Details of forthcoming workshops and links to LTI workshop resources and presentations.
Would you like to have your say in the changes happening there?
Would you like to feed your ideas into a project to redesign the lower ground floor space?
Do you want to win an iPad or Amazon vouchers?
If you answered “yes” to any of the above, then this competition is for you !
LSE Library and IMT are holding a student competition from Thursday, February 26th to Friday, March 20th. The objective of the competition is to propose ideas to create a modern and engaging environment for the Library lower ground floor that meets students’ contemporary and future needs.
The winning design will receive an iPad Air 2 worth £479 and you will also get the opportunity to boost your CV and to feed your ideas into the design phase.
-> Have a look at the full competition details to find out how to enter.
-> No time? Just send us your ideas!
If you have ideas but no time to enter the design competition then you can also send us your ideas about how you would reorganise the space. The best suggestions will receive Amazon vouchers. Submit here !
Philippe Roman Chair in History and International Affairs 2014/15, Professor Matthew Connelly, is teaching ‘Hacking the Archive – HY447’ this academic year. He is currently a professor in the Department of History at Columbia University. In our first 2015 NetworkEDGE seminar on 14th January, Professor Connelly be talking about his course, which uses big data from various International History databases and teaches students new tools and techniques to explore various the vast array of material available online. Students are encouraged to rethink historical research in the digital age as older primary sources are increasingly becoming available online alongside newly declassified information and ‘born digital’ electronic records. The seminar is free to attend but places are limited so will need to be reserved via the staff training and development system or by emailing email@example.com. All our talks are live streamed and recorded for those who can’t make it.
I caught up with Matt to find out more about his innovative course and his fascinating historical research and asked him a few questions.
Jane: I’ve heard a lot about digital humanities – can you tell us what this is and why it might be a useful way of approaching the study of a subject like history?
MC: “Digital Humanities” is an umbrella term that can be summed up as the use of computational tools and visualisations to assist in humanities research and presentation. Though there are common practices, tools, and methodologies for doing this across disciplines, history as a subject is particularly suited to these approaches. In fact, I believe it will become increasingly important in years to come.
LTI recently held a show and tell on assessment with technology with colleagues from LSE, UCL and Westminster. The event was well attended and provided an opportunity to find out the varying ways that technology is being used in to innovate assessment.
The show and tell event is part of the work that is being done by LTI to promote assessment with technology at LSE. The project aims and outcomes outlined by LTI learning technologists Athina Chatzigavriil and Kris Roger can be seen here. If you are interested in being involved in the working group on e-assessment or have examples of e-submission, e-marking or e-feedback and e-return then please get in touch by emailing firstname.lastname@example.org
A lecture capture recording of the event (slides and audio) is now available here (LSE login required) or you can read a brief summary of the presentations below.
Alternatives to examinations
Professor George Gaskell started off the event with a brief outline of the changes that are taking place in LSE100, the compulsory course for Undergraduates at LSE. The LSE100 Director explained that the course team are currently investigating alternatives to exams. Using the learning outcomes of the course as the basis for assessment they have been developing a portfolio of activities that will allow students to demonstrate their appreciation of apply social scientific methods, concepts and theories to real world problems. Assessments will have to allow for ‘exit velocity’ and let students to take risks in their first year and allow for the progress of learners over their two years at LSE, while also preventing strategic planning by requiring all components to be completed. The process is still in the developing stages so watch this space for updates.
Dr Irini Papanicolas, from Social Policy gave the second presentation on her work with Steve Bond in LTI on peer assessment. Dr Papanicolas discussed how she changed assessment on the course SA4D4 from 100% exam, to 50% exam and 50% presentation. She used ‘WebPA’ to enable students to rate their peers’ presentations using the course mark frame. Although peer assessment was an optional part of the assessment all the groups volunteered feedback and there was a positive response to the process with it creating discussion within the groups on the assessment criteria.
Dr Papanicolas will be using ‘TeamMates’ for this year as it will allow students to not only rate their own groups’ presentation but the individuals contributions within the group.
From peer assessment to peer teaching and learning….
Kevin Tang then reported how ‘Peerwise’ has been used at UCL. Kevin has been working with Sam Green & Stefanie Anyadi in the department of Linguistics to use the platform with 50 undergraduate and 50 postgraduate students. PeerWise allows students to create, answer and discuss questions. Students can rate feedback and are scored on their own contributions, at UCL these contributions are then worth a small percentage of their summative mark for the course.
Research into using the interface indicated that it was important to provide support for students to ‘think like an examiner’ with example questions and training on giving constructive feedback. Academic staff attitudes also played a crucial role in student engagement along with setting regular activities and deadlines.
As most examiners will know it is quite hard to create good questions so UCL asked students to devise questions in groups and found that the questions improved over time with the students in mixed ability groups appearing to benefit the most. The platform provided a space for interaction as students provided detailed feedback for each other which was then used to work on future questions and students were still using the system leading up to the exam for revision purposes.
Games and assessment in Law
Dr Vassiliki Bouki, Principal Lecturer, University of Westminster talked about the use of games in assessment. Dr Bouki demonstrated the ‘law of murder game’ which was developed in ‘Articulate storyline’ and was used as an alternative to coursework for a second year criminal law module. The game was used to demonstrate a real life scenario and assess critical thinking and allowed students to experience role playing to think like a lawyer. Students are given two hours to complete several small tasks in an open book environment. The game is currently in use so data and feedback from students will be available later in the year.
Word processed timed assessments and online feedback
Dr Sunil Kumar, Lecturer in Social Policy & Dean of Graduate Studies, talked about his experiences over three years on the course ‘urbanisation and social policy’. Concerned about how much students were actually learning with the traditional model of examinations, Dr Kumar introduced a 2 hour online formative assessment into his course. Students typed up their answers to short answer and long answer questions in examination style conditions. Dr Kumar was then able to read and mark submissions on his iPad and then upload the anonymised assessments with annotated feedback for all students to see on Moodle. The formative assessments have had 100% attendance with students being able to then learn from other students submissions, encouraging them to review topics they have not yet covered in preparation for the summative examination.
More information about the project can be found on our blog post.
Thank you to all of those who attended last night’s event, whether in person or online. A video recording will be available shortly.
LTI NetworkED Seminar series Marieke Guy ‘Open data in education’ Wednesday 26 November 5:00pm – 7pm, NAB2.06.
Marieke Guy (@mariekeguy on Twitter) is a project co-ordinator at Open Knowledge (https://okfn.org), a global not-for-profit organisation that wants to open up knowledge around the world and see it used and useful. She has been working with online information for over 16 years and was previously employed by UKOLN, a centre of expertise in digital information management at the University of Bath.
Her areas of interest include research data management, digital preservation, digital cultural heritage, open technologies and open education – she currently co-ordinates the Open Education Working Group (http://education.okfn.org).
Marieke Guy will be our third speaker for the NetworkED series this academic year, see below for more information on her talk which will take place on Wednesday 26 November at 5pm.
Data is very much the flavour of the month, from discussions around data mining and monetisation of data, to privacy issues and monitoring.
But what exactly is open data and how does it relate to education? What type of data sets are we talking about and how are they being used? How can open data be used to meet educational needs? Is it just about accountability and transparency, or is there more to it? What about learning analytics? What are the implications of tracking our students? Where does the true potential lie? It clear that open education data sets are of interest to a wide variety of people including educators, learners, institutions, government, parents and the wider public. Marieke Guy will give an overview of the situation as it now stands and prompt us to consider what the implications are for those of us working in Education.