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Inserting an Office Mix into a Blackboard Module

Follow these steps to use an Office Mix Placement inside a module in Blackboard:

  1. Go to the module you’d like to use.
  2. In the Tools menu, select Office Mix.
  3. In the Link Name box, type a name.
  4. Configure any additional settings you’d like.
  5. Click Submit.
  6. When you return to the Module, click the item that you just added.
  7. When the item appears, use one of these methods to select a mix:
    • By URL: A simple way to select a mix is to visit the Office Mix website, watch a mix, and copy/paste the URL in the dialog. This method makes it easy to include mixes that have been created by other people.
    • My Mixes: Select a mix from your My Mixes page. In order to prevent students from having to sign in to view a mix, only those mixes with permissions set to Unlisted or Public are shown. You can find our how to set these preferences here
  8. After you have selected a mix, click Yes to confirm that this is the mix you’d like to use.
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Wallsend’s Wonky Wall

In between posting comments on our Hadrian’s Wall course,  Dr Rob Collins has been out and about on the Wall itself.

segedunum2

“Yesterday I had the privilege to visit and examine recent excavations outside of the Roman fort at Wallsend, Segedunum. A recent grant has allowed Tyne & Wear Archives & Museums (TWAM) and the WallQuest project to explore a stretch of the Wall curtain just northwest of the fort and the bathhouse to the southwest of the fort.

The stretch of Wall curtain is extremely interesting. As you can see from the photo, this stretch of the curtain is best described as wonky!   But this wonkiness, and detailed examination of the stonework reveals vital information. For one thing, there was a stream that the curtain crossed (which thanks to recent rainfall is very visible in the photo) and which ran behind the Wall. This stream seems to have destabilised the land on the eastern side of the stream, and made the Wall lean and probably collapse. You can see this from the very sharp angle of the lowest building courses in the picture. Subsequently, there were a number of rebuilds of the Wall curtain in this area, which canbe broadly dated with pottery. This seems to show that the curtain of the Wall was repaired and refurbished until at least the later 3rd century.

Wall excavations

The bathhouse has been excavated over recent weeks, and this is the first bathhouse along Hadrian’s Wall to have been excavated under modern standards. Only the lowest courses of the building remain, as the bathhouse seems to have been dismantled or demolished around 1814 when it was encountered by builders. The remains of the walls of the structure reveal a number of phases of activity,  proving that the Hadrianic bathhouse – that is the original bathhouse – was in use and adapted over at least a century, possibly more.

Results will be published in due course (though this can often take many years from completion of fieldwork), but for those that live locally, there is a conference in South Shields on Sat 14 November, where Dr Nick Hodgson will present the results of the excavation to date.”

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Scotland’s QAA Focus on Student Transitions

Using the findings of a recent project focused on student transitions, Scotland’s QAA will build resources to help students with transitions at University, from a sense of ‘belonging’ to their institution to the development of graduate skills.

The project, led by Dr Ming Cheng, a Lecturer in the Academic Development Unit at the University of Glasgow, examined models of transition and their applicability to HE.

The study’s findings and a range of resources are available online.

The aim was to provide students and staff with resources to help them to gain an insight into these processes but also to highlight transition, and a continuing process of change, as an inherent part of the University experience for students.

The project formed part of QAA’s Scotland’s Student Transitions Enhancement Theme.

The work is likely to feed into future projects looking at how transitions skills can be beneficial at university but also in alter life.

In recent years a variety of institutions and research bodies have been focusing on student transitions, as a way of improving students’ experiences at and after University, both academically and personally.

These transitions also take into account the movement from school, college or work to University and can contribute to processes of recruitment and widening participation.

At Newcastle this has led to the appointment of a Transitions Officer in Computing Science, who helps undergraduates and postgraduates to adjust as they move through the different levels of their academic courses and out into the world of work.

Are you doing research into student transitions at Newcastle? Tell us about it: ltds@ncl.ac.uk or @ncllt.

