I’m conducting some research about the implementation of Open Badges in Education. To help with this, I have created a short survey that I’d be ever so grateful if you could complete. I hope the Centre for Recording Achievement’s RAPPORT online journal will publish the research around December.
https://newcastle.onlinesurveys.ac.uk/open-badges-implementation-survey
We just had to re-post this excellent guide to Netiquette, online etiquette for students.
If your course contains online elements like a discussion board, blog or Twitter, this guide is a great way of talking with students about how to interact with each other in an academic setting. Feel free to take it and adapt it in whatever way suits your course or students!
Thanks Melanie Barrand (Leed University) for putting this together and for letting us use it:
‘Netiqutte is a set of informal rules or conventions which can help ensure your online communication is clear, respectful and courteous. There are numerous versions of netiquette rules in existence however they all have the same central message: Be nice to each other, stay on topic and do the best you can.
Be nice to each other:
•Remember where you are and act accordingly. Robust discussion, or critique in a blog or discussion board does not require insults or slights.
•DON’T SHOUT: TYPING IN ALL CAPS IS PERCEIVED AS SHOUTING. Use your Shift key.
•Be careful with your language and remember your audience – some conversational language and common idioms may not mean the same things to other readers.
Be helpful:
•Spell well.
•Write sentences, consider using paragraphs, and use punctuation (it’s free!).
•Use plain english.
•Don’t uz txt spk.
•Construct informative subject headings: A thread or post titled ‘Some reasons for Henry’s military success’ will be much more informative in a discussion about Henry ll than one titled ‘Henry’.
•Use formatting, bullet points and headings where necessary to add clarity to your communication.
Stay on topic in discussions:
•If your question or post in a discussion board is off topic but still related to the discussion begin your subject title with OT: to mean off topic. If your post is significantly or perhaps completely off topic, post it in another discussion room, perhaps the one set up for general questions.
•If your tutor asks you to reply in a specific thread please do so, don’t start a new thread.
•Avoid repetition. If another student posts a message making a point with which you agree, resist the temptation to post lots more messages saying ‘Me too’ or ‘I agree’. You should always say more, perhaps explain why you agree, or bring more evidence to support your position. Equally, if you disagree, explain why.
Quote or cite where necessary:
•If you quote from other people’s messages in yours, be careful to ensure the meaning of their words remains intact. People may be offended if you misquote them.
•Quote only where necessary. In a threaded discussion you don’t need to quote all of the text that came before yours. In a blog comment, a small quote from the original post will help contextualise and anchor your reponse.
•Be aware of copyright. Ensure that any material you reuse in your online communication is free from copyright issues. If you did not create the content yourself, you will need to check copyright.
•If you use a source, cite it – other people in the discussion might want to use the material and your citation will help them find it. To learn more about referencing, try a referencing tutorial from Skills@Library.’
You can read the original piece here.
Are you looking for innovative ways to improve your modules? Need to rejuvenate that survey module you’ve been teaching for years?
Why not have a quick look at our new Case Studies Database.
Ever thought of using actors to demonstrate a problem or technique, gauging student and understanding by using TurningPoint technology in lectures or getting students to make animations or videos instead of doing presentations?
Compiled by staff in the Learning and Teaching Development Unit, the website has example of good teaching practice from across the University.
From using peer review to improve essay writing to buddy systems for PG teaching staff, bringing in industry professionals to student-input in module design, the database has practical solutions to everyday teaching problems, with advice on how schemes were set up and why they’re successful.
The website is easy to search, so if you are looking for innovative assessment techniques, you can just search ‘assessment’, to look at examples of good postgraduate teaching you can search ‘postgraduate’.
You can hone in on a range of other keywords or requirements to see examples relevant to your work or your learning outcomes, from student engagement to employability.
You can also scroll through categories of examples, including ‘Assessment and Feedback’ and ‘Research-informed Teaaching’, to see how colleagues in other Schools are responding to particular challenges or better incorporating their own work into their teaching practice.
It’s always interesting to see what staff in other Schools are doing with their teaching and to share good practice – perhaps you’ll even find something you can use!
Or maybe you’re already doing something interesting and innovative yourself – you can add your own Case Studies to the database by clicking ‘Submit Case Study’ and filling out a simple form.
Or you can contact us directly about good practice in your school – email katherine.cooper@ncl.ac.uk.
One year on from her Innovation Fund win, Biology’s Alison Graham is handing over the reins of a very successful PG demonstrators training programme to other colleagues.
The Innovation Fund is administered by ULTSEC (the University’s Learning and Teaching Student Experience Committee) to support schemes which represent new or innovative approaches to teaching and learning in the University.
In particular, it hopes to financially support schemes which can be taken up by faculties and schools across the University.
Alison’s idea has already been picked up by other Schools in the University and Alison feels that it has brought a great deal to both UG and PG students in the School of Biology.
‘We realised several years ago that there was a real need for consistency in the standards of our demonstrators, all of whom had very varied experience and skill sets.
‘This was something the PGs themselves had pointed out and it was something that was coming across in the feedback from our UG students who felt that the standards of their practicals were dictated largely by the abilities of their PG demonstrator.
