view of the student purely as a “customer”. There are those who question why fees are so high, given that subject information is freely available on the Internet (making no distinction between information and knowledge). Also, there is a narrow focus on measuring employability outcomes and graduate incomes. Paul’s critique of this vision is that it strongly reinforces the reproductive role of H.E. in perpetuating social privilege. He was arguing that as a sector we need to invest time in the collective redesign of education for the more inclusive vison of H.E. which supports transformative learning, accessible by all.

Paul Ashwin provided a thought-provoking keynote, which was very apt for the conference, this year titled as “Education for All: Learning Together”.