abstract rabbit

Law Society practice statement on the use of social media

2012-01-06T04:25:00.001-08:00

Fiona Fargher form law just sent me this. It’s interesting in terms of their approach to the problem and what they see the risks as being

http://www.lawsociety.org.uk/productsandservices/practicenotes/socialmedia/5049.article

Jim

Important Notice: the information in this email and any attachments is for the sole use of the intended recipient(s). If you are not an intended recipient, or a person responsible for delivering it to an intended recipient, you should delete it from your system immediately without disclosing its contents elsewhere and advise the sender by returning the email or by telephoning a number contained in the body of the email. No responsibility is accepted for loss or damage arising from viruses or changes made to this message after it was sent. The views contained in this email are those of the author and not necessarily those of Liverpool John Moores University.

Posted via email from abstractrabbit (Jim Turner) posterous

useful video detailing the development of mobuile at MMU

2012-01-03T06:37:00.001-08:00

The main thing here for me is students seem to focus on the admin aspect of their learning. Perhaps this is because the staff are not fully engaging with the students on other mobile tools, or these have yet to be developed

Posted via email from abstractrabbit (Jim Turner) posterous

Microworlds for Science

2011-12-12T07:03:00.001-08:00

The idea of microworlds has been around since the 70s. These are typically small java based mathematical simulations of various principles. The main idea is they allow the user to play with the parameters of a simulation in order to understand how a system works. There are many of these that have been developed over the years on the internet, although they are becoming more unfashionable as some have moved onto smart phone development. Below are some links, but as usual before making a copy to distribute on the web or on DVD we ask you to check with the copyright holders. It should also be mentioned that you should check the quality of the particular microworld you want your students to use.

http://phet.colorado.edu/

http://mste.illinois.edu/resources/

http://shodor.org/interactivate/activities/

http://www.engapplets.vt.edu/

http://onlinelabs.in/biology

Posted via email from abstractrabbit (Jim Turner) posterous

alternatives to webpa for group peer assessment

2011-11-14T04:17:00.001-08:00

Just wantto collect some links. I would love to have webpa. But I’m not sure how they are progressing with the blackboard bridge

Casper http://www.caspar.co.uk/

iPeer http://sourceforge.net/projects/ipeer/

Posted via email from abstractrabbit (Jim Turner) posterous

framework for use of video audio in courses (Dial-e)

2011-11-11T03:45:00.001-08:00

Deil-e is a useful site for helping staff see the range of uses for found and created video and audio resources. It takes them beyond the obvious.

http://dial-e.net/

Posted via email from abstractrabbit (Jim Turner) posterous

ALT-C 2011 videos published

2011-11-07T23:56:00.001-08:00

Some interesting stuff here. Looks poorly attended. Good job they recorded these as now I can attended.
http://www.youtube.com/user/ClipsFromALT#g/c/488BC24721DF2544

Posted via email from abstractrabbit (Jim Turner) posterous

feedback 'on demand' process from Leeds Met

2011-11-04T06:05:00.001-07:00

Useful idea from staff at leeds. they are asking students to request feedback via a very organized process

Here are the details from the paper

5. Investigation of feedback behaviour and preferences with
efficient solutions for improving student satisfaction

Authors:
Ollie Jones and Andrea Gorra
Leeds Business School, Leeds Metropolitan University

Abstract

There are many pressures on academics to ‗satisfy‘ students‘ needs for feedback, not least the
inclusion of questions about feedback in the National Student Survey. In this paper we firstly
investigate how a student cohort in a UK Business school perceives and defines feedback by using a
questionnaires and group interviews. The initial research showed that there were significant
differences in views regarding both the preferred method and the relative value of different types of
feedback. In addition, feedback provided before the final summative assessment was perceived as
more preferable, than feedback after the final submission.

Many authors have commentated on the lack of student engagement with summative feedback but
others also argue that it is important in terms of improving individual student performance. Hence the
second part of the paper outlines an action research project which involved offering feedback ‗on
demand‘. Several authors have looked at a range of reasons why students do not collect their
feedback but this paper investigated why students Do collect feedback. We used access statistics
data from the Virtual Learning Environment (VLE) to identify the actual rate of feedback collection.
There appeared to be a discernable preference for seeking feedback where the difference between
the expected grade and the actual grade was greater. Survey evaluation and the VLE access data
both indicated that students were satisfied with an individual criteria approach if the mark was similar
to their expectations.

We argue that student cohorts are not homogenous in their feedback preferences and that it is not
resource efficient or effective for academic staff to provide detailed individual feedback to all students.
Students should be offered a hierarchy of feedback on demand and some of the effort could then be
reallocated from summative feedback to formative assessment and feedback.

Keywords = feedback, feedback on demand, summative feedback, formative feedback, NSS , VLE

http://www.studynet1.herts.ac.uk/intranet/lti.nsf/0/A8BCA73604E06A6D80257920004BB829/$FILE/IBLC%20Proceedings%202011.pdf#page=48

Posted via email from abstractrabbit (Jim Turner) posterous

20% of uk institution use lecture capture software

2011-10-20T05:02:00.001-07:00

Research

Method

This research is a very quick scan through Google looking for university ‘ac.uk’ sites that return for the different systems. The hits where then reviewed to make sure the information was claiming that the institution was using the technology, and not just discussing the idea.

Limitation

This research makes no claim that this is a full list or that the extent of which the tools are being use.

36 institutions identified (20%) 29 – Echo 360, 7 – Panopto

Use of lecture capture in external institutions

Contents

Date. 2

Research. 2

Method. 2

Panopto – uk based (7) 2

Echo 360 – UK based (29) 3

Bournemouth. 3

Loughborough. 3

Sussex. 3

Imperial College London. 3

Birmingham.. 3

Exeter 3

Edinburgh. 3

Manchester Metropolitan. 3

LSE.. 4

Coventry. 4

Aston University (UK) 4

Birkbeck University (UK) 4

Brunel University (UK) 4

Heriot Watt University (UK) 4

Institute for Child Health, University College of London (UK) 4

Kings College London (UK) 4

Lancaster University (UK) 4

London School of Hygiene and Tropical Medicine (UK) 4

Queen Mary University of London (UK) 5

The Royal College of Pathologists (UK) 5

University College London (UK) 5

University of Aberdeen (UK) 5

University of Falmouth (UK) 5

University of Glasgow (UK) 5

University of Greenwich (UK) 5

University of Nottingham (UK) 5

University of Sheffield (UK) 5

University of West of Scotland (UK) 5

University of York (UK) 6

Date

20/10/2011

Research

Method

Limitation

This research makes no claim that this is a full list or that the extent of which the tools are being use.

36 institutions identified (20%) 29 – Echo 360, 7 – Panopto

Panopto – uk based

The return of positive hit for this technology in UK institutions

Bath

Shall we Panopto - University of Bath

Southampton

Panopto Lecture Capture System ... - University of Southampton

Anglia Ruskin

The Pedagogy of Lecture Capture

Bristol

Lecture Capture in SSL - Bris.ac.uk - Bristol University homepage

Aberystwyth

http://www.panopto.com/site/CustomerSuccess/case_studies.aspx

Aston

http://clipp.blogs.aston.ac.uk/category/lecture-capture/

Northampton

http://northampton.hosted.panopto.com/Panopto/Pages/Viewer/Default.aspx?id=987f75e9-177d-4833-b34e-73d9b7955311

Echo 360 – UK based

The return of positive hit for this technology in UK institutions

Bournemouth

http://www.bournemouth.ac.uk/library/staff/lecture_capture.html

Loughborough

http://blog.lboro.ac.uk/elearning/?p=46

Sussex

The Echo360 Lecture capture system - University of Sussex

Imperial College London

http://www3.imperial.ac.uk/edudev/events/edday2010

Birmingham

Lecture ... - Higher Education Academy Engineering Subject Centre

Exeter

PRE-RECORDING LECTURES IN THE UNIVERSITY OF EXETER

Edinburgh

Lecture Capture Pilot Report - University of Edinburgh

Manchester Metropolitan

http://www.celt.mmu.ac.uk/ltia/issue16/fakira.php

LSE

http://eprints.lse.ac.uk/29184/

Coventry

http://cuba.coventry.ac.uk/eltac/the-project-team/

Royal Veterinarian College

http://www.rvc.ac.uk/eMedia/Activities.cfm

Aston University (UK)

Cited in ECHO 360 Site

Birkbeck University (UK)

Cited in ECHO 360 Site

Brunel University (UK)

Cited in ECHO 360 Site

Heriot Watt University (UK)

Cited in ECHO 360 Site

Institute for Child Health, University College of London (UK)

Cited in ECHO 360 Site

Kings College London (UK)

Cited in ECHO 360 Site

Lancaster University (UK)

Cited in ECHO 360 Site

London School of Hygiene and Tropical Medicine (UK)

Cited in ECHO 360 Site

Queen Mary University of London (UK)

Cited in ECHO 360 Site

The Royal College of Pathologists (UK)

Cited in ECHO 360 Site

University College London (UK)

Cited in ECHO 360 Site

University of Aberdeen (UK)

Cited in ECHO 360 Site

University of Falmouth (UK)

Cited in ECHO 360 Site

University of Glasgow (UK)

Cited in ECHO 360 Site

University of Greenwich (UK)

Cited in ECHO 360 Site

University of Nottingham (UK)

Cited in ECHO 360 Site

University of Sheffield (UK)

Cited in ECHO 360 Site

University of West of Scotland (UK)

Cited in ECHO 360 Site

University of York (UK)

Cited in ECHO 360 Site

Posted via email from abstractrabbit (Jim Turner) posterous

Untitled

2011-10-07T08:42:00.001-07:00

Here is some information on today’s session. Please contact me or your local learning tech officer for more details

Self Enrol in a group – this is where students enrol on a group.

