The content of these videos is designed to more briefly cover the 1-hour webinar available on the Learning Management System (LMS) ‘Creating and managing exam questions in Inspera’. These short videos group the content into more manageable self-help guides.
Getting started with Authoring Questions on Inspera
How to access the Author tool via Canvas Navigating the Author tab Filtering and Labels The difference between questions and question sets
Creating Questions sets on Inspera
Create and edit question sets Adding /amended marks awarded per question Previewing your question/question set Adding previously created questions into a question set
Basic Question set functionality
Sharing a question set with colleagues Printing a question set The Design tab
Advanced Question set functionality
Using sections in your question set Question randomisation Candidate selected questions Using stimulus Adding allowed resources
For all Inspera Digital Exams running in the standard Semester 1 assessment period, the deadline for the finalisation of Questions Sets within Inspera is November 17th.
We do still have some spaces left on our 1-hour webinar ‘Creating and managing exam questions in Inspera’ which is taking place on October 23rd virtually. Book your space on the Newcastle University LMS.
Deadline for expressions of interest: Friday November 3, 2023
We are seeking an enthusiastic Academic Lead to oversee the development of Digital Assessment at Newcastle University and drive improvements in line with our Education for Life strategy. The Digital Assessment Group supports the use of digital assessment and feedback tools such as Inspera, NUMBAS, Turnitin and Canvas. Reporting to the Digital Education Sub-Committee (DESC), the postholder will work with representatives from across the university to help guide, enable and support the innovative use of digital assessment and feedback tools.
This is a non-remunerated role but has potential to enable demonstration of positive educational impact across the institution.
To express your interest in this role, please provide a short biography and outline for how you see Digital Assessment evolving in the future. This should be no more than 1 side of A4 and submitted to Susan Barfield (email@example.com). Selection will be based on the expression of interest and an informal interview of shortlisted applicants (w/c 13 November 2023).
The fund (formerly the University Education Development Fund) provides grants of up to £10,000 to support the development of new approaches to learning and teaching across Newcastle University.
Two strands of funding are available:
Strand A – applications up to £2500. Projects can be specifically focussed within an individual academic unit, or across multiple areas as appropriate to the project.
Strand B – applications up to £10,000. Projects must involve collaboration across academic units and/or services and have potential benefits that are applicable beyond a single school or academic unit.
Chaired by the PVC Education, the fund offers a fantastic opportunity to propose and deliver projects with real benefit to student education. Applications should further the aims and key themes of the Education Strategy.
Venue/Time: 21 June 2023, University of Manchester
Network: AdvanceHE_GTA Developers Network
Who: Dangeni, Professional Development Adviser, LTDS
In the ever-evolving landscape of higher education, Postgraduates who teach, including Graduate Teaching Assistants (GTAs) play a crucial role in shaping the academic experience of countless students. These passionate educators form the backbone of university classrooms, bringing fresh perspectives and knowledge to enhance the learning environment. My role as a Professional Development Adviser at LTDS involves delivering workshops to postgraduates who teach at Newcastle University, supporting their professional development through the various modules and pathways we offer, e.g. ILTHE and ELTS.
I had the opportunity to attend the Graduate Teaching Assistants Network event at the University of Manchester in June, which brought together researchers and practitioners from different UK universities to share insights and support each other in promoting and developing GTA support. This blog post summarises the highlights and reflections from this enriching experience.
Prior to the event, the organisers facilitated the sharing of materials, resources, ideas and approaches related to GTA development from across the institutions, which can be widely disseminated to various key stakeholders working with GTAs. For example, a practical guide New to Teaching Geography, which oﬀers a starting point for graduate teaching assistants, teaching fellows and demonstrators. Another great example is around measuring the effective teaching through designing a Teaching Observation Form based on undergraduate feedback. These resources already and will benefit GTAs by unpacking the hidden curriculum of teaching and providing practical suggestions for GTAs to take away and implement in their own contexts; it’s also valuable for practitioners like me to reflect on and embed the effective and good practice in our current provision.
What happened on the day
The session began by reflecting on our roles and perspectives, e.g. where we work centrally or in a department, in an academic contract or as professional service staff, is supporting GTAs a core element of our role or something we do in addition to our day-to-day work, understanding that institutional differences and the different roles we play in supporting PgRs with teaching responsibilities require more in-depth discussion and frequent communication to share effective practices and reflect together on potential challenges.
We had key themes running through the day-long programme, such as:
Supporting GTAs within departments, faculties and disciplines across institutions.
The new PSF and its implications for accredited programmes.
D1.1. Use of appropriate Professional Values, including at least V1 and V3
D1.2 Application of appropriate Core Knowledge, including at least K1, K2 and K3
D1.3 Effective and inclusive practice in at least two of the five Areas of Activity
Inclusion and EDI were mentioned, highlighted and discussed throughout the day, including a workshop on Equality, Diversity and Inclusion by colleagues from the University of Sheffield. This training material is a practical tool for GTAs and us to explore prejudice and discrimination and describe how it can occur in everyday teaching and learning contexts.