‘They also did not seem to know what the demonstrators did or that they were research students in the School so we wanted to find a way to introduce them.’
Alison applied to the University’s Innovation Fund for funding to run a programme which aimed to ‘to engender a more productive learning environment for undergraduate and postgraduate students alike.’
The team began by arranging an informal workshop to introduce PG Demonstrators to new UG students.
‘We had them come in and do some very basic experiments – one of their favourites is using paintbrushes to tickle the feet of stick insects and measuring how many feet they will take off the ground at once!
‘So we had them doing that and then had each demonstrator take some time to tell the new students about their own research.
‘This gave the UG students a sense of the PG’s place in the school, an insight into their own future career paths and a sense of who each demonstrator was.
‘Both groups responded really positively and it’s now not unusual to hear the UG students asking how someone’s research is going, making everyone feel like part of a research community.’ The workshop will run again this year.
Alison said: ‘We’ve also completely changed how demonstrators can sign up for modules and how they can let lecturers know what their particular skills are, which is making planning this year’s practicals very much easier.
‘It’s really been a huge success, making PGs more comfortable with their teaching and with their marking and UGs more familiar and confident with those demonstrating in their practicals.
‘It’s been a real win-win!’
Do you have a great idea to put forward to the ULTSEC Innovation Fund?
The call for applications for the 2015/16 fund is open now!
Or if you have an example of really effective teaching practice in your School do get in touch with Katherine.cooper@ncl.ac.uk.
The University ePortfolio system was rolled out for Stage 1 Personal Tutoring during the last academic year. It has been mandatory to record meetings that you are having with your tutees in line with the Personal Tutoring Framework. For Stage 1 students, this is two meetings in the first Semester, one of which should be within the first 4 weeks of the student’s arrival at University.
Please see this video to find out how to meet this University requirement.
The rollout moves on to Stage 2 and PGT students. Again, the use of ePortfolio should be in line with the Personal Tutoring Framework, and it says that the offer of tutorial contact should be made at least once a semester.
Currently, offers of meetings can be made through meeting slots and the record meeting functionality. The development will be working on improving the “offer” functionality and we hope this to be in place before the start of the academic year.
The video presentation from Katie Wray (below) outlines her experience of translating classroom entrepreneurship education to an online course. We enjoyed working with Katie on delivering ‘The Enterprise Shed’, the third of our FutureLearn courses. Here she describes the process we went through and the pleasing results.
See also “A toast to post it notes” for more details on how we planned the course together as we sought to make things as collaborative as possible.
We asked some of the Wall experts you have met during the Hadrian’s Wall MOOC to each recommend 5 books on the topic. This is what they came up with. There is duplication and difference in their choices. You can suggest other books or add thoughts/reviews on those below through the comments.
1. S. Johnson, Hadrian’s Wall, London 2004 – offers a general introduction (available on Amazon)
2. D. J. Breeze and B. Dobson, Hadrian’s Wall, London 2000 – This is the basic text book on the Wall
3. D. J. Breeze, J. Collinngwood Bruce’s Handbook to the Roman Wall, 14th edition, Newcastle 2006 – this is a detailed guide-book to the Wall (available at www.achaeologyplus.co.uk and Amazon – discounts available from archaeologyplus.co.uk to FutureLearn learners – if you contact them by email or phone)
4. P. Frodsham, Hadrian and His Wall, Newcastle 2013 – examines the relationship between the Wall and its builder (available on Amazon)
5. D. J. Breeze, The Frontiers of Imperial Rome, Barnsley 2011 – places Hadrian’s Wall in its international context. (available on Amazon)
1. D. J. Breeze, 2006. J. Collinngwood Bruce’s Handbook to the Roman Wall, 14th edition, Newcastle (available on Amazon)
2. D. J. Breeze and B. Dobson 2000. Hadrian’s Wall, London
3. E. Birley 1961. Research on Hadrian’s Wall (available on Amazon)
4. P. Bidwell (ed) 2008. Understanding Hadrian’s Wall, Arbeia Society (available on Amazon)
5. P. Hill 2006. The Construction of Hadrian’s Wall, Tempus (available on Amazon)
1. D. J. Breeze and B. Dobson 2000 (4th edition) Hadrian’s Wall. Penguin
2. Richard Hingley 2012, Hadrian’s Wall: a Life. OUP (available on Amazon)
3. W. F. Shannon 2007, Murus ille famosus (that famous wall): Depictions and Descriptions of Hadrian’s Wall before Camden. C&W Tract Series XXII. Kendal (available on Amazon)
4. L. Allason-Jones 2005, Women in Roman Britain (2nd ed.) CBA (available on Amazon)
5. L. Allason-Jones 2008, Daily Life in Roman Britain (Greenwood World Publishing). (available on Amazon)
1. D. J. Breeze and B. Dobson 2000. Hadrian’s Wall, 4th ed, London: Penguin
2. P. Bidwell (ed) 2008. Understanding Hadrian’s Wall, Arbeia Society (available on Amazon)
3. N. Hodgson 2009. Hadrian’s Wall 1999-2009, SANT & C&W (available on Amazon)
4. R. Collins. 2014. Hadrian’s Wall and the End of Empire, Routledge (paperback ed – a bit of a vanity, but otherwise very little coverage of the most interesting late period of the Wall) (available on Amazon)
5. S. Johnson 2004. Hadrian’s Wall, London: History Press (available on Amazon)
We also have a downloadable reading list (pdf) of primary and secondary sources
A learner from the Enterprise Shed (Newcastle University’s third MOOC) shared one of his favourite TED talks, in which Tom Wujec, a designer who has studied how we share and absorb information, explains how he watched many people try to effectively describe and solve a ‘wicked problem’, such as the best way to make toast.