Students creating their own groups

Batch upload groups – a useful tool if you are working with large cohorts and you know who is in each group

Group Peer Assessment

WebPA – The tool I would like to see adopted

http://webpaproject.lboro.ac.uk/

CatME – this tool you can use now, it’s free to create groups and run peer assessments. Please contact me if you need further information.

https://engineering.purdue.edu/CATME

Research

The assessment of group work: lessons from the literature

Professor Graham Gibbs

http://www.brookes.ac.uk/aske/documents/Brookes%20groupwork%20Gibbs%20Dec%2009.pdf

Academic Enhancement Unit

Jim Turner PG Cert, BA (Hons), MA
Learning Technology Officer (Pedagogic support)

Kingsway House, 5th Floor, Hatton Garden, Liverpool, L3 2AJ
t: 01512318670 e: mailto:j.c.turner@ljmu.ac.uk
w: http://www.staff.ljmu.ac.uk/icdjturn/

b: abstractrabbit.posterous.com

t: @j1mturner

Posted via email from abstractrabbit (Jim Turner) posterous

useful building block group tool in blackboard

2011-10-05T03:39:00.001-07:00

http://projects.oscelot.org/gf/project/abgm/

Posted via email from abstractrabbit (Jim Turner) posterous

documentation for durham's sign-up tool in blackboard https://tlt.stonybrook.edu/FacultyServices/Software/BlackboardLMS/Documents/bb8/signup.pdf

2011-10-04T11:18:00.001-07:00

sounds like Malcolm Murray is making progress again for 9.1 release
http://projects.oscelot.org/gf/project/signup/

Posted via email from abstractrabbit (Jim Turner) posterous

blackboard groups sets are limited to 99 http://discussions.blackboard.com/forums/p/48651/148616.aspx#148616

2011-10-04T07:41:00.001-07:00

With the size of courses currently running this is a major headache

Posted via email from abstractrabbit (Jim Turner) posterous

Untitled

2011-09-26T00:46:00.001-07:00

Academic Enhancement Unit

Jim Turner PG Cert, BA (Hons), MA
Learning Technology Officer (Pedagogic support)

Kingsway House, 5th Floor, Hatton Garden, Liverpool, L3 2AJ
t: 01512318670 e: mailto:j.c.turner@ljmu.ac.uk
w: http://www.staff.ljmu.ac.uk/icdjturn/

b: abstractrabbit.posterous.com

t: @j1mturner

blog 2011.pptx Download this file

Posted via email from abstractrabbit (Jim Turner) posterous

How to videos for the 4 major blogging sites

2011-09-23T07:08:00.001-07:00

Word press

Posted via email from abstractrabbit (Jim Turner) posterous

Interesting tool for group formation and peer marking

2011-09-16T06:34:00.001-07:00

This is a team-generator tool that Dr Karl Jones mentioned.

https://engineering.purdue.edu/CATME

Posted via email from abstractrabbit (Jim Turner) posterous

google+ (inventive) tumblr (gregarious) but posterous spaces (somethingelse)

2011-09-12T14:01:00.001-07:00

got this email from posterous
They might have always been on the fringes, but these developments carve out a very inventive space in the online software world

[Posterous Spaces]

Today I couldn’t be more excited to announce the release of Posterous Spaces.

Spaces is a brand new service that replaces Posterous Sites and Groups. Our goal is to make it even easier for you to share with a select few, or to broadcast your posts as widely as you’d like. While there’s still work to be done, I can proudly say that it’s the product I envisioned when launching Posterous three years ago.

[http://posterous.com/getfile/files.posterous.com/temp-2011-09-11/smbJwyvxAvlm...]

There are simply too many new things happening in Posterous Spaces to list in one brief email (if you are a visual person, here’s a video to watch – or please check out our blog for all the details, but I wanted to point out a few highlights:

* First, the name. Posterous remains our company name, while Posterous Spaces is now our product name, replacing sites and groups. Although this new moniker may seem like a departure, rest assured you can do everything on Posterous Spaces that you could before and lots more.
* Faster, more engaging reading experience. You can now read and engage with posts from all Spaces you follow right when you log in. We’ve even added a Popular Feed to showcase public posts on Posterous that are trending-up.
* More themes, cooler themes. We’ve added five new themes we’re sure you’ll love. Check them out, using the Customize pull-down menu on your Spaces tab.
* Speed, speed & more speed. Everyone we talk to asks for faster sharing. With Posterous Spaces, you’ll see a 3x improvement in load time with even greater improvement in the works.
* Fantastic new iPhone App We’re also bringing all the power and functionality of Posterous Spaces to our new iPhone app. Built from the ground-up, now it’s easy to create new Spaces, set up autoposting, read posts from Spaces you follow, and a lot more. All directly from the app. Try it for yourself.

[http://posterous.com/getfile/files.posterous.com/temp-2011-09-11/yCEFqvivGFih...]

To wrap things up, I want to thank you for your support. We wouldn’t exist without you, and we’re dedicated to making it easier for you to control how you share with the people you care about.

Enjoy,

Sachin

Posterous loves posting for you!

Post now by emailing post@posterous.com »

Attach photos, music, video, documents and any type of file. We take care of the rest.

Posted via email from abstractrabbit (Jim Turner) posterous

Example of blended delivery in Pharmacy

2011-09-12T10:14:00.001-07:00

A Pharmacy Preregistration Course Using Online Teaching and Learning Methods

Rohan A. Elliott, BPharm, MClinPharm,

ab Jenny McDowell, BPharm,^a Jennifer L. Marriott, BPharm, PhD,^a Angela Calandra, BPharm,^a and Gregory Duncan, BPharm, MPH^a

^aDepartment of Pharmacy Practice, Monash University

Abstract

Objective

To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method.

Design

Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning.

Assessment

Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate.

Conclusion

A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed.

This has a useful description of the course design and e-moderator activities. It has realistic outcomes that tend to show the level of workload as a factor in online delivery.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2739060/

Posted via email from abstractrabbit (Jim Turner) posterous

wimba voice authoring doesn't work in mygrade 'details'

2011-09-12T07:52:00.001-07:00

You are allowed to create a voice announcement in the the column details in grade centre. This should turnup in in the ‘details’ section of mygrades.

It does turn up, but it won’t play

This is in IE 9

Posted via email from abstractrabbit (Jim Turner) posterous

useful blackboard examples of rubics that you can down load

2011-09-12T06:22:00.001-07:00

http://www.blackboard.com/Platforms/Learn/Products/Blackboard-Learn/Teaching-and-Learning/Feature-Showcase/Sharing-Rubrics.aspx

Posted via email from abstractrabbit (Jim Turner) posterous

support guide for external blogging students

2011-09-09T08:37:00.001-07:00

Hi Fellow Blogger

We would like to make sure are fully informed about blogging practices and recognise all the benefits and issues.

Here is a quick overview of the kind of issues you need to be aware of. We are doing this so that you are aware of all the possible issues that could be raised with building content out in the wider world. We don’t want to take away your creativity or enjoyment of these types of spaces.

Appropriateness of Content.

What kind of content should be included in a public blog space? Photographs and private information? Consider what you are revealing to the wider world before committing to posting a post or comment.

Flaming

Use settings on blogs that try to mitigate against malicious commenting about particular individuals, students and staff on sites. Such as moderating comments before they are posted on your site and building a positive supportive community of bloggers.

Ownership

Some sites have different policies of ownership, meaning that by placing your work on a particular site you are handing out some of your ownership rights to that content. E.g. Tumblr do not claim any rights over your work, while Posterous claims some rights while that content is on their site, once you remove the content they lose this ownership.

Longevity of Content. Even though you can remove content, copies of any of the content may have been made by other individuals

Backing Up Content

Where content is meant for a summative assignment, have to understand that you will need to take responsibility for backing up content in case the site losses or is down during the marking period

Watermarking Images

Images of your work could be downloaded from sites and used without consent. This is very difficult to prevent but by using small image files and watermarking images the chance of this happening can be reduced. http://picmarkr.com/ can help you do this.

Using other peoples content without permission

If you have taken the time to write an interesting post, upload something and shared it, you would probably be annoyed to see this on someone else site where it is claimed to be theirs. Always use links or embed videos or images rather than copy without showing where you got that content.

Posted via email from abstractrabbit (Jim Turner) posterous

Clicker experimental study to measure learning difference between traditional and clicker sessions

2011-09-08T05:26:00.001-07:00

What can be done to improve student engagement and learning in college lectures? One approach is

to ask questions that students answer during the lecture. In two lab experiments, students received a

25-slide PowerPoint lecture in educational psychology that included four inserted multiple-choice

questions (questioning group) or four corresponding statements (control group). Students in the

questioning group used a personal response system (PRS), in which they responded to questions

using a hand-held remote control, saw a graph displaying the percentage of students voting for each

answer, and heard the teacher provide an explanation for the correct answer. Students in the control

group received the corresponding slide as a statement and heard the teacher provide an explanation.

The questioning group outperformed the control group on a retention test in Experiment 1 (d¼1.23)

and on a transfer test in Experiment 2 (d¼0.74), but not on other tests. The results are consistent with

a generative theory of learning, and encourage the appropriate use of questioning as an instructional

method.

Questioning as an Instructional Method: Does it Affect

Learning from Lectures?

JULIE CAMPBELL and RICHARD E. MAYER*

University of California, Santa Barbara, USA

APPLIED COGNITIVE PSYCHOLOGY

Appl. Cognit. Psychol. 23: 747–759 (2009)

Posted via email from abstractrabbit (Jim Turner) posterous

widget test

2011-09-07T15:53:00.001-07:00

Posted via email from abstractrabbit (Jim Turner) posterous

What happens to students after they arrive at university?

2011-09-07T07:56:00.001-07:00

Betwixt spaces: student accounts of turning point experiences in the

first-year transition Studies in Higher Education 39

Mark Palmer, Paula O’Kane and Martin Owens

Abstract

‘Not belonging’ is becoming a prevalent theme within accounts of the first-year

student experience at university. In this study the notion of not belonging is

extended by assuming a more active role for the idea of liminality in a student’stransition into the university environments of academic and student life. In doing so, the article suggests that the transition between one place (home) and another (university) can result in an ‘in-between-ness’ – a betwixt space. Through an interpretative methodology, the study explores how students begin to move from this betwixt space into feeling like fully-fledged members of university life. It is concluded that there is a wide range of turning points associated with the students’ betwixt transition, which shapes, alters or indeed accentuates the ways in which they make meaningful connections with university life. Moreover, transitional turning point experiences reveal a cast of characters and symbolic objects; capture contrasting motivations and evolving relationships; display multiple trajectories of interpersonal tensions and conflicts; highlight discontinuities as well as continuities; and together, simultaneously liberate and constrain the students’ transition into university life.

List of full changes Harvey,

Drew, and Smith (2006, 13)

· performance and retention: predicting success; assessing performance; withdrawal and retention;

· factors influencing performance and persistence: institutional, personal and external;

· support for the first year: induction, adjustment and skill support;

· learning and teaching: new techniques for first-year groups and first-year learning behaviour.

The authors say you can look at this problem from a structural point of view by providing supporting processes that make this transition easier. But in the end these are individuals making a great change to their lives, the sense of belonging that we want them to develop doesn’t come easily and is highly individualised.

The method first teaches the participants about the concepts then gathers data on experiences and then late asks further reflection on those answers.

There are some really interesting data gathering processes here. Asking for 10 words that summerise feelings, or asking students to filling thought bubbles in cartoons relating to experience.

They used Strauss and Corbin’s (1990) interpretation of grounded theory which allows themes to emerge during the research but not with out influence from literature, and they used Gibb’s (2002) process to code the data 3 successive ways.

Turning points are – within 6-8 weeks of starting and trigger or result in greater feelings of belonging or not belonging.

Wilcox, Winn, and Fyvie-Gauld [2005]

for an overview of government funded projects in this area

Posted via email from abstractrabbit (Jim Turner) posterous

MBA online 'case studies' example - Dr Bonk strikes again

2011-09-06T07:55:00.001-07:00

A review of case-based learning practices in an online MBA program: A program-level case study.