I presented and shared how we support GTAs through formal programmes and a recently established informal community building event at Newcastle University. In running ILTHE and ELTS and gathering feedback from participants, we found that workshop participants wanted the opportunity to continue to engage with teaching practice and develop their teaching skills after the workshops. This online community has been created based on my teaching experiences as an international GTA and my previous research projects, which looked at GTA, peer-mentoring and researcher development.
What did I think of the day?
The day was packed with insightful, exciting and innovative presentations from colleagues and GTAs from different institutions. I also had many useful resources to take away and great discussions with colleagues to reflect on. Thank you for taking the time to read this GTA-themed blog post. Please get in touch at firstname.lastname@example.org if you’d like to chat about our pathways and your practice!
If you are interested in finding out more about the modules and pathways we offer here at Newcastle, check out the following links:
I am a Professional Development Adviser in the Academic Practice Team at LTDS. My teaching and research focus broadly on the teaching and learning provision in the wider context of the internationalisation of higher education.
I am particularly interested in research and practices around international students’ access, engagement and success in postgraduate taught (PGT) and postgraduate research (PGR) settings.
As the new 2023-24 academic year begins, we’d like to introduce the Digital Exams Team here in LTDS, who lead on the University’s Digital Exams via Inspera. A team of Learning Enhancement and Technology Advisers work together to facilitate digital exams through Inspera Assessment. Inspera Assessment is the University’s Digital Exam system used for present-in-person secure online assessments.
Meet the Team
First up we’ve got Maddie Kinnair who is one of our two Inspera Co-Leads. Maddie joined the team in September 2022 and has worked within the area of Learning and Teaching for 6 years. Maddie first joined HE in 2014 and has previously worked in the School of Computing, HaSS Faculty and within Central Services.
Maddie is also the lead for our peer assessment and feedback tool Buddycheck.
Next up, we’ve got Kimberly May-O’Brien, our second Inspera Co-Lead. Kimberly joined the team in July 2023, having worked at the University since 2019. Kimberly previously worked in the School of English Literature, Language and Linguistics, as well as the central Equality, Diversity and Inclusion team.
Finally, we have Susan Barfield who started working at the University 13 years ago, initially in NUIT as part of the ReCap team, she then joined LTDS in 2019 as lead on online marking and feedback using Canvas and Turnitin, whilst also supporting digital exams.
You can find out more about Inspera and the training webinars and videos available to colleagues via the LTDS website.
LTDS are running an online workshop Evidencing Teaching Excellence for Promotion on 7th September from 2-3pm.
This workshop is for any member of academic staff thinking of applying for promotion in whole, or in part on the basis of their teaching (whether they are on Teaching and Research or Teaching and Scholarship contracts).
The workshop is likely to be of particular interest to academic staff who are, or may be, intending to make an application to the 2023-24 or 2025-26 promotion rounds.
Following a period of evaluation and testing by colleagues from across the University, Vevox is replacing Ombea as the University’s centrally supported audience interaction system from 1 September 2023. Vevox was selected as the preferred replacement for Ombea as it provides additional functionality and an improved user experience.
Some of the benefits of Vevox:
Integration with PowerPoint or standalone web-based software – choose what works best for you
‘Convert to poll’ button in the PowerPoint add-in enabling easy conversion of Ombea slides to Vevox polls
Integration with single-sign-on (SSO) technology to avoid the need for a separate username and password
Integrations with Canvas and Teams
From September 2023, Ombea will no longer be centrally supported by LTDS and NUIT and the software will no longer function in teaching spaces.
Training is available for colleagues who are new to Vevox and audience interaction systems. Initial training sessions will be delivered by Vevox and will begin on 12th September. An additional session is also scheduled for current users of Ombea who need to convert their Ombea slides to the new Vevox format (please note: existing Ombea presentations are not compatible with Vevox). Please click on the links below to sign up to a session:
Yulia Dzenkovska is a Lecturer in Marketing (NUBS) specialising in services marketing and service innovation. Her interest in design thinking dates from her time here as a PhD student when she took part in a careers service design thinking event (EIT Health Innovation Competition) and won first prize! Since then, she has developed her interest in this approach and incorporated it into her module “New Product and Service Development” with great success. She is also the Employability Lead for her Subject Group.
Lucy Hatt is a Senior Lecturer in Leadership Development and Entrepreneurship (NUBS), with a particular interest in the value of the threshold concept approach for entrepreneurship, enterprise and employability educators. She is the DPD for the MBA and leads modules on Innovation, Change and Enterprise which incorporate Design Thinking approaches.