 

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STAR CASE STUDY: Transition Officer in School of Computing Science

Laura Heels graduated from Computer Science at Newcastle in 2013 and now helps other students in the school to negotiate undergraduate study.

As Transitions Officer, Laura provides support across the board, from assisting with practicals and study skills to providing a sympathetic ear and a shoulder to cry on.

Working with other staff, such as the Senior Tutor Marie Devlin and Nick Cook, Laura is the first port of call for many first years struggling with the adjustment from School to University and even from another country to the UK.

Laura said ‘I was so lucky when I was here, and I wasn’t the most academic student, I received so much support from staff like Marie, Lindsay and Nick and now I’m able to provide that myself.

‘Because I’ve been through all this and, I think, because I’m closer to their age, I seem a bit more approachable.’

Laura provides a range of academic and pastoral support for the students running sessions to help students with elements of the course they find most difficult, or which present the biggest departure from the subjects they studied at school.

‘We wanted to address the retention rate in the School and had found in previous years that a great many students were dropping out before the first year exams because they were struggling with programming or with the maths elements of the course.

‘I now run a weekly session to help students with their programming skills, which is something that many of them haven’t done before, and I also give them practical help with maths and with writing skills as well.

‘I’m present in all of their practical sessions too, so they know they will see me and can ask me questions or arrange a meeting if they need a chat.’

Laura had some problems herself as an undergraduate in the School: ‘I’m not really very academic, in my own stage 1 at university I was diagnosed with dyslexia, which made university very tricky for me.

‘So I’m very well-versed in the sort of problems students face. Often I refer the students on to student wellbeing, but I am the first port of call for them if they have a problem.’

As well as her academic and pastoral duties, Laura also works in widening participation, going out to Schools to talk to students about studying Computer Science at Newcastle.

Of course, Laura’s busiest time is Welcome Week and she likes to run some social events to help the students meet staff in a less formal setting:

‘We go bowling, to Lane 7 and staff come along if they can, last year the Head of School came and it was just nice for students to interact socially with the people teaching them.’

Laura’s position has really benefitted the School. In a questionnaire circulated last year 100% of students said that they felt welcome when they joined the School, 100% said that they had had positive contact with Laura.

Laura said: ‘I do think that having someone like me would benefit Schools across the University, even just helping academic staff with organising things like summer schools, welcome weeks and visit days, all of which I do here.

‘To be honest, if they did, I’d want to help train them, I’ve learned so much since I started.’

Is there an example of innovative or good practice in teaching in your school? Email Katherine.cooper@ncl.ac.uk. For this and to read about other great teaching ideas have a look at our case studies database.

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Simon Meacher explains the Higher Education Review

Pencils

The University will undergo QAA Higher Education Review in the week commencing 18 April 2016. Higher Education Review (HE Review) is the process of review for all higher education institutions in the UK.

The University last underwent review by QAA in December 2009 according to the QAA’s Institutional audit process.

The overall aim of HE Review is to inform students and the wider public as to whether an institution:

  1. sets and maintains UK-agreed threshold academic standards for its higher education awards
  2. provides learning opportunities which allow students to achieve those higher education awards and qualifications
  3. provides information for the general public, prospective students, current students, students on completion of their studies, and those with responsibility for academic standards and quality that is fit for purpose, accessible and trustworthy
  4. plans effectively to enhance the quality of its higher education provision

HE Review considers these key issues through a review process in which review teams consider the academic quality and standards of an institution through the investigation of core structures, policies and processes for quality management, and the way in which an institution addresses these issues in relation to a specific theme which can vary from year to year.

To achieve these aims, QAA convenes a team of peer reviewers – staff and students from other providers.

Review teams are asked to make judgements on these four key issues, and will also identify features of good practice, affirm developments or plans already in progress and make recommendations for action.

What will this involve?

The substantive element of the review process is a week-long visit to the institution which allows the review team to meet with staff and students (and other stakeholders where appropriate) and to scrutinise further information.