Authors: Seung-hee Lee¹ seunglee@dima.ac.kr
Jieun Lee² jieunlee@kw.ac.kr
Xiaojing Liu³ xliu@indiana.edu
Bonk, Curt J.⁴ cjbonk@indiana.edu
Magjuka, Richard J.⁵ rmagjuka@iupui.edu

Source: Journal of Educational Technology & Society; Jul2009, Vol. 12 Issue 3, p178-190, 13p, 1 Chart

Abstract: This study examines how a case-based learning approach was used and facilitated in online business education. Perceptions of students and instructors regarding the practices of case-based learning in online environments are explored in terms of instructional design, facilitation, and technology support. This study finds case-based learning to be a valuable instructional method for online business students who practice authentic problem solving by applying what they learned. The study demonstrates that case-based learning in many of the online courses analyzed in this study was implemented in a similar way to traditional classrooms (e.g., cases in text delivery format, individual case studies, or case discussions). It addresses the issues of integration of diversified technological tools for pedagogical facilitation of case-based activities and developing multimedia cases in order to enhance student involvement and engagement in understanding contexts embedded in cases toward solutions from multifaceted aspects. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44110957&site=ehost-live

Database: Academic Search Complete

Department:	MidWestern US Uni
Class/Course:	MBA (online)
Students:	109 students
Technology:	VLE discussion board with ‘case based’ textural scenarios + some video + media (supporting online textural theoretical resources
Assessment Activities:	Group online case-based work
Efficiencies:	This study did not concentrate on this issue. However, there was strong implication that this was common to f2f practice on this course, so it was easy to adapt pre-existing resources.
Learning Gains:	Little evidence beyond perceptions, but students did recognise that this was a very effective method of applying new knowledge

Purpose

Was to review current practice and develop in this area of practice at the university

Research method
interview with staff and a small number of students. Survey of 108 students

Issues

Cases are hard to update in order to rule out cross cohort cheating

Posted via email from abstractrabbit (Jim Turner) posterous

Interesting use of very short (3 hour online) summative group activites

2011-09-06T06:20:00.001-07:00

A CSCL Approach to Blended Learning in the Integration of Technology in Teaching.

Authors: Jones, Michael¹ mjones@uow.edu.au

Source: Interdisciplinary Journal of E-Learning & Learning Objects; 2010, Vol. 6, p103-113, 11p, 4 Charts

Abstract: This paper presents a case study of a blended learning design where technology was integrated into a second year management subject in an attempt to increase student flexibility and interest while simultaneously delivering commercially valuable skills. Specifically, the study will evaluate the effectiveness of this move to a blended learning model of delivery and the use of social networking tools in aiding student learning. The technologies were designed to enhance the learning experience of students by providing an opportunity to work in small groups to collaborate on a group submission based on an authentic workplace scenario. Tasks were also designed to allow students to discuss their group project both synchronously, using a chat tool, and asynchronously, using discussions in the eLearning space. The success of this blended learning design is reported through analysis of the results from a student survey. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=58036279&site=ehost-live

Database: Academic Search CompleteFull Text Database:

Department:	University of Wollongong (Aus)
Class/Course:	Management
Students:	Level 5
Technology:	VLE, Google Docs, Google Chat – homework tasks using these tool in between each F2F session
Assessment Activities:	Series of group tasks set for 3 hours, 50% group answer, 25% presentation, 25% use of technology
Efficiencies:	Online tasks replaced some lectures
Learning Gains:	Student perception of an increase – 83% more convenient and flexible 74% saw it as gaining valuable skills 70% improvement in team work However only 39% found the subject enjoyable

Purpose

Authentic assessment

Prepared for work environment

Maintain student interest

Challenging Tasks

Research method
Case Study – survey with open questions, analysis of task design using theory

Issues

Students and staff wanted to keep f2f

Stress from sudden increase in workload

Group issues including lack of skills and needs to allocate roles

Posted via email from abstractrabbit (Jim Turner) posterous

Anonymous peer assessment increases level of criticality and number of suggestions

2011-09-06T05:52:00.001-07:00

Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication.

Authors: Howard, Craig D.¹
Barrett, Andrew F.¹
Frick, Theodore W.¹

Source: Journal of Educational Computing Research; 2010, Vol. 43 Issue 1, p89-112, 24p, 2 Black and White Photographs, 4 Charts

Abstract: In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes (n = 35) whereas providers and recipients of peer feedback were identified by their real names in three other classes (n = 37). Computer-mediated discourse analysis methods (Herring, 2004) were used to code student written comments according to substance and tone of feedback. Next, we estimated likelihoods of specific feedback patterns through Analysis of Patterns in Time (Frick, 1990). Results indicated that students who were anonymous were approximately five times more likely to provide substantively critical feedback than were those whose identities were known to their recipients. When feedback was given anonymously, students were approximately four times more likely to provide reasons for needed improvement to a website, and then to suggest design alternatives. In light of advantages afforded by this form of pseudonymity, we conclude with a discussion of pedagogical prescriptions for supporting learners' production of feedback. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=52242842&site=ehost-live

Database: Education Research Complete

Department:	MidWestern American Uni
Class/Course:	Technology Course
Students:	35 (level not given)
Technology:	Wiki with anonymous comment tool
Assessment Activities:	Peer evaluation
Efficiencies:	This was an experiment based study looking at the effects of allowing comments from peer review.
Learning Gains:	Comments left anonymously were more likely to leave feedback, were more critical but also were 4X more likely to leave suggestions for improvements.

Issues

Students sometimes did leave “unwarranted negative comments”

All students knew that staff could use the system could identify them. So there was not complete anonymity

Posted via email from abstractrabbit (Jim Turner) posterous

Example of blog used as learning portfolio

2011-09-06T05:43:00.001-07:00

Introduction and Development of a Blog-Based Teaching Portfolio: A Case Study in a Pre-Service Teacher Education Programme.

Authors: Tang, Eunice¹

Source: International Journal of Learning; 2009, Vol. 16 Issue 8, p89-100, 12p, 3 Charts, 6 Graphs

Abstract: In this presentation, a blog-based e-learning environment and learning community for preservice language teachers will be introduced. After 2 years of development, Platforms for Language Teacher Education (PLaTE) is set up with the aims of providing academic and professional support to students, graduates and teaching professionals through a variety of online reference and learning tools. PLaTE includes: 1.databases of self-developed teaching and learning materials and videos of exemplar teaching, available at English Teacher Education on the Net (ETENet) and Chinese Teacher Education on the Net (CTENet); 2.online platforms for exchanges of insights on current issues of language teaching, available at Netter and Bo Yu; and, 3.blog-based teaching portfolios of students. The blog-based Teaching Portfolio was first introduced to Year 3 and Year 4 BEd. in Language Education (English) undergraduate students at the Faculty of Education, The Chinese University of Hong Kong in the academic year 2007-2008. The aim of setting up the blog is to promote reflective, collaborative and dialogic environment for academic and professional development. Student teachers were expected to take active participation in the blog during their practicum to upload their lesson plans, reflections and video-taped lessons, initiate discussion and exchange views. An end of practicum survey showed that the new initiative was well-received and supported by the students. In this presentation, we will present: 1.the objectives and design of PLaTE ; 2.results of the survey on blog-based Teaching Portfolio; and, 3.the pedagogical implications of blog-based Teaching Portfolio. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47479342&site=ehost-live

Database: Education Research Complete

Department:	Chinese University of Hong Kong
Class/Course:	Language Teachers
Students:	105 preservice language teachers, years 3-4 BEd
Technology:	Blog (teaching portfolio) + Learning Resources
Assessment Activities:	20% of final mark on blog activity
Efficiencies:	This is an enhancement rather than focused on efficiency
Learning Gains:	Results were ‘well received’ by students Students self reported a rise in reflection skills

Purpose

To:

Promote reflection

Collaborative + dialogue discussion

Upload lesson plans – reflections + videos of lessons – then discuss

Research method

The Intervention

Students uploaded various items over the year to the blog. They were encouraged to interact and comment on each others (details of this are not included)

Issues

Students complained about the workload, they had not been asked to do this type of activity on any other module.

Some issues in students using the blog tool

Posted via email from abstractrabbit (Jim Turner) posterous

bb9.1 LJMU staff induction movie #ljmu

2011-09-02T04:11:00.001-07:00

useful to any LJMU staff member

Posted via email from abstractrabbit (Jim Turner) posterous

Example of podcasts created by pairs of staff members rather than individually

2011-09-02T00:47:00.001-07:00

Podcasting to support students using a business simulation

Audio or video podcasts can be a useful tool to supplement practical exercises such as business simulations. In this paper, we discuss a case study in which different types of podcast were utilised to support the delivery of a course in international business. The students work in groups and run a fictional company using business simulation software, which gives them the opportunity to evaluate their decision making skills. A number of podcasts were used as reusable learning objects for different student cohorts. Faculty members produced visually enhanced audio podcasts offering tutor discussions of key elements of the computer-assisted business simulation used by the students. The podcasts were made available via the virtual learning environment (Blackboard Vista), as well as for subscription by web browser-based RSS readers, such as Google and downloadable RSS readers, such as iTunes. Our evaluation of this approach to using podcasts takes into account pedagogic and technical issues. Firstly, faculty members involved in this case study were interviewed to obtain their views and experiences on the process of producing podcasts as well as the suitability of podcasts to support their teaching. Secondly, students were surveyed and interviewed about the value of the podcasts and the way in which they were used. This work is on-going and initial informal student feedback indicates that the podcasts engaged the students and supported their understanding of the international business module. This paper presents a snapshot of the current findings which generally support the value of this innovative way of using podcasting for learning and teaching.

ISSN:1479-4403 Reference: Gorra, A., Finlay, J. (2009) Podcasting to Support Students Using a Business Simulation. Electronic Journal of e-Learning, 7 (3) December, pp.203-211. Item type:Journal article Published status:Published Official URI:http://www.ejel.org/volume7/issue3 Refereed status:Refereed Deposited on:30th June 2011, 17:06 Author:Andrea Gorra; Janet Finlay Publisher:Management Centre International Limited Deposited by:Nick Sheppard Linked Resource:

Podcasting to support students using a business simulation

Department:

Leeds Met

Class/Course:

Business Studies (International)

Students:

2^nd years to start with expanding to all 2 years (700) students in total

Technology:

Media Enhanced Podcasts

Assessment Activities:

Not stated

Efficiencies:

This is an enhancement rather than focused on efficiency

Learning Gains:

Flexibility in delivery – students could extend study beyond classroom activity

Greater range of methods of delivery

Podcasts were created in teams of 2 by staff, this proved useful in connecting staff and sharing ideas

Purpose

To support a classroom based business simulation games by demonstrating how the game connects with theory. Extend learning beyond classroom

Research method
Interviews with staff. Survey of all students + focus group with 10 students.

Issues
Students listened to them online rather than as ‘true’ podcasts.

Staff are worried that this only supports the students who are engaged.

Need to think about how they connect with other activities

Example

Posted via email from abstractrabbit (Jim Turner) posterous

Teams that Discuss more more online produce more successful outcomes - findings from DEGREE OF ONLINE COLLABORATION AND TEAM PERFORMANCE

2011-09-02T00:31:00.001-07:00

DEGREE OF ONLINE COLLABORATION AND TEAM PERFORMANCE: A Case Study.

