Apr 14 2014

Changing the Learning Landscape: Digital Literacy workshop

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On 7 May, CLT and HEA will be hosting the Changing the Learning Landscape – Digital Literacy Workshop here at LSE. This workshop will be a fantastic opportunity to hear from leading figures in this field, including Helen Beetham and Lesley Gourlay, on the many aspects of promoting digital literacies in higher education.

Events on the day will include Alan Cann’s presentation on the challenges of developing staff and student online identities, a workshop on using digital literacy in teaching, and updates from LSE’s own project to embed digital literacies into undergraduate teaching through the Student Ambassadors for Digital Literacy project.

A full programme is available here: Programme-CLL-7-May.

You can book your place here. The event costs £50 from HEA subscribing Higher Education Institutions, and £100 for staff from non-subscribing institutions. A number of tickets for this event have been reserved for LSE staff, but will be in high demand. If you wish to avail of this, please contact Jane Secker (j.secker@lse.ac.uk) as soon as possible.

Posted by: Posted on by Arun Karnad

Apr 3 2014

Copyright briefing: report from event

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I attended the CILIP Executive Briefing on copyright this week to get a heads up on the proposed changes to copyright exceptions that we hope will come into force on 1st June 2014. If you would like to read the longer report on my blog, you can find out more about the day. CLT will ensure that staff are made aware of the changes and how they might affect copying they do for private study and research, for teaching and other purposes. However the Statutory Instruments and guidance is available on the Intellectual Property Office’s website.

Posted by: Posted on by Jane Secker Tagged with: , ,

Mar 24 2014

Moodle User Group

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On Tuesday 18 March, LSE hosted the Moodle User Group (Greater London), or ‘MUGGL’, the get-together for learning technologists and others who are using Moodle to enhance teaching and learning at universities inside the M25. Here are some notes from the meeting.

Online Moodle training

The session opened with presentations from Ben Audsley of the Royal Veterinary College, and Eileen Kennedy of the Institute of Education, both of whom are running moderated online courses as an alternative to the usual face-to-face Moodle training. This reflects a similar project at LSE, Using Moodle: Online, which is currently in its pilot phase. This is a useful opportunity to share experiences between the 3 institutions (and with Goldsmiths, as well, who are also running such a course).

Reporting tools

Jess Gramp (UCL) demonstrated a great reporting tool for Moodle. This can be pointed at a duplicate of the Moodle database, and it will produce a report for a given category, showing the types and levels of activity going on in each course. The report is organised in pedagogical terms, with columns relating to collaboration, discussion etc., so you can quickly see which courses are actually making the most of the features of Moodle. Jess will be sharing this with us at LSE, and we will try to generalise it for use here and beyond.

In a similar vein, Andy Konstantinidis from King’s College demonstrated “KEATS Analytics”, an Excel sheet that can import a downloaded Moodle log file, and perform various analytics on it. He later shared this with everyone on the MUGGL mailing list, so we can all take advantage of his work.

Sharing good practice

Stephen Malikowski from St. George’s has set up Virtual Learning Activities, a collection of exemplars published via on WordPress, and he invited contributions. These are real activites created by lecturers on Moodle (or other VLEs), and demonstrated in context. Rather than making the courses public on their host VLEs, they are presented as case studies by way of screenshots or screencasts, allowing for the framing context to also be presented.

Minimum standards for Moodle courses

Rose Heaney from UEL led a panel discussion on minimum standards. The main theme emerging was that what works well is to involve students; to work with them to understand what minimum they expect, and using them to create standards and communicate them to staff. Several universities are using some form of rating system for courses, allowing students to review and rank their own courses.

Here in CLT we have often been wary of such approaches, worrying that minimum standards can turn into simply “what all Moodle courses look like”. However, Jess Gramp said that the experience from UCL is that minimum standards can sometimes push teachers to go further; i.e. once they’ve started on the improvement journey, they keep going.

Steve

Posted by: Posted on by Steve Bond Tagged with: ,

Mar 20 2014

Exploring social media as data sources for research – workshop

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Yesterday, CLT ran for the second time a workshop exploring the use of social media AS research data (as opposed to using it as tools TO DO research). We first ran this in June 2013 as an experimental, exploratory workshop, which was a great success, but this time we wanted to shorten and improve it based on the feedback we received. By all accounts, it was a great success. I say “by all accounts”, because as misfortune would have it, I was struck with illness and could not make an appearance, after weeks of organising and preparing for it. Unfair beyond belief – especially since my colleagues raved about to me how good everyone’s presentations were.

Continue reading

Posted by: Posted on by Sonja Grussendorf Tagged with: , ,

Mar 4 2014

Trends in Educational Technology report

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Over the past few months, CLT have been looking into some of the key technological trends set to influence the higher education sector in the next few years. We looked at the benefits they may provide to teaching and learning at LSE (and indeed, other institutions), and the considerations that need to be made before these technologies are implemented.

