computer keyboard

TA Talk – What can DEO do for you?

This session will introduce the wide range of digital tools available for you to use in your teaching and research and provide an idea of how the Digital Education Office can help you navigate and utilise them.

By the end of the session will have a better understanding of the training, support and tools provided by the University, and who to approach to help you make the best use of technology in your teaching.

Please visit the BDC’s website for more information on support for Doctoral Teachers, or get in touch with Dr Conny Lippert.

500 Words, Teaching Stories

Six ways to engage your audience online (regardless of bandwidth or timezone!)

1. Start with an activity.

Engage students from the beginning by asking them to write a question they’d like to be answered during the session, drawing a picture of their initial impressions of the topic or even take a selfie of their expression towards the day’s session and sharing it with the group! By doing this they make an initial investment in the session and you can use it to come back and reflect on these contributions at the end of the session.

2. Outline the session.

People want to know what they’re in for before investing their time. Have you ever checked out the menu at a restaurant before you’ve been? Looked at the running time for a film before you’ve watched it? The same applies here. Outline each activity, what materials are needed for it and how long you expect it to take – that way students can plan around how much time they have. Don’t forget to include those all-important ILO’s!

3. Break it down.

Just because your students can sit through an hour-long lecture you give doesn’t mean they can do the same online… Try and make any ‘passive’ activity (videos, podcasts, narrated presentations, reading (without note-taking)) no longer than 10 minutes at a time.

4. 50% active, 50% passive.

This is ambitious, but a great target to aim for when you’re designing your content. ‘Active’ includes anything the student has to do: write, type, draw, play, interact, take quizzes; passive includes everything else. Studies have repeatedly shown students benefit from a mix of both of these activities but try and keep the balance in check.

5. Keep telling your stories.

Moving content online doesn’t mean you have to become a robot in your delivery. Stories enrich teaching, creating a personal and emotional connection to the content and therefore make it more memorable and engaging. Try and keep your delivery as close to your classroom style as possible – this is what students are used to and we want to continue that where we possibly can.

6. Gamify it.

Gamifying content shouldn’t be reserved for the super-techy and it doesn’t mean just turning your content into a game. Adding game-like elements to sessions can have a massive impact on engagement and makes the learning more fun. Simple implementations include students moving up ‘levels’ as they move through content, adding quizzes to ‘unlock’ secret content and even having a leaderboard for top contributors to online forums.  

Please get in touch with the BILT Team for more information about how to do anything we’ve mentioned above, or have an idea you want to discuss further with someone on the team.

News

‘Daily Digital’ with PVC-Education, Tansy Jessop

From Thursday 19th March Professor Tansy Jessop, Pro Vice-Chancellor for Education, will host a short “daily digital” on a range of themes relating to online learning and teaching. Tansy will be joined by a number of colleagues, including from BILT and the Digital Education Office, on this digital journey. Topics will include building pedagogic relationships, facilitating discussion, personal tutoring and supervision, co-creation with students, assessment and more.

What is the daily digital?

On some days the “daily digital” will be a short live event.  Live sessions will be recorded so you can catch up later if you can’t make them.

On other days there will be opportunities to engage asynchronously, for example to review a short video or reading and then join an ongoing online discussion.

How long will it take me?

Each “Daily Digital” should take you between 15 and 30 minutes.  

When does it start?

The programme starts with a live session on Thursday 19th March at 10am, and will last 7 working days.

How can I access it?

The “Daily Digital” will take place in Blackboard.  We invite you to enrol on the Blackboard space for full access to the programme.  (Content will be released over the 7 days)

Enrol on the Blackboard Daily Digital space

Alternatively use the following link to access the first live session, which will take place in Blackboard Collaborate.

Guest link to the webinar  

For the live sessions please ensure that you have headphones or sound enabled. Chrome is the recommended browser.

News, Uncategorized

#Digifest19: The technology conference encouraging more human interactions

The following post was written by Amy Palmer, BILT Digital Resources Officer.

This year’s Digifest explored the theme ‘Shaping education for a hyper-connected world’, in which ideas around the digital challenges we are facing were shared and discussed. I attended three panel events while I was there and found that similar conclusions were drawn from them all: the use of technology may be increasing, it is imperative that we do not lose human interaction. This may seem obvious, but throughout the day there were moments where I felt a tension between discussions around how technology in education was becoming central to the learning experience and technology’s role in the creation of current mental health challenges facing universities.