Authors: Thompson, Ling¹ lthompso@regis.edu
Heng-Yu Ku²

Source: Quarterly Review of Distance Education; Summer2010, Vol. 11 Issue 2, p127-134, 8p, 2 Charts

Abstract: This case study investigated the relationship between degree of online collaboration and quality of group project among four teams. Thirteen participants were randomly assigned to form 4 teams to work on 4 collaborative projects across 16 weeks. Two different data sources of discussion archives and quality of group projects were collected and analyzed. Results indicated that there was a strong relationship between the degree of online collaboration and the quality of group projects.

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=53953962&site=ehost-live

Database: Academic Search Complete

Notes

This is a very small study looking at how online collaboration on team projects work. The conclusion is not surprisingly is if they talk more online then they achieve better outcomes, and the recommendation is to encourage this within teams.

Posted via email from abstractrabbit (Jim Turner) posterous

Interesting wiki writing process- A Collective Case Study of Online Interaction Patterns in Text Revisions.

2011-09-02T00:27:00.001-07:00

A Collective Case Study of Online Interaction Patterns in Text Revisions.

Authors: Yu-Fen Yang¹ yangy@yuntech.edu.tw
Shan-Pi Wu¹

Source: Journal of Educational Technology & Society; Apr2011, Vol. 14 Issue 2, p1-15, 15p

Abstract: Learning happens through interaction with others. The purpose of this study is to investigate how online interaction patterns affect students' text revisions. As a sample, 25 undergraduate students were recruited to play multiple roles as writers, editors, and commentators in online text revisons. In playing different roles, they chose to read peer writers' texts, edit peer writers' errors, evaluate peer editors' suggestions and corrections, and finally rewrite their own texts. Students' choices of actions in the system to interact with their peers for the common goal of text improvement were identified as interaction patterns in this study. Results of this study revealed significant differences in students' interaction patterns and their final texts. The interaction pattern of students who made both local (grammatical corrections) and global (the development, organization, and style of texts) revisions was an extensive and reciprocal process. The interaction pattern of students who made only local revisions was almost a one-way process. Based on these interaction patterns, we suggest that teachers encourage low-participating students to engage in interactions with their peers by showing the benefits of peers' text revisions in the final drafts. Providing necessary assistance and guidance to low-participating students is essential, given their difficulties in writing texts, editing peer writers' texts, and evaluating peer editors' suggestions. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=63157437&site=ehost-live

Database: Academic Search Complete

Department:	Not known
Class/Course:	English as a foreign language
Students:	25 students in a experimental design conditions
Technology:	Wiki
Assessment Activities:	Not stated
Efficiencies:
Learning Gains:	The wiki process is interesting cycle of changing roles. The movement of students from Writing (submitting text) to Editor (checking text, making changes) to Reviewer (seeing what has been suggested by peers to one’s own writing)

Purpose

These students were developing their language skills. The experiment showed that the decrease in errors from the peer feedback was not just the individuals rewrites, but due the developing understanding from the student taking on these different roles

Research method
experimental study

Issues
Struggling students needed more support because of their lack of skills.

Example

Posted via email from abstractrabbit (Jim Turner) posterous

Using a blended approach to facilitate postgraduate supervision.

2011-09-01T09:08:00.001-07:00

Using a blended approach to facilitate postgraduate supervision.

Authors: de Beer, Marie¹
Mason, Roger B.²

Source: Innovations in Education & Teaching International; May2009, Vol. 46 Issue 2, p213-226, 14p, 1 Black and White Photograph, 3 Diagrams, 1 Chart

Abstract: This paper explores the feasibility of using a blended approach to postgraduate research-degree supervision. Such a model could reduce research supervisors' workloads and improve the quality and success of Masters and Doctoral students' research output. The paper presents a case study that is based on a framework that was originally designed for blended learning activities. It is based on supporting different types of interaction between postgraduate research students and their supervisors. The findings show that a blended approach to postgraduate supervision improves the supervision process, reduces the administrative workload of the supervisor, and creates a dynamic record of the supervision process. The results to date imply that traditional supervision practice needs to be revisited and modified to include digital procedures. The research project is in its infancy and, since at least three years is necessary for the completion of postgraduate degrees, this paper reports only on the first two stages of the research project. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=39768740&site=ehost-live

Database: Education Research Complete

Department:
Class/Course:	Postgraduate Research
Students:	14 initially (research is on going) 3 yrs of intake now in Blended learning
Technology:	VLE and email (track changes in word
Assessment Activities:	Currently this is now a series of formative task completed and the student submits and receives feedback on sections of research
Efficiencies:	No increase in workload, time saved is reinvested in providing range of support
Learning Gains:	It is better for non English speaking students, they felt closer to academic, more meaningful intervention They like the 24/7 aspect Better for audit trail for both parties – less misconceptions Externals and auditors of course find it more transparent

Purpose

Seen as a way to deal with administrative burden

Currently supervisior meetings with student are on the most part not recorded, this does not help both parties to see the progress and learn from the full experience of the supervisor meetings

Research method
Qualitative

Issues

Students don’t use all the learning resources (there are plans the first activity will involve activie understanding of roles and duties rather than passively allow them to read these if they want

Need to build trust at the beginning

Example

Posted via email from abstractrabbit (Jim Turner) posterous

A CASE STUDY OF EELEARNING: Using Technology to Create and Facilitate Experiential Learning.

2011-09-01T08:58:00.001-07:00

A CASE STUDY OF EELEARNING: Using Technology to Create and Facilitate Experiential Learning.

Authors: Murphrey, Theresa Pest¹ t-murphrey@tamu.edu

Source: Quarterly Review of Distance Education; Winter2010, Vol. 11 Issue 4, p211-221, 11p

Abstract: This study used a case study methodology to document an example of how technology was used to engage students in an experiential eLearning (eeLearning) process in order to enhance student learning, student engagement, course relevance, and interaction in an undergraduate course delivered online. While online course delivery has become an accepted and common practice over the past years, creating experiential eeLearning requires unique strategies and approaches. Using computer programs that encourage creativity and experiential learning can facilitate the learning process. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60145264&site=ehost-live

Database: Education Research Complete

Department:	Texas A+M Uni
Class/Course:	Instructional Design (online)
Students:	22 students
Technology:	Camtasia – Centra, Snagit (screen capture)
Assessment Activities:	15% participation, 20% quiz, 20% learning logs, 15% online presentation, 30% course assignment
Efficiencies:	Harder to cheat, able to see the students preparation and activitiy
Learning Gains:	Online interaction Encouraged ownership and experimental learning Space to be expressive and innovative in assessment

Purpose

General movement to more facilitative teaching

To try out new tools

Research method
Student submission included non specific reflection on learning (Constant comparative analysis to find themes) Basics of Qualitative research corbin & strauss 2008 p73

reflection of teaching team.

Change:

Get students to presentation online as video via centra (students run an online webinar too.

Issue:

Student support for the use of different tools, more guides needed

Example

Posted via email from abstractrabbit (Jim Turner) posterous

Southampton's Academic Enhancements list of internal case studies

2011-08-25T02:25:00.001-07:00

These are just a collection of interviews with acaemics who have tried something different

http://www.soton.ac.uk/lateu/institutional_development/TEL/case_studies.html

Posted via email from abstractrabbit (Jim Turner) posterous

Useful Lit Review (2011) looking at the secondary school use of learning technology - but does go further

2011-08-25T01:22:00.001-07:00

https://blogs.glowscotland.org.uk/glowblogs/technologiesforlearningstrategy/2011/05/17/literature-review-publication-2-the-impact-of-technology-on-learning-teaching-and-efficiencies/

This review by Robert Hill just concentrates on the major studies e.g. becta reviews, but it does contain some interesting similarities with H.E. studies

Posted via email from abstractrabbit (Jim Turner) posterous

Useful lit review (2010) FE benefits from learning technology

2011-08-25T01:18:00.001-07:00

http://www.scribd.com/doc/47952431/Harnessing-Technology-Review-for-Further-Education-2010

This is a broad over view using the main studies in this area. Published by stevedavies1st http://stevedavies1st.blogspot.com

Posted via email from abstractrabbit (Jim Turner) posterous

Leaving early - undergraduate non-completion in HE - m.yorke

2011-08-24T06:05:00.001-07:00

1999 book
Large study, looking a distinct range of possible causes. Summary 53p
Top factors
"Poor quality of student experience Inability to cope with demands of the programme
Unhappiness with the social environment Wrong choice of programme
Matters related to financial need
Dissatisfied withh aspects of institution provision"

This is a message from the MailScanner E-Mail Virus Protection Service
----------------------------------------------------------------------
The original e-mail attachment "winmail.dat"
was believed to be dangerous and/or infected by a virus and has been
replaced by this warning message.

Due to limitations placed on us by the Regulation of Investigatory Powers
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy.

At Wed Aug 24 06:05:32 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Lecture capture - doing it well and at scale - recordings of ALT event

2011-08-23T04:35:00.001-07:00

http://www.alt.ac.uk/events/lecture-capture-conference

Academic Enhancement Unit

Jim Turner PG Cert, BA (Hons), MA
Learning Technology Officer (Pedagogic support)

Kingsway House, 5th Floor, Hatton Garden, Liverpool, L3 2AJ
t: 01512318670 e: mailto:j.c.turner@ljmu.ac.uk
w: http://www.staff.ljmu.ac.uk/icdjturn/

b: abstractrabbit.posterous.com

t: @j1mturner

Posted via email from abstractrabbit (Jim Turner) posterous

Bboogle - extending social activity beyond the boarders of the VLE

2011-07-15T04:10:00.001-07:00

Bboogle tool allows those universities that are using Gmail for students and blackboard as a VLE to connect the two. This the nallows students and staff to construct complex individual and group learning activities. An advantage to this is the content persists, students can continue to use the google apps post qualifying. A current dis-advantage is the level of control over the access to particular activities external to Bb

This does show great potential, but as we don’t use Gmail, it’s a bit of a none starter

this provides the best details to the project

Posted via email from abstractrabbit (Jim Turner) posterous

useful video about digital literacy that could be good in sessions with students

2011-07-15T00:40:00.001-07:00

This actually comes from review the KUBE project which has an OER about blended learning in business

http://www.molenetprojects.org.uk/xertetoolkits/play.php?template_id=57

Posted via email from abstractrabbit (Jim Turner) posterous

E-LEARNING FORUM -MOBILE (feedback)

2011-07-09T02:18:00.001-07:00

e-learning forum –
mobile TECHNOLOGIES FOR teaching and learning

Here is some information about this recent session and what was discussed.

Overview:
This session looked in particular at the ever increasing opportunities that mobile platforms such as tablets and smart phones are bringing to learning and teaching. The learning technology team, at the AEU wanted to ‘kick start’ a special interest group to explore these developments with you.

Thanks to Alex Spiers and David Sorfa for presenting.

Feedback
Conclusion is to continue building this group and run a few more ‘get togethers’ to share experiences and knowledge over the next year.

The discussion highlighted for us these issues and opportunities
Issues

· Staff perceived as being available 24/7. Those students may see this as an increased opportunity to access staff.

· Digital literacy of students and staff in knowing the issues and opportunities

· The increased level of support needed to help students using a wide variety of different hardware

Opportunities

· Martin Hanneghan from Computing and Maths is willing to support the technological development of any good ideas for teaching and learning tools.