Using horizon scanning techniques to identify suitable reports, academic articles, media articles and blog posts by institutions and commentators working in the field, four key technological trends were identified through this method; Massive Open Online Courses (MOOCs), Bring Your Own Devices (BYOD), Gamification and Games-based learning and Learning Analytics.

A report on our research, Trends in Educational Technology, is now available on LSE Research Online. The report argues that these technologies can be beneficial, and should be embraced if they address institutional needs. However pedagogy must be at the heart of any technological adoption.

The summarized findings of this report are as follows: Continue reading

Posted by: Posted on by Arun Karnad

Feb 19 2014

NetworkEd videos are now available on YouTube

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We’ve uploaded all of our NetworkEd seminar videos on to CLT’s YouTube account! You can watch the playlist below, or watch individual videos by visiting our YouTube site. We will also be uploading future seminar videos on to YouTube and/or Vimeo, so do subscribe to our YouTube site to watch the latest seminars and videos from the team.

We hope that by making our videos available through YouTube, it’s easier for you to watch and share our seminar sessions on topics at the forefront of education technology and digital literacy, and by such distinguished guests such as Diana Laurillard and Prof. Patrick Dunleavy.

 

Posted by: Posted on by Arun Karnad Tagged with: , ,

Feb 7 2014

Going Mobile: the ongoing story of HEC Executive Education

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Gerta Karageorgi from the LSE Project Management Office writes about attending an LSE NetworkED seminar earlier this week.

On Wednesday 5th February 2014, Karine Le Joly, Director of Innovation and Academic Coordination for Executive programmes at HEC Paris (Hautes études commerciales de Paris), made a day trip on the Eurostar to LSE to present the 8th NetworkED: Technology in Education session. It was a topic I was keen to learn more about, having spent a day the previous week attending 7 brief seminars on mobile technology at the Learning technologies exhibition at Kensington Olympia, London.

Continue reading

Posted by: Posted on by Jane Secker

Feb 3 2014

Second round of LTI grants

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The deadline for our second call for applications for the Learning Technology Innovation Grants (LTIGs) is approaching. You have until 21st February 2014 – we strongly recommend that you discuss your ideas with a member of CLT before applying.

In this second round, we are again looking to fund 6 projects.  Applications that fit into the following strands are particularly encouraged, though projects that do not fit will be considered and are also welcome.

  • The use of video and multimedia in teaching
  • Using technologies to innovate assessment and feedback practices
  • Mobile/ flexible learning and “BYOD – bring your own device”
  • Changing your classroom teaching
  • Developing digital literacies

We encourage projects that integrate technologies in teaching and learning in an innovative way. The supported projects will ultimately benefit students across the school but are also intended to foster the professional development of individual members of academic staff, both in their use of technology in teaching and in the continuing evaluation and development of their teaching practice.

You can download the application form (word document) from the MUG (Moodle Users Group) Course on Moodle and completed forms should be submitted via the above course assignment module by midnight Friday 21st February 2014.

We are looking forward to hearing from you!

Kind wishes,

All of us in CLT

Posted by: Posted on by Arun Karnad Tagged with: ,

Jan 9 2014

Two NetworkED seminars this term

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We’re really pleased to announce two NetworkED Seminars coming up this term at LSE, now available to book. On Wednesday 22nd January we have Dr Sylvester Arnab from the Serious Games Institute at Coventry University speaking about games and learning. In his talk, entitled Games, Learning and Beyond, he will discuss using game science and technology to support teaching and learning. He’ll also look at the role of games in conjunction with pedagogic innovations such as MOOCs and flipping lectures.

Our second seminar this term will be from Karine Le Joly, who is the Director of Innovation and Academic Coordination for Executive Education programs at HEC Paris. In her talk entitled ‘Going Mobile‘ She will be speaking about mobile initiatives and integrating the use of iPads into curricula and pedagogy.

Both seminars are open to LSE staff and students, and also to external guests. They will also be live streamed and recorded. We anticipate both sessions will be very popular so for further information and to secure your place, see the NetworkED website.

Posted by: Posted on by Jane Secker

Nov 21 2013

Neurodiversity and Lecture Capture report is now available

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The Neurodiversity and Lecture Capture report written by myself and Steve Bond is now available on LSE Research Online.

Neurodiversity is a term encompassing a range of conditions, including autism and Asperger’s syndrome, ADHD, dyslexia and dyspraxia (Dalton & Hall, 2013). Past studies suggested that recorded lectures could be a useful tool for neurodiverse students (Williams & Fardon, 2007). However, little is known about about whether lecture capture actually is useful to neurodiverse students, or how these students use it to study effectively while managing their condition.