The first session I attended looked at a report recently released by Jisc in which a qualitative study was undertaken with lecturers across the sector.  Five key themes emerged from 2-hour interviews with staff, with a number of recommendations being made. The one I’d like to highlight is:

 ‘Teaching staff are concerned to support students’ wellbeing and they take a holistic approach to student welfare. Currently, much of this work is done face-to-face. With time and space at a premium, universities and colleges could consider how digital technologies can help to support student wellbeing as well as other, less strictly academic aspects of the student experience’

One part of this statement really jumped out at me, ‘digital technologies can help to support student wellbeing’ – my mind immediately conjured a scene in which a student having a mental health crisis was faced with a computer instead of a human and the potentially damaging impact this would have. I opened the conference magazine to a double-page spread looking at this exact question, ‘Can technology ease the mental health challenge facing universities today?’, with six solutions set out, the most striking of which was chatbots – a solution recently employed by Bolton College in which students struggling with stress or self-harm are provided links by a chatbot to online information and contact details for the mental health team. I couldn’t help but feel this was more a cost-saving approach that one that had direct benefits for these students in need (but perhaps I’m being cynical).  

I was encouraged by comments made from panellists in which they emphasized the importance of human interactions, agreeing that face-to-face engagement should be maximised, but that appropriate space on campus was needed for this. Risks around disengagement from students where they can not attended were raised, but were balanced by risks of students feeling isolated and lonely when too much emphasis was placed on technologies.

The second session was a horizon-scanning panel discussion in which the 2019 Jisc Horizons report was launched. The report’s title is ‘Emerging technologies and the mental health challenge’ with panel members discussing the different ways this could be addressed. One panel member suggested technology could be used to ‘streamline human interaction’ – another concept I felt uneasy with.

It was agreed that a balance needs to be struck between the increased use of learner analytics and the potential reduction of human interactions though increasing number of online services (such as lecture capture and VLEs) and the mental health challenges facing universities. The panel members all agreed that a key take-home message from the report was that there was a need for a person-centred approach and that the technology must not replace the human, though I wondered how this would practically play out in a climate of reduced budgets, streamlining of staff, automation of administrative tasks and increased reliance on online services.

The final panel discussion I attended was on the ‘fourth education revolution’ – with the host asking the participants what they believed was ‘Education 4.0’. Responses were mixed, but all centred around the idea that education needed to be personalised, on-demand and customisable. The relationship is changing between the student and professor from one which is a transactional to a more balanced, less hierarchical one. All panel members had a background in educational technologies, but all noted that these services created more time and space for richer, face-to-face interactions.

At the end of this session a question was raised about whether we would even need a physical campus in the future, which leads me beautifully onto the final part of my day.

Jisc have created a virtual reality experience, ‘Natalie 4.0’, in which the user can experience a day in the life of a student that does not attend a physical campus. You wake up in a ‘bedroom’ at the beginning of your day and interact with tutors and students though making choices in the virtual world. The experience was eye-opening and something I believe many others in the University would enjoy – we hope to put on an event with Jisc in the near future to allow staff to try out this new way of learning!

Head shot of Sian Bayne

Near Future Teaching

Abstract

Within universities there is a growing trend to apply futures and design thinking to our teaching and learning, often as a way of understanding how digital shifts are affecting education. These initiatives tend to be characterised by their focus on speculative, big ideas, and by collaborative approaches which engage with as wide a group of people as possible.

At The University of Edinburgh we are applying ‘futures’ work to digital education: our aim is to enable a wide conversation to take place among students and staff around how we would like to see digital education grow over the coming decades, and from that to build a vision for the university which balances technological change with the values of our academic and student body.

In this talk I will describe how we are going about this project, and will share some of the project outputs and ideas. I will explore some of the key themes which are emerging – including the ‘hollowing out’ of the campus, automation of teaching, creativity and diversity – and speculate on the implications of these for how we plan our digital futures.