· Geo location as a focus or one of the main opportunities to be explored regarding this development

· The use of QR codes to support students in a variety of ways. Martin Hanneghan has developed a way of using them to identify students locations within large and complex buildings.

· Access to more timely information of equipment availability and booking this online.

· Research Blackboard Mobile and its effectiveness at other HEI’s

· Linking different level of student service. There is a possibility that students could have an opportunity to print lecture notes for free for a limited period, but still have access to online copies.

· Meet up to share handy mobile apps

Literature/Resources

JISC Mobile Learning Programmes http://www.jisc.ac.uk/whatwedo/topics/mobilelearning.aspx
JISC Mobile Web Apps Briefing Paper http://wiki.cetis.ac.uk/images/7/76/Mobile_Web_Apps.pdf
JISC Mobile and Wireless Technologies Review http://issuu.com/jiscinfonet/docs/jisc_mobile_review_2010
Growth in Mobile http://www.youtube.com/watch?v=0aUQLIPdtg8

Jim Turner + Alex Spiers

Posted via email from abstractrabbit (Jim Turner) posterous

Enhanced and Transformed Conference and Feedback

2011-07-06T12:38:00.001-07:00

https://showtime.gre.ac.uk/index.php/edu/tel-conference/schedConf/presentations

Apologies, arrived late for Allison Littlejohn’s keynote presentation: 'Collective Learning: enhancing learning, transforming practice' - She got us to discuss in group a new dimension in learning technology. It’s always good for a bit of interaction, even in a keynote. Her current research has been modeling ‘expert’ behaviours of informal learning in industry. She is trying to formulate a different way of mapping these activities that allow colleagues/students to learn from each others methods. Really interesting research. What worries me is in large organisations, informal networks and learning methods happen within human social political environments. These can distort the honesty/trust within the system. Basically some people play different games in order to take advantage. Not all the informal networks can be accessed at the same level by all. I’m reminded of the Al Pacino character in Glengarry Glen Ross.
We were asked why H.E. is slower at adoption than secondary school sector. I commented about the size of organisations or teams, which was poorly considered, but I still think I had a point. There is lots of research exploring the effect of trust in smaller teams, e.g. all the stuff that comes from the Dunbar studies. http://isites.harvard.edu/fs/docs/icb.topic514568.files/Dunbar_Neocortex%20size%20as%20a%20constant%20on%20group%20size%20in%20primates.pdf
True, all large organisations are made from small teams, but the larger the organization the harder it becomes to direct. What I really meant was the different cultures and diversity of values are more complex.
Sasha van Straten from Berkhamstead School commented that he comes from a very large secondary school, were they are making many innovations. But, what helps is the school head is behind the development. Any chance of a job!
Allison also mentioned swirl another interesting tool from google. This provides a different viewpoint on banks of images and content. Allison should look up the ensemble project
Idealism
Someone else questioned the level of idealism within Allison’s vision. And this theme continued for me with some of the other presentations.
Break
I chatted to the pupils, teacher and Sasha from Berhamstead in the break. He does have a very well organized programme of staff development and all the right motivational tools to get engagement. The project they were here to present was very interesting. Using google docs for staff to give live feedback on, and students watching and/or making changes as they go. Oh. . . that’s nice. I know a few people who would enjoy trying that out.

Transforming a face-to-face PGCert for an online environment: a transferable pedagogical model. PowerPoint show Will Stewart
I went to Will’s session, he outlined is framework for a online activity centred model of distance learning. His energy was infectious, although I do think there would be problems scaling up this model. Mostly because you can scale up Will, who I suspect is one of the main reasons why this model works. The model itself is closely connected with e-tivities type courses.

Then went to see
Nesting in, taking flight: Embedding innovation and inspiring new practice with distance Masters students in the DUCKLING project PowerPoint show Terese Marie Bird
Some great research, that has 'nested in, and 'taking flight'. It also shows how fast the technology is moving. Their research into e-books as distance learning delivery tools has been completely surpassed by ipad development. The data about the effect from the introduction of podcasts within the vle was very useful. Forgive me if this is wrong but it appears it had a big impact on retention and efficiency for staff. I asked if the money from the project had made a difference in the level of engagement from the staff. Helen Beetham (JISC) was there and the evidence from jisc is that money does make some difference but not as much as giving the project a name and all the internal kudos that surrounds it.

Lunch, were I discussed the future of H.E. with a few people. One reflection was the lack of future scoping and market research that is undertaken in the sector, something that was latter commented on by Helen Beetham

After lunch I did my talk Digital Identities – the fine art of blogging. I was expecting to have very low attendance because of the subject area is very particular and not easy to replicate. But I got around 30, which freaked me a bit. Questions were a slow coming, which worries me that I delivered too much, too fast. Met a great contact afterwords with someone working in the same area and using wordpress. Our institution charges around 250 a year to run this software, which is frustrating, but might be something to work on.

Ten Tales of Transformation PDF Helen Beetham was very, very useful. She presented 10 stories of projects in developments that meet the current challenges. Some of the projects I have heard of but others could be very promising. But it is also a little depressing that we are not this far ahead, and are still a little distracted and confused. The general picture is of instigating programme level of change and supporting this with looser quality procedures built on trust.
I asked my usual question, and still don’t have an answer.
http://www3.surrey.ac.uk/sceptre/Co-Lab.htm Internal student run consultancy. Wow needs to run one of these for us
http://viewpointsproject.blogspot.com/ workshop idea using cards, similar to carpe diem

All in all very useful, interesting bunch of people and some good presentations.

Posted via email from abstractrabbit (Jim Turner) posterous

Useful study when discussing the merits of moving to a more active teaching approach

2011-07-03T16:45:00.001-07:00

Interactive-engagement versus traditional methods: A six-thousand-student
survey of mechanics test data for introductory physics courses

A survey of pre/post-test data using the Halloun – Hestenes Mechanics Diagnostic test or more recent
Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of
students N 􏰔 6542. A consistent analysis over diverse student populations in high schools, colleges,
and universities is obtained if a rough measure of the average effectiveness of a course in promoting
conceptual understanding is taken to be the average normalized gain g . The latter is deﬁned as the
ratio of the actual average gain ( %post% pre ) to the maximum possible average gain ( 100
􏰓 % 􏰍 pre􏰄 ) . Fourteen ‘‘traditional’’ ( T ) courses ( N 􏰔 2084) wich made little or no use of
interactive-engagement 􏰏IE􏰀 methods achieved an average gain g T - ave0.230.04std dev In
sharp contrast, 48 courses ( N 􏰔 4458) which made substantial use of IE methods achieved an
average gain 􏰍 g 􏰄 IE-ave􏰔 0.48􏰕 0.14 􏰏std dev􏰀, almost two standard deviations of 􏰍 g 􏰄 IE-ave above that
of the traditional courses. Results for 30 ( N 􏰔 3259) of the above 62 courses on the problem-solving
Mechanics Baseline test of Hestenes – Wells imply that IE strategies enhance problem-solving
ability. The conceptual and problem-solving test results strongly suggest that the classroom use of
IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional
practice

Interactive-engagement versus traditional methods: A six-thousand-student
survey of mechanics test data for introductory physics courses
Richard R. Hakea)

Posted via email from abstractrabbit (Jim Turner) posterous

Clickers and how different types of students respond to them and the impacts that makes

2011-07-03T16:42:00.001-07:00

The purpose of the study was to investigate the influence of technology proficiency and
clicker use on students’ perceptions of clickers, engagement and class grade point average.
Four hundred five students completed a questionnaire that measured Student Technology
Proficiency (STP; Garcia and Zapf, in press), and participated in the validation of two new
dependent measures: perception of clickers and student engagement. Class GPA was
collected after the semester ended. A 2x2 MANOVA experiment was conducted and yielded
no differences between students enrolled in a clicker class versus not, but there were
several findings between STP groups. Students high in STP had a favorable view of clickers
compared to students low in STP, but students low in STP had higher engagement and
earned higher grades than students high in STP. We speculate that clickers continue to fill
a pedagogical niche, but only in conjunction with effective teaching practices. Implications
for teaching and learning are discussed.

The Influence of Tech-Savvyness and Clicker Use on Student Learning
International Journal for the Scholarship of Teaching and Learning
http://www.georgiasouthern.edu/ijsotl
Vol. 5, No. 1 (January 2011)

Posted via email from abstractrabbit (Jim Turner) posterous

Classroom culture and feedback

2011-07-03T15:48:00.001-07:00

This paper is an example of a situation where a particular culture has grown from the attitudes all parties in a classroom. the result being a very strategic view of education as passing a set of tests, and teaching being about preparing you for these tests

see
www.merga.net.au/publications/counter.php?pub=pub_conf&id=985

Posted via email from abstractrabbit (Jim Turner) posterous

Nice summary to qualitative action research findings

2011-07-03T15:35:00.001-07:00

"I have attempted to understand and represent students' experiences as fully and fairly as possible, and to report (in Bruner's words) "what they say their worlds are like." As in all research, these findings are interpreted first through the lens of the researcher - and then by the reader. In spite of the limitations of our constructed understandings, it is important that we attempt, as Beekman (1986) suggests, to see students' motivational struggles and the world of classroom literacy from a "common horizon" with students."

http://curry.virginia.edu/go/clic/nrrc/rspon_r8.html

Posted via email from abstractrabbit (Jim Turner) posterous

blog

2011-06-28T13:58:00.000-07:00

[ALT] Lecture capture and student performance

2011-06-27T22:02:00.001-07:00

Dr John Couperthwaite list of lecture capture research from ALT listing

http://www.delicious.com/couperjo/lectureCapture

Posted via email from abstractrabbit (Jim Turner) posterous

Blog papers Bjet - short list of interesting articles

2011-06-25T10:08:00.001-07:00

Churchill, D. (2009), Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40: 179–183. doi: 10.1111/j.1467-8535.2008.00865.x

Postgraduates in Hong Kong use Blogs, in a case study
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2008.00865.x/abstract

Liu, E. Z. F., Shih, R. C. and Tsai, Y. L. (2011), Hyperlink network analysis of the educational blog. British Journal of Educational Technology, 42: E25–E29. doi: 10.1111/j.1467-8535.2010.01150.x

hyperlink study of educational blogs
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01150.x/abstract

Wang, Y.-S., Lin, H.-H. and Liao, Y.-W. (2011), Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01151.x

With the proliferation of weblogs (blogs) used in educational contexts, gaining a better understanding of why students are willing to blog has become an important topic for practitioners and academics. The main purpose of this study is to explore the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. Based on previous literature, the Big Five personality traits (ie, extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), as well as computer self-efficacy and personal innovation in information technology, are hypothesised as potential antecedents of perceived enjoyment in the acceptance of blogging. Data collected from a sample of 358 students at seven universities in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention. The findings of this study provide several theoretical and practical implications for educational uses of blogging

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01151.x/abstract

Minocha, S., Schroeder, A. and Schneider, C. (2011), Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01131.x

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01131.x/abstract

Liu, E. Z. F. and Chang, Y. F. (2010), Gender differences in usage, satisfaction, self-efficacy and performance of blogging. British Journal of Educational Technology, 41: E39–E43. doi: 10.1111/j.1467-8535.2009.00939.x
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.00939.x/abstract

