NULA Update V1.19

With the launch of the Newcastle University Learning Analytics (NULA) system we will be posting regular blog updates to inform our users of the latest developments within the system.

Finding students

We have updated how the lists of students are displayed; you can now find your personal tutees when selecting students you are “directly” linked to. To find any other students you can use the “by modules” or “by courses” options. A full guide on how to find students is available on the learning and teaching website here.

Tagging

The ability to tag a stuent using the star icon next to the students name is now available.

You can then filter a list of students to only show tagged/untagged/all students as shown below.

Student overview

When you view a student’s profile the first item you will be presented with is the student overview, which shows a quick snapshot of the students most recent engagement and lists some basic information such as the students contact details and personal tutor.

For further information on NULA and additional resources, visit Learning Analytics (NULA) | Learning and Teaching @ Newcastle | Newcastle University Or contact the team at learning.analytics@newcastle.ac.uk

Introducing student to Newcastle University Learning Analytics (NULA)

At Newcastle University, we’re taking steps to ensure students are well informed about how Newcastle University Learning Analytics (NULA) is being used by Personal Tutors, and colleagues in supporting roles, to support their learning. Recent communications to students have explained what NULA is, how it works, and how it can empower them to engage in meaningful conversations about their academic journey.

What student are being told

A message from Jasmine Banks (Education Officer at the Students’ Union) has been shared on the Student Noticeboard, which explores:

  • What NULA is
    NULA brings together existing data on attendance, engagement with Canvas, and assignment submissions into one central dashboard. Importantly, this is not new data—it’s information the University already has, now presented in an accessible way.
  • Who Can See the Data
    Students are reassured that their data is only visible to those who need it to support them, such as Personal Tutors and Directors of Education.
  • How NULA Works
    The system uses a red-amber-green (RAG) colour scheme to offer a quick snapshot of engagement compared to peers. This visual cue can help prompt conversations with Personal Tutors about how the student is doing and what additional support, if any, might be beneficial.
  • Why This Matter
    Students are encouraged to see NULA as a tool for empowerment – helping them take ownership of their engagement and fostering constructive discussions with their tutors about their academic journey.

Why this is important for colleagues

Students are being reassured that NULA is there to help support their learning, not to monitor or judge them. Keeping this in mind can help you talk to students about their data in a way that feels open, positive, and focused on their success.

What’s next?

Students have been encouraged to watch Jasmine Banks’ conversation with Dr. Lindsey Ferrie to learn more about NULA, and we recommend you do the same. This will give you a deeper insight into the messages they’re receiving, enabling you to mirror this approach in your tutoring practice.

For further information on NULA and additional resources, visit Learning Analytics (NULA) | Learning and Teaching @ Newcastle | Newcastle University Or contact the team at learning.analytics@newcastle.ac.uk

Canvas October 2024 Updates

Over October there have been a series of updates to various features within Canvas including New Quizzes, Assignments and Discussions.

In this blog post, we will cover what is new in Canvas for October 2024.

How to Navigate this Update

This update is broken down into pages dedicated to updates for each of the Canvas Features.

By selecting the page numbers below, you will be taken to the update for each Canvas feature.

Included in this update is:

New Quizzes Updates (Page 2)

  • Add Time to Existing Quiz Sessions
  • Manage Student Result View
  • Submitted Date Displays in Moderate Log
  • Attempt Log Stopped Viewing the Canvas Quiz Page

Assignment Updates (Page 3)

  • Assign to Interface Change – “Assign To” Location Change

Discussions Updates (Page 4)

  • Edit button added to Discussions Index Page

SpeedGrader Updates

Over the summer there have been a series of updates to the SpeedGrader tool within Canvas to improve the ability to provide feedback.

In this blog post, we will highlight some of the key changes to the SpeedGrader and how you can utilise these changes in your courses.


Submission Comment Drafts

In SpeedGrader, after adding a submission comment, if this has not been saved, a Draft pill displays indicating that this comment has not been saved and a warning message is presented alerting the teacher that the comment has not been saved.

Previously there was no clear indication that a comment had been submitted and this would lead to students not seeing comments/feedback in their assignments.

With this update, it is clear for a teacher to see the status of a submission comment.

You can see in the example below that the submission comment has not been submitted and we have a draft pill alongside our comment:

When we press submit on this comment, the draft pill disappears which means the comment is visible to the student:


Rich Content Editor (RCE) In Submission Comments

In SpeedGrader, some Rich Content Editor (RCE) features are available when using submission comments. The available RCE features include:

  • Heading
  • Bold
  • Italic
  • Underline
  • Font colour
  • Insert Hyperlink
  • Bullets

This allows teachers to style feedback and provide further resources via linking. In the example below, you can see a link is provided to further resources to assist the student:

This functionality is available at the top of the submission comments box as demonstrated below:


Equation Editor in Submission Comments

In SpeedGrader, an Equation Editor function has been added to the Rich Content Editor. This feature enables instructors to incorporate math equations into their submission comments.