Bio

Sian Bayne is Professor of Digital Education and Assistant Principal for Digital Education at The University of Edinburgh. Based in the Centre for Research in Digital Education, her research is currently focused on open and distance education and the application of theory from the humanities and social sciences to digital education. More information about her work is on her web site at: http://sianbayne.net

digital education office logo

Learning Games #2

If you’ve ever used games in your teaching, wondered how, or want to hear what other people are doing, come along to the latest Learning Games lunch on the 17th January between 1-2pm. This event is a chance to share your plans, get ideas and meet others who are interested in the topic.

This event does not require booking, but as lunch is provided we would be grateful if you could email Suzi Wells to let us know you intend to come. We will let you know the location of the event upon your email. 

News

‘Using Games in Teaching’ – 26/10/2018

The first ‘Using Games in Teaching’ event, organised by Chrysanthi Tseloudi and Suzi Wells from the Digital Education Office, saw 25 colleagues from across the University come together to discuss their experiences, hopes and ideas for gamifying learning. A wide range of staff attended the event, with both Professional Services and Academic staff represented, and with a wealth of experience among them.

Staff sat at a table at the using games in teaching event

The event started with an introduction from each member of the group, a summary of their experience with games and explanation as to why they had attended the session. It was clear that the understanding and experience of types of games varied vastly, from computer games to card games, everyone had a different perspective on what ‘using games in teaching’ meant.

The main part of the event looked at ‘Decisions and Disruptions‘, a decision-making game using Lego models and cards originally developed at Lancaster University and now being developed further by Ben Shreeve from the School of Computer Science. The game was created to try to understand how organisations have made their investment decisions in the hope to understand how cyber security failures occur. Players work as a team to advise their company what they should buy (items are on the cards), then once these decisions have been made players suffer various cyber-attacks and participants see how their decisions have impacted the organisation. They play the game through four rounds, attempting to secure the organisation over time with a finite budget and multiple consequences. The game is beneficial as it allows staff to work as a team with both technical and non-technical staff, with the Lego working as a visual aid to help the players relate to their own workplace. The tactile element of the Lego also helps embed the learning (a point which was seconded by a number of others around the room).

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Ben Shreeve and his Lego/ card decision making game (pictured here making a paper aeroplane!).

We concluded the event with a small and simple game to play. We were asked how often we would like the ‘Using Games in Teaching’ events to take place in future, ranging from once a teaching block to once a month, with a physical scale being shown from one end of the room to the other. The ‘game’ element came when we were asked to show our answers using a paper aeroplane we had just created launched across the room. This simple yet amusing activity lifted the session and was something which could easily be done in the classroom to add a little fun and make the session more memorable.

Please contact Chrysanthi Tseloudi or Suzi Wells if you’d like to come along to the next one.

Designing and Creating Digital Materials (DEO)


The increased availability of mobile devices gives teaching staff an opportunity to allow guided and self-paced learning to continue outside of traditional settings. This workshop will help you to get started in creating digital materials, moving from the initial idea through to creation and publishing the final content. The course will give you hands on experience with content creation tools and approaches and is intended for anyone wanting to create their own online or electronic resources. 
 
By the end of the workshop participants will be able to :
  • Develop a concept from an initial idea
  • Select appropriate tools
  • Design to improve materials ‘flow’
  • Storyboard content
  • Work through the development process
  • Implement the finished content

If you have any queries or would like to discuss further whether this course is suitable for you, please contact Martin Nutbeem.

Synchronous Online Teaching with Blackboard Collaborate (DEO)

Blackboard Collaborate is an interactive web conferencing tool available for staff and students. This hands on workshop will help you set up online spaces, timed sessions and use interactive tools with remote users and external guests. Share screens, create breakout rooms for groups and setup spaces for collaborate work. From feedback meetings to webinars, Collaborate can help you take teaching beyond the classroom.

Introduction to Blackboard for Academic and Research Staff (DEO)

The aims of this workshop are to provide an overview of the tools and features of Blackboard, explore ideas on how Blackboard can be used to support learning and teaching, and enable participants to design and edit their own courses.

By the end of the workshop participants will:

  1. be familiar with key features of Blackboard
  2. be able to design and edit a Blackboard course that includes content and activities 
  3. know how to access further help and support