Posted via email from abstractrabbit (Jim Turner) posterous

student as producer - multi-discipline approach

2011-06-20T01:15:00.001-07:00

Activity: Learning Co-laboratories

Learning co-laboratories are teaching and learning projects involving large groups of undergraduate students, around five hundred, from within one faculty, working in multidisciplinary teams (ten members) with faculty academic staff. The co-laboratory takes place over the period of one week. Each group creates a product of academic value around a concept based on the theme of the co-laboratory. Outputs: exhibition of student work, short documentary films and podcasts about the event.

http://studentasproducer.lincoln.ac.uk/project-proposal/

Posted via email from abstractrabbit (Jim Turner) posterous

Untitled

2011-06-18T12:34:00.001-07:00

http://www.alanrogers.com/camping/campsite-info.php?SiteARNo=FR71010

Posted via email from abstractrabbit (Jim Turner) posterous

Harvard video of Mazur process - using clickers

2011-06-15T14:37:00.001-07:00

http://isites.harvard.edu/icb/icb.do?keyword=k1985&pageid=icb.page29705

Posted via email from abstractrabbit (Jim Turner) posterous

Playing prezi files inside powerpoint

2011-06-15T08:44:00.001-07:00

I thought this might be useful if you had a diagram and just wanted to use it in a normal powerpoint

It’s a little bit fiddly, but potentially quite powerful

Posted via email from abstractrabbit (Jim Turner) posterous

1600 woodcut uncovered revealing predictions of things to come

2011-06-12T15:48:00.001-07:00

Posted via email from abstractrabbit (Jim Turner) posterous

Using Electronic Voting and Feedback: Developing HOT skills inlearners

2011-06-09T02:50:00.001-07:00

Presenter: Dr Trevor Barker

Institution: University of Hertfordshire

Theme: Evidence of effective use of technologies in teaching for students learning

Students cohort 1: 55 M level Computing students

Student cohort 2: 250 year 1 computing students

Issue: Students are poor at using higher level thinking skills and connecting disparate parts of the course together in a finish piece of software

Overview of process cohort 1:

1. Produce a piece of software to a given criteria in a team of 2

2. All pieces are shown and all students mark them using the criteria and ‘clickers’

3. The accumulated mark from this makes up 20% of their final mark.

4. They are also given a small mark depending how close they are to the tutors mark

Extensive research was undertaken to find evidence of tactical marking. Non was found, but poor students tended to be further way from tutors mark.

Overview of process cohort 2:

1. Students used clickers to mark past students work (websites) in a lecture session.

2. (not totally sure about this) They were given a mark for how close they were to tutors mark

The result of this was a 6% increase in marks for the end of module assessment.

Abstract:

The work described in this paper relates to research undertaken at the University of Hertfordshire with a group of 240 first year undergraduates following a Computer Science / Information Technology module in Electronic Media Design. An important objective of this module is the development and evaluation of online multimedia materials by learners. This is measured in a final practical assessment under exam conditions. Previously the module delivery team had experienced difficulty in achieving this objective. Assignments such as this assess a range of skills including screen design, usability, human computer interaction, multimedia presentation and programming. It was evident that many learners were not engaging deeply with the work and for that reason the quality of the materials produced was not as high as we would have liked. Our hypothesis was that despite our efforts, some learners were failing to internalize the criteria relating to the quality of such artifacts. It was not that learners were unable to produce the required standard, they were not clear as to the issues and criteria involved. For this reason we decided to change our approach to the assignment by using an electronic voting system (EVS). We used this in a session where we presented examples of systems produced in previous years. Students marked the work and compared their marks with the mark awarded by the tutor. A great deal of discussion followed (often heated), both during the session and on the discussion forum of the MLE. Students were engaging deeply with the issues and discussing the criteria. Examples of this discussion will be presented in the paper. Statistical analysis of the results of the assignment compared to previous cohorts showed a significant increase of over 6%. Anecdotally we agreed that the quality of the work had improved greatly. Details of this work, statistical analysis and possible reasons for the improvement will be discussed in the paper.

Posted via email from abstractrabbit (Jim Turner) posterous

Demanding Feedback: Supporting the few not supplying the many

2011-06-09T02:39:00.001-07:00

Presenters: Ollie Jones & Dr Andrea Gorra

Institution: Leeds Metropolitan University

Theme: Using technologies to support challenges in learning and teaching and assessment

Students: 260 level 2 business studies

Details on the process:

Student submit online and are encourage to predict grade with online tool

1. Students are given an audio file giving generic feedback to all students 2 weeks after the submission 23% of students listened to this feedback

2. Students access a rubric type feedback for them individually and their grade at week 3 around 45% of students looked at the rubric

3. Then the students are offered more detailed personal feedback if they wish. 22% of the students requested this.

The majority of the students who requested the additional feedback were in the bottom or top range of marks. The majority of student, those in the middle did not request the additional feedback

Abstract:

Feedback is considered important by academics - who spend a considerable amount of their time writing and dealing with it - , as well as by students who frequently expressed dissatisfaction with current feedback practices, as can for example be seen in past National Student Surveys. Particularly at larger HE institutions, the larger student to staff ratio means that feedback is provided to the students (typically) in written form. Some authors question the efficacy of providing large scale feedback on summative work to students. This paper outlines an action research project based in a UK Business School which involved offering feedback „on demand‟ and tracking student access of feedback via the Virtual Learning Environment [VLE]. Several authors have looked at a range of reasons why students do not collect their feedback but this paper investigates the characteristics of the student that does collect and seek feedback, in particular whether students are most likely to seek feedback where the student‟s final grade is much less than their expected grade. Using a range of survey methods as well as data from the VLE the paper seeks to establish how many students do collect feedback, how and when they collect the feedback and ultimately why they do so. We believe that offering all students detailed feedback on summative work does not meet their self perceived needs, as student cohorts are not homogenous in their feedback preferences. It is also not resource efficient for academic staff to provide detailed and lengthy feedback to all students based on the low usage numbers that this paper finds. Students should be offered a hierarchy of feedback with the feedback channels requiring the most resource required being offered „on demand‟ rather than universally applied, thereby focusing the limited resources of academics on those students who need it most.

Posted via email from abstractrabbit (Jim Turner) posterous

Solstice conference 2011, my thoughts

2011-06-09T00:16:00.001-07:00

Thanks for a really inspiring conference, as always. I never fail to return from solstice without a few new ideas, and this time I got two in one day. On top of that both where really well researched and presented. Here's a quick overview

Mark Childs and his exploration of second life and the importance of on line presence was useful, but I fear these types of projects might be fast disappearing from learning tech field .It's very research worthy, and pushes the boundaries, but has limited mass transference to a range of subject. The current climate unfortunately means we are far too focused on the here and now. Well done for getting the US research (very jealous).
Beck Colley hit my concerns and current focus just right. A very passionate delivery with the right balance of aspiration, practicality, doom and a little hope. The main focus being the students, their real needs and how to meet them. I shall thinking a great deal about student "belonging" in the coming year.

The two presentations I enjoyed the most were
Dr Trevor Baker using PRS to develop students understanding of marking criteria. He had a very rigorous and ingenious process that was improving grades by 6%.

Dr Andrea Gorra who was presenting research into student asking for different levels of feedback rather than tutors supply personalised feedback for all. This was a very innovative and a challenging idea that provoked debate. But I think it is very worthy of further investigation.

Posted via email from abstractrabbit (Jim Turner) posterous

My Presentation for Solstice Tomorrow

2011-06-07T08:34:00.001-07:00

Presentation Template.ppt.pptx Download this file

This presentation explains the use of rapid evaluation methods to support and develop staff use of learning technology. There are an increasing number of academics developing more complex and ambitious using of learning technology. An example of this would be the increasing use of wiki or blog activities. These staff are unaccustomed to the impacts these designs might have on student learning. Although all possible attempts are made to design out any possible issues, it is understood that no design is perfect first time. The numbers of staff involved in these initiatives make it difficult for the AEU at LJMU to dedicate time to supporting evaluation. A flexible evaluation processes is needed to highlight issues and possible solutions to improve the design. This process also needs to encourage its adoption by the academics, for reasons of sustainability and to promote the ideas of reflective practice. To meet these requirements, a low-level, rapid evaluation method has been developed to support academics wishing to explore the impact of LT in their modules. This method uses Personal Response System (PRS) to gather questionnaire results, which is then coupled with an open discussion on those results by the students. The staff member then analyses the results and plan improvements accordingly.

The use of the PRS provides a rapid turnaround of data, but it is also allows the students to view their accumulated results, and then analyse them as part of the discussion. The staff members also receive the data and the transcriptions far quicker. The design also seeks to mediate and connect the learning experience with the teaching experience, by providing a voice to both parties. The method is low-level, as the analysis in not in depth, and is focused on particular aspects of design.

Posted via email from abstractrabbit (Jim Turner) posterous

Bohm quote on dialogue

2011-06-01T23:49:00.001-07:00

Bonn see science not as the construction of new knowledge, because all knowledge will be disproved in the future. But as the act if creating mental maps that bring about a constant mutual participation between nature and consciousness.

He sees this as a collective endeavour. But one that is largely incoherent and the result being counterproductive. This is mainly discuss rather than have dialogue with each other. Discuss is more about winning than arriving at a conclusion
1965 the special theory of relativity This is from the fifth principle

Sent from my iPod

Posted via email from abstractrabbit (Jim Turner) posterous

e-learning forum - mobile technologies

2011-05-27T03:18:00.001-07:00

e-learning forum –

mobile TECHNOLOGIES FOR teaching and learning

When: 23/06 from 3.00 to 5.00

Where: 5^th Floor Kingsway House

Overview:

This will be the usual chance to meet up with colleagues who are interested in this area, share experiences, reflect on the past year and plan for the next.

This session will be looking in particular at the ever increasing opportunities that mobile platforms such as tablets and smart phones are bringing to learning and teaching. The learning technology team, at the AEU are interested in ‘kick starting’ a special interest group to explore these developments with you. So if you have any experiences or opinions on this area we would like to hear from you, and if you can make it, meet you at the forum.

Posted via email from abstractrabbit (Jim Turner) posterous

Collaborative Teaching Spaces - empirical study

2011-05-20T07:02:00.001-07:00

Abstract

“The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi-experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical environment on student learning. The results of the study reveal that, holding all factors excepting the learning spaces constant, students taking the course in a technologically enhanced environment conducive to active learning techniques outperformed their peers who were taking the same course in a more traditional classroom setting. The evidence suggests strongly that technologically enhanced learning environments, independent of all other factors, have a significant and positive impact on student learning.”

Key Finding

“As the study of learning spaces remains in its infancy, considerable work remains to demonstrate empirically the impact of formal learning spaces on student learning outcomes and practices. The findings here contribute significantly to this discussion given that they are the first to demonstrate that controlling for nearly all other factors, physical space alone can improve student learning even beyond students’ abilities as measured by standardised test scores.”