In the below example, you can see the new equation editor function within the submission comments in SpeedGrader:


Randomise Students in Submission List

In SpeedGrader Settings, instructors now have the option to randomise the order of students within each submission status. This update helps mitigate grading fatigue and biases by ensuring a random sorting of students. Additionally, it enhances grading efficiency by maintaining this random order within submission statuses.

Below are step by step instructions on how to do this:

  1. In the top left corner of the SpeedGrader, select the cog icon
  2. From the dropdown menu select “Options”
  3. Within SpeedGrader options, select “randomise students within a submission status”
  4. Select the “Save settings” button

Please note that when the randomised students, the preference is saved as the default in the browser for the course. When logging in on another device, instructors must select the sort by options again.

Inspera Resits 23-24 & Updates for 24-25

Resit and Deferrals 

In the last academic year, our cycle came to a close with the support of Resit and Deferral Digital Inspera exams. Overall, there were 103 Resit/Deferral Inspera exams which ran between 8-16 August, with 101 exams being held successfully on campus. The Digital Exams Team were delighted to see an increase in the use of content features for this period, showcasing the wide range of benefits Inspera can provide.  

The removal of the minimum threshold for the August assessment period, (in 22-23 Inspera could only be used for Resits if a certain number of students were due to take the digital exam) saw a vast increase in the number of module teams using Inspera. We can confirm the removal of the minimum threshold was a success and all Inspera users can opt for a Resit in 24-25 if their Semester 1 and/or 2 assessment runs as an Inspera Digital Exam.   

Inspera Training 24-25 

Training for Semester 1 preparation is now available to book via the Newcastle University LMS. Please use the links below to book onto appropriate training as required: 

Inspera Deadlines for 24-25 

Here are the important deadlines you need for the new academic year: 

Deadlines for Semester 1 and 2 assessment periods 

TaskDeadline
Deadline to complete the digital exam form for Semester 1  25 October 2024 
Deadline to prepare question set in Inspera for Semester 1 15 November 2024 
Digital exams: hard deadline to submit backup paper for digital exams to Exam Paper Portal for Semester 1  Within 2 working days of backup paper being sent to module team by LTDS, and no later than 6 December 2024 
Deadline to complete the digital exam form for Semester 2 19 February 2025 
Deadline to prepare question set in Inspera for Semester 2   8 March 2025 
Digital exams: hard deadline to submit backup paper for digital exams to Exam Paper Portal for Semester 2  Within 2 working days of backup paper being sent to module team by LTDS, and no later than 11 April 2025

Deadlines for August assessment period 

For Resits/Deferrals from Semester 1 

Task Deadline  
Deadline to complete the digital exam form for the resit period exam (which was originally a Semester 1 exam) 17 March 2025 
Deadline to prepare question set in Inspera 17 April 2025 
Digital exams: hard deadline to submit backup paper for digital exams to Exam Paper Portal for the resit period Within 2 working days of backup paper being sent to module team by LTDS

For Resits/Deferrals from Semester 2 

Task Deadline  
Deadline to complete the digital exam form for the resit period exam (which was originally a Semester 2 exam)  1 July 2025 
Deadline to prepare question set in Inspera  8 July 2025 
Digital exams: hard deadline to submit backup paper for digital exams to Exam Paper Portal for the resit period Within 2 working days of backup paper being sent to module team by LTDS 

All information regarding deadlines for Inspera Digital Exams is also posted on the colleague facing website along with a wide range of helpful resources on all aspects of Inspera. Go to the Frequently Asked Questions section and deadline information can be found under ‘How should I prepare for an Inspera digital exam?’ and ‘Can I use Inspera for August assessment period exams?’.

Further Support for Students 24-25 

ASK webpage 

The Digital Exams Team have recently updated the student facing website which includes access to newly created demo exams for students to practice using Inspera. 

Working inclusively: a refresh of the Accessibility in Practice course

Whatever our role, creating documents and other content that can be accessed and used by everybody is an essential professional skill.

The good news is that creating content that’s inclusive and user-friendly is actually quite simple, and the bulk of it can be done by creating good working document templates and making minor adjustments to work flows.

Accessibility in Practice has existed as an online course for a few years, but has just had a refresh to bring it up to date with the latest legislation (Web Content Accessibility Guidelines (WGAC) 2.2), and in using the most up-to-date tools in Microsoft365 and within Canvas.

Accessibility isn't extra steps, it's steps you've missed.
“Accessibility isn’t extra steps, it’s steps you’ve missed.”