During the visit will include contact with staff, particularly those with institutional and faculty responsibilities for quality assurance. Review team meetings with staff will also involve a sample of colleagues working at academic unit level, including those with direct responsibility for educational partnerships such as representatives of partner institutions or staff at overseas campuses, and other academic and professional service staff with responsibility for supporting learning, teaching and the student experience.

The review team may also ask to meet with recent graduates, external examiners and employers.

They will certainly want to meet with a small sample of students (for example up to 30-40 across two or three meetings is typical), to find out their views of the learning experience they receive at Newcastle.

The University is also required to submit a Self-Evaluation Document (SED) which must be received by QAA by 25 January 2016.

The SED has three main functions:

  1. to give the review team an overview of the University, including our track record in managing quality and standards, and details of external reference points that we are required to consider (such as those of accrediting bodies);
  2. to describe the University’s approach to assuring the academic standards and quality of its provision;
  3. to explain to the review team how we know that our approach is effective in meeting the Quality Code Expectations (and other external reference points), and how it could be further improved.

We will be required to provide a significant amount of supporting documentation to illustrate and substantiate the narrative within the SED. This allows the team to test whether what our SED says we do, is what we do in practice and assess how effective it is.

Review teams also have the right to request additional documentation.  Experience of HE Review at other universities indicates that significant amounts of additional documentation are typically required by review teams.

It is therefore possible that any documentation relating to the quality management of the areas under review might be requested, including those held by academic units and faculties.

What will the team be looking for?

Higher Education Review has a core element and a thematic element.

The core element focuses on academic standards, quality of learning opportunities, information, and enhancement.

The thematic element focuses on an area which is regarded as particularly worthy of further analysis or enhancement. Themes, which change periodically, are chosen by the Higher Education Review Group – which includes representatives of HEFCE, Universities UK, GuildHE and the Association of Colleges. The University is required to explore one of these themes.

Following discussions involving a number of colleagues including representatives of NUSU, the PVC Learning and Teaching recommended to ULTSEC on 14 January that the University should select the theme of Student Employability for the review in 2016.

This theme is the logical choice for the University, as it would allow special emphasis to be given to the work that has been undertaking to develop students’ employability and entrepreneurial skills, and to give a detailed picture in our submission of how the University has made further progress since the good practice commendation received by the University in this area in the last QAA audit in 2009.

Who will this involve?

A Higher Education Review Steering Group, chaired by the PVC Learning and Teaching, is overseeing the production of the Self-Evaluation Document and supporting documentation, which is being coordinated by staff in the Learning and Teaching Development Service (LTDS).

When will it start?

In terms of other principal stages in the University’s preparation for the review, in mid-late October 2015 the QAA will inform the University of the size and membership of the review team. In early December 2015, a preparatory meeting with QAA will take place, the main purpose of which is to discuss the information to be provided to QAA and will therefore include those most immediately involved with the production of the SED and the student submission, and with responsibility for the operational arrangements for the review.

Around one month before the review visit, the QAA will inform the University of the duration of the review visit, the team’s main lines of enquiry, who the team wishes to meet, and any further requests for documentary evidence.

So what’s the point?

The review culminates in the publication of a report containing the judgements and other findings. The University is obliged to produce and publish an action plan in consultation with students, describing how it intends to respond to those findings.

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Matt Price – Meet the New Education Officer

Matt pRICEWe met up with the new Newcastle university Students’ Union’s Education Officer to find out a little bit more about him and what he hopes to bring to his new role….

What are you looking forward to the most about your new role?

I’m just really looking forward to starting the role. This is a really important year for the University in terms of teaching and learning because of the Higher Education Review. I hope this is a year where we can get a lot done – there is already some great teaching taking place in the University but I want to lay the groundwork to make things even better for students.

What sorts of issues do you hope to address in your year as Education Officer?

I really want to make a much bigger thing out of the Teaching Excellence Awards because I think that the staff at Newcastle work tremendously hard and we need to acknowledge really excellent teaching when we see it. I’d like to open nominations for awards earlier this year and work harder to encourage students to nominate outstanding teachers in their Schools. I’d also like to publicise the whole Teaching Awards event much more through social media and to really promote the good teaching going on across the University.