Brooks, D. Christopher (2010) Space matters: The impact of formal learning environments on student learning - British Journal of Educational Technology

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01098.x/full

Posted via email from abstractrabbit (Jim Turner) posterous

The delusion of working from experience

2011-05-20T00:06:00.001-07:00

'the most powerful learning comes from direct experience .... Through taking an action and seeing the consequences of that action; then taking a new and different action. But what happens when we can no longer observe the consequences of our actions? .... We each have a 'learning horizon,' a breath of vision in time and space within which we assess our effectiveness. When our actions have consequences beyond that horizon, it becomes impossible to learn from direct experience.'
P23 senge the 5th discipline The system we are buried in does not and cannot give us the feedback we need.

This also has a connection with staff trying to improve teaching, the effects remain hidden.

At Fri May 20 00:06:14 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Learning Technology Session (pg cert) 19/05/2011

2011-05-19T02:27:00.001-07:00

We started off discussing the research and findings of this report. You can read the report here.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

You can watch a quick overview of the findings here. http://www.screenr.com/dKg

Then we looked at 3 different case studies of learning technology design that attempts to improve student learning without impacting on staff’s time.

Here is a short video describing one http://www.screenr.com/dKg

Then I showed a few example of LJMU uses of technology. These are on Blackboard, go to the help tab, then staff help, then ‘getting started, and finally ‘case studies’. http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContent.jsp?cours...

Then we looked at Gilly Salmon’s 5 stage model http://www.screenr.com/vU4

Finally we looked at Carpe Diem workshop, developed at University of Leicester. Here are some more details http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContent.jsp?cours...

Posted via email from abstractrabbit (Jim Turner) posterous

Useful quote from p. senge on resistance to change

2011-05-19T01:56:00.001-07:00

'whenever there is resistance to change, you can count on there being one or more 'hidden' balancing processes. Resistance to change is neither capricious nor mysterious. It almost alw
Ys arises from threats to traditional norms and ways of doing things. Often these norms are woven into the fabric of established power relationships. The norm is entrenched because the distribution of authority and control is entrenched. Rather than pushing harder to overcome resistance to change, artful leaders discern the source of the resistance. They focus directly on the implicit norms and power relationships within which the norms are embedded.'
P88 the fifth discipline

At Thu May 19 01:56:39 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Senge quote - fighting complexity with complexity

2011-05-17T01:47:00.003-07:00

systems become -more complex
- react more dynamically over time, - different increasing ranges of time periods, They are tackled most commonly by an increase in compensating systems that add to the problem
Pp72 the fifth discipline The answer is understand feedback processes. We think linearly but the world works in systems. Senge uses example of filling a grass. You keep filling until you see it as full. Senge uses a diagram because language is no good at describing the whole process. It's too linear.

At Tue May 17 01:46:27 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Re-reading Senge, p. the learning organization, interesting howsystem thinking links with self-perception

2011-05-17T01:47:00.001-07:00

According to Senge, system thinking allows us to see the 'whole', the links rather than the this themselves. this links with the research I have been doing with staff. A question I need to ask is, how do they see there own system thinking. What is the map that they use to navigate, and reflecting on this, what does it tell them about their place within it

At Tue May 17 01:46:27 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Technology and retention ALT podcast

2011-05-16T00:50:00.001-07:00

This podcast explores some of the issues with using technology, and some possible solutions from different institutions. It’s not very in depth, but might prompt some ideas.

Examples include the LINK library at Abingdon and Witney College and how it is being refocused as central to student learning experience. This is very similar to the work done here.

Issues

The Digital Divide - Some students talk about how they are happy to talk online, but it is recognised that not all have the same level of access, in fact it looks like student access, confidence and knowledge issues are magnified by growth in technology.

Abingdon and Witney College have a Mandatory 1 hour face-2-face session for all new students that covers the basics. “Welcome to the college – this is how it works here”. It’s interesting how the introduction to web2 technology for most students comes directly from tutors on the course, rather than something they are taking up themselves. And how students are still in the dark about resources, eg google books, OERs from MIT, unless they are directed to them by staff.

http://www.jisc.ac.uk/blog/meeting-students-needs-to-improve-retention/-622

Posted via email from abstractrabbit (Jim Turner) posterous

Hawthorne effect - rubbish or still relevant?

2011-05-06T06:11:00.001-07:00

A useful article that covers the mis-interpretations

http://www.overcomingbias.com/2008/02/the-hawthorne-e.html

that links to 2 interesting studies

http://jech.bmj.com/content/42/3/304.abstract

http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed&uid=8859912&cmd=showdetailview&indexed=google

Posted via email from abstractrabbit (Jim Turner) posterous

interesting lecture room in the round in northumbria

2011-05-05T04:14:00.001-07:00

Posted via email from abstractrabbit (Jim Turner) posterous

maths music - from Alex Bellos' book

2011-04-28T01:01:00.001-07:00

Here is the link to The On-Line Encyclopedia of Integer Sequences as discussed in Bellos’ book Alex’s adventures in Numberland I’ve been reading recently. In one section he discusses number sequences and refers to this site by Neil Slone. Not only can you look up 1000s of sequences you can also have them played to you as a midi sequence here http://oeis.org/play.html.

Posted via email from abstractrabbit (Jim Turner) posterous

final design

2011-04-27T13:19:00.001-07:00

aspiro_revision.pdf Download this file

Posted via email from abstractrabbit (Jim Turner) posterous

Splinter

2011-04-27T13:04:00.001-07:00

CorpID_Questionnaire.doc Download this file

Posted via email from abstractrabbit (Jim Turner) posterous

turnitin issue

2011-04-27T09:06:00.001-07:00

A staff member is getting a weird effect on explorer 8 with the turnitin tutor interface. The date boxes are sticking and not changing the date. Is this a change to the interface at turnitin or an issue with the browser?

Posted via email from abstractrabbit (Jim Turner) posterous

University of Salford Adds Library Reading Lists to Blackboard Learn, Improving the Learning Experience

2011-04-26T04:02:00.001-07:00

http://www.blackboard.com/About-Bb/Media-Center/Press-Releases.aspx?releaseid=1517386

Posted via email from abstractrabbit (Jim Turner) posterous

Interview with Sandra Jones RMIT - on Simple Yet Complex Business Scenarios in online learning

2011-04-06T08:28:00.001-07:00

Here is an old video I recorded 2 years ago, but is very relevant to Business Education

http://www.staff.ljmu.ac.uk/icdjturn/rmit2-1.mov

Posted via email from abstractrabbit (Jim Turner) posterous

Use of audio recording as evidence and to assist in reflection

2011-04-01T15:17:00.001-07:00

I teach on a CPD course validated by SEDA http://www.seda.ac.uk/ .

The aim of this course is to provide continued assistance for staff wishing to explore the potential educational technology. The central focus will be the development of a small project, with ongoing assessment in the form of 3 recorded interviews. It is practice-based, with participants drawing from their own experiences in integrating learning technologies within their areas of work.
Here's the details on the assessment process.

The project can be just starting, ongoing or a past initiative. It must obviously involve technology being applied to a learning situation. It must also be challenging or novel for the course participant.

3 tutorials are followed by 3 interviews lasting 15 minutes each and recorded. Questions will be discussed before the interview to allow preparation if needed. The questions are made up of a set of generic questions and specific questions relating to the project stage. The final section of an interview will involve the participant summarising and identifying the next action points. These points are then reflected on in the following tutorial where sections of the previous recording are reviewed.

Posted via email from abstractrabbit (Jim Turner) posterous

Video Podcasts and the WEA

2011-04-01T15:02:00.001-07:00

The WEA http://www.wea.org.uk/ use flip cameras to collect evidence for assessment. This is a fascinating association with its roots in the cooperative movement in the 1920s. They have a very strong values that permeate all aspects of their teaching and learning.
They have been recording for assessment with flip cams for a number years. This is also used with vulnerable adults with learning difficulties. This allows authentic recording of progress in skills development. In order to keep the control of the files these, as far as I know, they are not shared online, but are distributed and stored on DVD.

Posted via email from abstractrabbit (Jim Turner) posterous

Use of Blogs in Fine Art LJMU

2011-03-31T01:35:00.001-07:00

Students: approx 60 level 2 {fine art}

Aims:

· Encourage independence in writing and reflection – take control and ownership

· Connect holistic view of the course for students

· Create area for sharing between staff and students

· Connect students with external audience/real world

Technology:

Year 1 – use of internal VLE based individual blogs, both private and public

Year 2 – students choice of internal or external blog sites

Results:

High levels of engagement and independence for the majority of students

Link to RSS frees for all sites

http://pipes.yahoo.com/pipes/pipe.info?_id=c22ef30039e8be5ca2d1ec4e2c6ee50f

Posted via email from abstractrabbit (Jim Turner) posterous

Metaphors and why they are important - useful references

2011-03-31T00:26:00.001-07:00

I'm doing some research on metaphors in understanding, here are a couple of good references Lakoff and johnson 2003 metaphors we live by, chicago , university of chicago press

P3 we think in metaphors Ortony 1975 why metaphors are necessary and not just nice, educational theory vol24, no1, p45-53

They are concise

At Thu Mar 31 00:26:43 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Level 1, catch'm early with technology - notes

2011-03-23T01:26:00.001-07:00

From First year student experience - through the use of learning technology.2011
Anagnostopoulou and parmar

Clickers
Brander 2010 = student engagement
Chickering and ehrmann 1996 = help staff to develop practice Vle data to see student experience Russell and bullen - using vle hits across a programme to measure engagement managing transition into uni
Alsford 2010 for overview 'Bridging the gap' at sunderland 'stepping stones' at bournemouth
Currant 2010 'develop me' - this includes blogs and discussion boards
Garvey 2010 uses ning to foster belonging Russell and bullen 2010 - virtual induction for late starters

Retention Parmar and trotter 2005 - first experiences make big impact. Patterson 2010 and cole 2010 show the benefit of spreading induction and academic skills across the year

Support for diverse cohort
Mann, usher and devlin 2010 turnitin as introduction to plagairism
Innes 2010 help with ict skills pre enrollment on nursing Independent learners
Across the institution
Haines et al 2010 uses pdp portfolios Forder and vernon-parry 2010 uses online diaries

At Wed Mar 23 01:25:54 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Great ref for visual thinking and using images in the design, thinking and learning process

2011-03-14T08:41:00.003-07:00

This is from P. Jacksons research into curriculum design. Imagery provides;
Rich alternatives to constraints imposed by language Displays relationships and dynamics that are difficult to perceive by other means
Easy to manipulate logically or intuitively
More likely to engage affective and motivational systems than language only
The search for structure and pattern is easier

Shepard, R N [1978] externalisations of mental images and the art of creation. In B S Randhowa & W E Coffnand [eds] Visual learning thinking and communication p133, 189 New York Press

At Mon Mar 14 08:40:06 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Good references for issues that surround curriculum design, and thedifferent methods used.