What was the most effective approach Wujec found? Getting people with a range of skills to work together with post-it notes and paper to perfect the workflow. Interestingly he suggests it is even more effective when they work silently.
This struck a chord with us as we tend to work in similar ways when designing our MOOCs – though our team rarely work in silence (maybe something to try next time). We take cues from the JISC ViewPoints project and constructive alignment to plan and assemble each week of the course. With the academic team, we establish the audience, our motivations as well as those of the learners to clarify the aims and outcomes. We then use rolls of brown paper to create a course timeline, writing down what the learners must be able to do at the end of the course and for each week that they couldn’t do before they started. We ask how we/they will know they have attained this learning (some form of assessment in the loosest sense) and then plan activities and content that will get them to that point.
Post-it notes have the great advantage of being movable, whilst also allowing multiple people to contribute and collaborate on the whole. This is something Wikis aim to allow (though not always successfully). Started with pen and paper, rather than technology, helps us collectively produce something we can use very quickly and without many of the restrictions electronic tools tend to entail. As my colleague Nuala says, technology can get in the way at this stage.
Once planned on paper, we have found that using Trello is a bit like using post-it notes online, but with added ‘to do list’ and project management functionality. After planning on paper and in Trello, we then create the shell of the course in the FutureLearn platform. This helps visualise and restructure further, before testing on willing guinea pigs, and changing the design again. The bits we change and iterate the most tend to be the highest quality and most positively received elements of our courses.
MOOCs themselves can become great collaborative spaces. We had many wonderful contributions from learners on our courses. For The Enterprise Shed, this was one of the lead-educator Katie Wray’s aims. The whole course was a bit like a World Cafe. We did as much as we could with the tools available to aid collaboration. We crowd-sourced ideas links and videos (including favourite TED talks such as the one at the start of this post) . Learners also shared designs through Padlet, another free collaborative technology which is a bit like paper and post-it notes. This is a great tool for sharing, but it could do with a commenting feature to facilitate feedback on posts.
Learners were able to gave each other feedback on ideas through comments in discussion and through the peer review tool in the platform.This was a really valuable element of the course, and something we would like to do more of.
One of the tension for us with our courses at present is that the busier they are (the more active users) the harder it is to track what is going on in discussion boards, both for us and for the learners. It would be great if learners could tag posts so that people could find like-minded people and relevant posts more easily.
Small group discussions are coming in FutureLearn, but it will be wonderful if tools within MOOCs could be developed to aid the formation of groups around shared interests. Better still if we could have tools to collaborate in a way more like being in a room with paper and post it notes. We could really make a virtue of the Massive in MOOCs if we had these tools.
E-portfolio is not just for helping to manage personal tutor groups and keeping track of supervisions.
Did you know you can also use it for assignments?
Graeme Redshaw-Boxwell explains: ‘You can use it to set up supervision groups for classes you teach.
‘the students would use the blog and link evidence against particular competencies (including the GSF).
‘They can also use tags to filter the blog posts and export as a rich text document so that you can mark them.’
This is an easy and informal way of assessing how students interact and gaining a sense of how much they understand outside more formal assessment techniques.
Graeme’s running lots of workshops over the summer so you can either refresh your knowledge of using e-portfolio for supervision and personal tutoring or think about new ways of using it for assignments.
Workshops will take place:
Mon 29th June
10am – Supervision Groups
2pm – Supervision Groups
Wed 1st July
10am Supervision Groups
14.00 Supervision Groups
Mon 13th July
14.00 Personal Tutoring
Thurs 16th July
14.00 Personal Tutoring
Friday 17th July
10.00am Assignments
Tuesday 21st July
2.00pm Assignments
Thursday 23rd July
10.00am Assignments
You can sign up here.
Some people appear to be having problems with viewing the blog.
This is due to a centralised policy applied by Newcastle University’s IT Service that forces any intranet site viewed through Internet Explorer to be displayed using “Compatibility Mode”.
This will render any site as if you were using Internet Explorer 6 or 7, which is why you are unable to see some parts of the blog or get an error message.
IT Servicedesk responded, “Internet Explorer is going to be rolled relatively soon and then SAP will support the relevant sites in standards mode, at that point that flag will be flipped.”
If you want to view the blog in Internet Explorer you can disable this setting by following these steps in the browser:
Tools -> Compatibility View Settings, then uncheck ‘Display intranet sites in Compatibility View’
Or you could use a different browser to Internet Explorer.