I’m also particularly interested in ReCap as a resource for students. It was something that was really useful to me as a student, I used to work so hard in the lectures on my course to really follow exactly what the lecturers were saying and take it in and then use ReCap later to take notes. I just really didn’t want to miss anything! I know some staff have reservations about the system but I really want to work with them too to put the student case and also to see if we can find a solution which addresses their concerns.

What is the single most important thing you hope to improve?

I’d really like to address the issue of exam feedback and to make a lasting and positive change on that. I found it really frustrating as a student that I often couldn’t view any feedback on the exams I sat, much less get hold of the past papers without great difficulty. I think it’s really important for students to get feedback on all of their work, even exams, so that they can improve or even so they can see where they went wrong. I’d also like to see a more consistent approach to exam feedback when it is available, sometimes you get a little and sometimes a lot – I suppose it’s difficult for staff to know whether students will see it or whether they are just pouring words into the void and that might be discouraging – but I think it would be really good to address this issue across the University and see if we can get some sort of consistency. Just access to decent feedback on exam assessment. It’s that simple.

You can contact Matt through education.union@ncl.ac.uk

You can find out more about his manifesto and his interests and approach as a Union Officer here.

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STAR CASE STUDY – Mobile Devices in Teaching and Learning

NUTELA Award winner Graham Patterson has been spearheading innovative technology-led teaching in the School of Civil Engineering and Geomatics.
Graham has worked extensively with staff to oversee the adoption of mobile Android-devices to support teaching and learning across the School.
Graham said: ‘We started using Android tablets three years ago, giving one to each student in their first year
‘They get used for all sorts of things. We use software called Responseware to get feedback in lectures, polling students on the correct answers to questions or to see if they understand.
‘We’ve also used it to replace paper handouts which we used to use a lot, so now students can download PDFs before lectures.
‘We have worked with staff over the last three years to format these PDFs so that there is room for a slide or diagram and then for the student to take notes as the lecture goes on.’
At the beginning of their first term Graham and academic lead on the project, CEGS Teaching Associate Henny Mills organise three sessions to introduce the students to the technology.

Graham Patterson
Graham Patterson

The first session is aimed at familiarising them with the device and the Android operating system, the second focuses on University facilities on the tablet, such as accessing University drives and timetables and the third is a Drop-In session to address any teething problems.
Students have responded really positively to the changes and to the scheme is going from strength to strength is CEGS.
‘Students really like being able to use the tablets in practicals, as a second screen.
‘The Galaxy Note 10 was very carefully selected because it allows them to have two screens open at once, so they can be looking at a PDF and taking notes on the lecture.
‘It also allows them to view AutoCAD documents and others and has a great camera for field trips which they find useful, health and safety permitting.’
As more and more schools across the University start using responseware and other sorts of technology to enhance their learning and teaching experience, it’s becoming increasingly important to share good practice in what sorts of devices, software and support systems work.
Graham said: ‘We thought that this system was going to require a lot of technical support but actually after the initial sessions, students are very capable of using the devices provided there are no problems with the hardware.
‘We were also concerned about students using facebook and twitter in lectures and not paying attention but I think, with mobile phones and laptops, students who wanted to do that were always just going to find a way anyway.
‘We’ve made it clear to students that this is not a gimmick or a toy, it’s something they must bring to lectures and it’s something that they are responsible for.
‘Most of them respect that and use it responsibly.’
Is there an example of innovative or good practice in teaching in your school? Email: Katherine.cooper@ncl.ac.uk. For other great teaching ideas have a look at our Case Studies Database.

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Netiquette

social media etiquette

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.

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Looking for Teaching Ideas? Check Out Newcastle’s Brand-New Teaching Case Studies!

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.

case studies

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.

submit cs

Or you can contact us directly about good practice in your school – email katherine.cooper@ncl.ac.uk.