Just before the end of the Summer Term, Steve Bond and I conducted a survey of neurodiverse students to measure the impact of lecture capture, and the (perceived) pedagogical benefits of the School’s Echo360 software. We sought to answer the following questions:

  • Do neurodiverse students access lecture recordings more or less often than neurotypical students?
  • To what extent to do students access recordings?
  • How useful were these recordings to the study strategies of neurodiverse students, and what challenges did they face when using lecture capture technology?
  • Did students record lectures themselves? If so, why?

138 students responded to the survey, of which 124 completed surveys were used in the study. 66% of students reported having a neurodiverse condition, the most common of which was dyslexia (33%). Neurotypical students, or students not reporting to have a neurodiverse condition formed 34% of the study population.

The key findings from this study were as follows:

Neurotypical and neurodiverse students access lecture recordings at similar rates.

Although previous studies suggest that neurodiverse students may benefit more from lecture recordings, neurodiverse students in this survey reported accessing lecture recordings at similar rates to neurotypical students.

Both neurodiverse and neurotypical students find lecture recordings “essential” for their studies.

49% of neurotypical students, and 46% of neurotypical students claimed that recorded lectures were “Essential” to their studies.

Neurodiverse students may not be accessing lecture recordings because they are unaware of their existence, or because they are not available in the first place.

The key reasons why neurodiverse students reported not accessing lecture recordings on Moodle were either lack of awareness that recorded lectures were available on Moodle, or that lectures had not been made available.

Neurodiverse students raised sporadic availability of lecture recordings as an issue.

Out of 81 suggestions on how the LSE could improve its provision of lecture recordings, issues with availability of lecture recordings were raised almost a third of the time (29%, 24 responses).

Neurodiverse students are more likely to use lecture recordings to reinforce concepts and revision, than to avoid attending lectures.

Neurodiverse students were over more likely to use recorded lectures to revisit sections to reinforce concepts and to make extra notes than neurotypical students, who were more likely to use recorded lectures to catch up on missed lectures. Only 4% of neurodiverse students and 7% of neurotypical students (16 respondents in total) reported using recorded lectures to avoid attending lectures.

Students identified audio and video quality as the biggest technical issue with lecture recordings.

Technical issues, including the video and sound quality of lecture recordings were mentioned 37 times out of 81 suggestions on how lecture recordings on Echo360 could be improved.

The majority of students do not record lectures themselves…

122 students completed this section of the survey in total, and the majority of students reported that they did not record lectures themselves (62%, 76 respondents).

…but if they do, its predominantly in audio format.

Audio recording was the most popular format for recording lectures, with 93% of all recordings made in audio format. Standalone recording devices, such as Dictaphones were mainly used for recording, with 32% of all recordings made on such devices.

Students suggested that access to lecture recordings on mobile devices and the ability to bookmark sections of recordings would be useful.

The functionality to add bookmarks to recordings on Echo360 does exist, and a recommendation could be to better inform students about the features of Echo360 to allow them to make optimal use of the service.

Conclusion and recommendations

Neurotypical students reported using lecture recordings more frequently, although the majority of neurodiverse students reported using recorded lectures in their studies. Neurodiverse students found lectures to be an “essential” tool for their studies and used lecture recordings to address issues in note-taking and content comprehension. However, inconsistencies in the availability, quality and accessibility of recordings are hindering neurodiverse students from fully exploiting this resource.

As a result of this survey, we recommend the following measures:

  • Support could be given to lecturers to help them adapt their lecture style to produce better lecture recordings.
  • Lecturers could be incentivized to provide lecture recordings, by including any training taken towards providing lecture recordings being included as part of personal development.
  • Academics could be provided with guides on how to use lecture recording equipment, and given tips and reminders to help improve the quality of recordings, such as remembering to switch on lecture recording equipment microphone in case lecturer before them switched it off.
  • Academic support staff should also ensure that lecture recording equipment is installed and in working condition, especially if there have been extensive technical problems with recordings from a particular room or course.
  • Students could be encouraged to produce their own lecture recordings in formats that suit their learning requirements, and provided support and guidance in being able to do so.
  • Further research should be conducted into more specific issues faced by neurodiverse students, and how technology is incorporated into their study strategies.

We believe that implementing these recommendations could improve the learning experience of students in general and improve the inclusivity credentials of the LSE.

We would also like to thank Linda Kelland from the LSE Disability and Wellbeing Office, and Sophie Newman, the former Students’ Union Disability Officer for their help and advice for this study.

References:

Dalton, N. S., & Hall, W. (2013). Neurodiversity & HCI. In CHI 2013: Changing Perspectives (pp. 2295–2304). Paris, France.

Williams, J., & Fardon, M. (2007). Lecture recordings: extending access for students with disabilities. In Research paper for ALT-C: Beyond Control 2007, University of Nottingham. Nottingham.

Posted by: Posted on by Arun Karnad