Accessibility in Practice is an online course that will take you about 60-to-90 minutes to complete.

  • Learn about the the importance of working inclusively and embedding accessible practice.
  • Structure your documents effectively for screen readers and other assistive technologies.
  • Optimise images, hyperlinks, colour contrast, and media content for maximum accessibility.
  • Evaluate and fix your content using built-in checking tools in Canvas and Microsoft apps.
  • Create captions, transcripts, and accessible PDF documents.

You can access Accessibility in Practice through Elements.

New assessment resources: assessment briefs and programme perspectives

We have recently added two new assessment resources to the Effective Practice branch of our Teaching and Learning site.

Both of these draw on the outputs and findings from our Assessment and Feedback Sprints. These brought together student, academic and PS colleagues to tackle common issues that student experience with assessment.

In this post we’ll fill you in on the background to new resources.

Continue reading “New assessment resources: assessment briefs and programme perspectives”

Newcastle Educators 2023 – 2024 Programme – Progressive Curriculum approaches

The next Newcastle Educators session will take place on Monday 13th November2023 in Henry Daysh Building 1.06 Learning Lab.

Join us for this interactive session focusing on: Progressive Curriculum approaches 12.00 – 1.30, with snack lunch provided!

In this session participants will:

  • Hear from colleagues who have embedded Sustainable Development Goals across a programme in the School of Natural and Environmental Sciences
  • Gain ideas and suggestions to further develop sustainable curriculum design in your own practice
  • Hear how colleagues are working across the university to embed employability skills in their curriculum

Please sign up to the event via this MS Form.

Remember to save the date in your diary!

Graduate Teaching Assistants Developers Network – Summer Event 2023: A blog post

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:

  1. Supporting GTAs within departments, faculties and disciplines across institutions.
  2. The new PSF and its implications for accredited programmes.
  3. Developments in GTA professional learning.

As our Academic Practice Team is working on the reaccreditation, the second theme provide helpful information  regarding support and guidance, such as Advance HE PSF 2023 Associate Fellowship Guidance, Calibration events and Accreditation Policy 2023 (and guidance). The key changes were highlighted regarding D1, Associate Fellow, i.e., for individuals whose practice enables them to evidence some Dimensions. Effectiveness of practice in teaching and/or support of learning is demonstrated through evidence of:

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.

My presentation

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 apt.lts@newcastle.ac.uk 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:

Introduction to Learning and Teaching in Higher Education (ILTHE)

Evidencing Learning and Teaching Skills (ELTS)

Professional Development (Learning and Teaching @ Newcastle website)

Meet Dangeni!

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.

Digital Assessment Webinar Training Programme Available

A photo of hands typing on a laptop keyboard.

We are pleased to share our Digital Assessment Training Programme for 2023-24. Our training sessions are delivered as webinars via Microsoft Teams.

Inspera Assessment (the university system for centrally supported digital exams) is supported by the Learning and Teaching Development Service with a range of training options open to all staff.

Follow the links below to find out more about each session and to book onto individual sessions via the University’s elements system. 

Inspera Webinars

Inspera for Professional Service Colleagues

  • 9 October 2023 – 11:00-12:00
  • 8 February 2024 – 10:00-11:00

Creating and Managing Exam Questions in Inspera

  • 23 October 2023 – 9:00-10:00
  • 19 February 2024 – 14:00-15:00

How to Grade using Rubric in Inspera

  • 9 November 2023 – 10:00-11:00
  • 26 February 2024 – 14:00-15:00

Marking and moderating an Inspera exam with manually marked questions

  • 13 December 2023 – 09:00-10:00 
  • 25th January 2024 – 10:00-11:00 
  • 1st May 2024 – 14:00-15:00  
  • 6th June 2024 – 14:00-15:00 

Marking an Inspera exam with auto marked questions

  • 14 December 2023 – 09:00-10:00 
  • 24 January 2024 – 09:00-10:00 
  • 29 April 2024 – 14:00-15:00 
  • 3 June 2024 – 14:00-15:00 

Digital Assignments: Canvas and Turnitin

Creating and Managing Digital Assignments

  • 19 October 2023 – 11:00-12:00 
  • 29 January 2024 – 15:00-16:00 

Online Marking and Feedback (Canvas)

  • 5 December 2023 – 14:00-15:00 
  • 24 April 2024 – 14:00-15:00 

Online Marking and Feedback (Turnitin)

  • 4 December 2023 – 14:00-15:00 
  • 22 April 2024 – 14:00–15:00 

Any queries?

If you have any queries on any of the above sessions, please contact digital.exams@newcastle.ac.uk.

Meet the Team

You can meet the Digital Assessment Team in this LTDS Blog post.