2011-03-14T08:41:00.001-07:00

Jackson, N J (1997) managing flexible curricula in higher education; the acrhitecture of modularity. Higher education quality council london

At Mon Mar 14 08:40:08 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Ahhh councils block posterous

2011-03-03T09:55:00.001-08:00

It seems most councils block posterous as they do with most website. This brings in the question the use of these tools if you deal with councils.
Talk about annoying
http://mrportman.co.uk/articles/blocked-again/

Posted via email from abstractrabbit (Jim Turner) posterous

Recordings of David Nicol's Seminar - Enhancing assessment and feedback in higher education: principles and practice

2011-03-01T13:20:00.001-08:00

Expert Seminar on ‘Enhancing assessment and feedback in higher education: principles and practice’ held on Wednesday 9 February, 4.30-6.00pm.

The seminar was hosted by the Academic Enhancement Unit and presented by Professor David Nicol, Professor of Higher Education, University of Strathclyde and Director of the Scottish Re-engineering Assessment Practices (REAP) project.

David Nicol is Professor of Higher Education at the University of Strathclyde. He was previously Deputy Director of the Centre for Academic Practice and Learning Enhancement at Strathclyde and Director of the Re-engineering Assessment Practices (REAP) project (www.reap.ac.uk ), a £1m project examining how new technologies could support improved assessment and feedback practices David is currently employed by the QAA Scotland as Assessment and Feedback facilitator for the Scottish higher education sector and is leading a project on student peer review and feedback funded by JISC. He is also collaborating with partners in Spain, Australia and the UK on assessment and feedback projects. David’s research publications are in assessment and feedback, e-learning developments and change management in HE. David’s thinking and output on assessment and feedback can be seen at www.reap.ac.uk

http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContentEditable.j...

Posted via email from abstractrabbit (Jim Turner) posterous

Graham Gibbs video lecture - conclusion have less variety of assessment and get staff to go on a curry night

2011-03-01T05:57:00.001-08:00

This lecture is part of the TESTA project. http://www.testa.ac.uk/

I have 'short changed' it a bit here. He is taking a pan institutional viewpoint of issues with assessment. Why is there such a range in behaviour e.g. one programme hand only 1 instance of formative assessment and another had 130.

There are some nice examples of things that work eg http://www.testa.ac.uk/assessment-that-improves-learning-the-case-of-the-engineer. Peer marking of problem based activity.

http://www.testa.ac.uk/assessment-that-improves-learning-the-case-of-the-psyc... putting the most common mistakes on the submission sheets the students have to use when writing their essay

The suprise for me is how disconcerting students find a large range of assessment activities. It is far better to limit these so students get better at using the feedback to improve performance.

But the key outcomes are successful courses have, "lots of formative only, more oral and prompt" http://www.testa.ac.uk/range-of-characteristics-of-programme-level-environments
Meaning courses that have

* highly engaged students,
* that put time in across all the topics,
* understand what they are doing
* and use the feedback

have a design that

* use a lot of formative assessment only (meaning no marks)
* that the feedback is oral
* and given as quickly as possible

Posted via email from abstractrabbit (Jim Turner) posterous

Artist Newsletter - Special links about blogging for artists - good resource for students

2011-02-23T14:21:00.001-08:00

top artist blogs for 2010
http://www.artsmediacontacts.co.uk/local/docs/topblogs2010.html

And twitter

Posted via email from abstractrabbit (Jim Turner) posterous

wiki and blog campus pack and native bb9.1 tools

2011-02-07T06:56:00.001-08:00

Contents

Changes. 3

Functionality gained. 3

Quick and easy information on participation. 3

Easier ways to set up group blogs and wikis. 4

Grading and feedback. 4

Group and private blogs are 2 separate tools. 5

Allow anonymous comments. 6

New menu to view and control all uses of the tools. 6

Full text editing in instruction box. 7

Functionality lost. 7

RSS feeds. 7

Subscribe. 7

Revert to old version of a page using the history. 7

Being able to set students limitations of, read edit delete on comments. 8

Comments only. 8

Editing restrictions on blogs, only wikis allow students to read content and not edit it. 8

Export has gone. 8

Changes

Functionality gained

Quick and easy information on participation.

This give you a very quick idea of who has made comments and posted entries, but will also tell you who haven’t made an entries or comments.

Easier ways to set up group blogs and wikis

Blackboard has created some very easy tools to quickly create a group. A group can have a wiki, blog and learning journal added to their group. This means with only a few click many multiple group wikis or blogs can be created.

Group setting in the new tool

Grading and feedback

It’s very easy to give grades and feedback using the tools. A penal, when open, sits next to the content ready for feedback and marks.

New Tool

Group and private blogs are 2 separate tools

The new tools have separated the group blog tool from a private blog tool, now called a ‘learning journal’. The learning journal provides a space for students to privately reflect on their learning. But it also provides the staff member with a single place to view all students’ reflections.

The old way of creating a ‘private journal’.

The new ‘learning journal’

Allow anonymous comments

Staff can choose to allow anonymous comments on any of the new blog tool. This could be used when trying to collect information that the students might feel reluctant to offer in normal circumstances. If you have decided to make this available the student is asked to select anonymous when creating an entry.

How the new tool looks

New menu to view and control all uses of the tools

Sometimes you may have a number of wikis or blogs in a module. The new tool offers a single menu for each tool, to view activity, control access. This will help you see which blogs or wikis are active or inactive. It will also help you turn off access if you want to mark certain blogs or wikis. Single point to control all tools across a module

Full text editing in instruction box

The instruction box allows full text and content embedding.

Functionality lost

RSS feeds

In the old tools you could allow wikis or blogs to send out an RSS feed. This could then be picked up by external services. This will not be available in the new tools.

How the setting looked in the old version

In the old version you could subscribe to a blog or wiki and receive an email every 24 hours to tell you of any changes. This will be replaces by a new system within blackboard that allows you to receive confirmation of updates on all the tools in blackboard.

How the old tool used to look

Revert to old version of a page using the history

The new tools still record a history of changes made to a page, but it can’t revert to a previous version of that page.

The revert button in the old tool

Being able to set students limitations of, read edit delete on comments.

The old tool allowed you to control students’ use of the comments function in 3 different ways.

The old tool

The new Blogs and Learning Journals allow you to choose to allow students to delete their own comments

In the wiki comments are always on, and students can only delete their own comments. Tutors can delete their own and students’ comments.

Comments only

You can create a wiki that is closed to students making any edit. They can only make comments. This was available in both blogs and wikis

Editing restrictions on blogs, only wikis allow students to read content and not edit it.

This function allowed the tutor to set a date when all editing would stop on a blog or wiki. The content would still be viewable, but not changeable. This was helpful to staff who were marking the content at one stage and didn’t want students to change the content.

The old tool

The new tool can be set to disallow access for a period and then be made available late after marking.

Export has gone

You can no longer download the content from a wiki or blog into an HTML formatted site.

How this looked in the old interface

See and download the full gallery on posterous

Posted via email from abstractrabbit (Jim Turner) posterous

Qaa precepts regarding elearning courses

2011-02-04T00:41:00.001-08:00

These are some notes on the collaborative provision and flexible and distributed learning guidelines from QAA. These have recently been updated in 2010. Most of this is common sense, but it's good to have it outlined.

Main implications before the course begins students should have access to;
- How the different organizations are working together and their responsiblities. - course and module discriptions and details
- timeline of key events - including tutor availability Students can be confident that;
- Systems have been tested and are reliable, fit for purpose - communication is private and auditable for student to see
- resources are up to scratch for that level
- there is a review plan for the course

Students should be clear on their side of their responsiblities Students should have access to;
- timetabled tutor support - what support is also offered

Students should have access to;
- tutor to contact
- Other students to talk to [where appropriate]
- feedback Students should have access to
-marking details eg criteria - formative assessment opportunities Institution ensures that
-submissions are authentic - you know its there work
-submission technology is secure and reliable

At Fri Feb 4 00:41:42 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Brief notes from a short workshop on classroom technology

2011-02-02T00:57:00.001-08:00

Clickers, or classroom voting systems, using them to support small group work with large cohorts. You’ll find the example I used here University of Strathclyde
All the guides to this technology are here http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_52216_1&content_id=_873895_1&mode=reset
Powerpoint presentation clicker and how useful these are in allowing you to leave the podium and move more freely

Radio mics these are essential if using large lecture theatres and you want to move even more freely
Teacher Immediacy
Definition “|Teacher immediacy is the term used to describe communication behaviors that reduce the perceived distance between teacher and students. By definition, immediacy behaviors convey teacher warmth, communicate positive relational affect, signal approach and availability for communication, and create increased physiological arousal in receivers. Introduced in research based on her dissertation, J. Andersen (1979) identified teacher immediacy as a nonverbal construct and sought ways to measure the impact of teacher immediacy on instructional outcomes. Now, with the accumulation of nearly three decades of research on teacher immediacy, the substantial influences of teacher immediacy in creating positive instructional outcomes are well understood ( Witt et al. 2004 ).” From Teacher Immediacy Janis Andersen and Peter Andersen

Visualisers how the activity of drawing and writing using one of these tool allows students to see the connections that a linear powerpoint has difficulty in doing. And the use of both tools simultaneously can further improve understanding by increasing the ways in which concepts are described and presented.

Pre and Post activities and information helping to bring together a holistic understanding of the interconnection between the ideas over the series of lecturers. I demoed screenr.com which captures a quick video with a voice over, very fast but highly engaging
Please email me if you want to explore any of these ideas further.
Jim

-----Original Appointment-----
From: Lawrence, Katie On Behalf Of Menzie, Elizabeth
Sent: 27 January 2011 11:22
To: Menzie, Elizabeth; Turner, James; Lui, Alison; MacDonald, Robert; Willis, Catherine
Subject: Deeper Engagement Using Classroom Technology
When: 31 January 2011 12:00-13:00 (GMT) Greenwich Mean Time : Dublin, Edinburgh, Lisbon, London.
Where: Lower Peter Jost Theatre

Dear Colleague
You have booked a place at this event - event details below:
This session will demonstrate different technologies available in the university and explore how they can be used to engage students in large or small classroom settings
Particular technologies to be explored include PowerPoint, Digital OHPs and Classroom Voting Systems.
Online materials:
Clickers (Classroom Voting Systems)
Information about the use of classroom voting systems to support learning
Please can you confirm your attendance using the voting buttons at the top of this meeting’s request.
Best Wishes
Liz

See and download the full gallery on posterous

Posted via email from abstractrabbit (Jim Turner) posterous

my 11 yr olds ipod has software error, he has taken revenge

2011-01-29T03:20:00.001-08:00

the ipods got 'white screen of death' i came home to see he had made a personal protest

Posted via email from abstractrabbit (Jim Turner) posterous

lastest plans for new tech enabled group learning space

2011-01-20T08:04:00.001-08:00

Joe McGlynn is moving things forward in law and business faculty. These are early plans for a technology enhanced group learning room. It will be for 20 seats, with shared computers between 3. It will be for group work with tutor facilitation. It is following a module that has been developed elsewhere. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/UsingthePAIRupModeltoEvaluateA/163845

See and download the full gallery on posterous

Posted via email from abstractrabbit (Jim Turner) posterous

To generalise is to be an idiot

2011-01-20T00:33:00.001-08:00

William blake to reynolds quoted in wengraf, t. Qualitative research interviewing
This is a message from the MailScanner E-Mail Virus Protection Service
----------------------------------------------------------------------
The original e-mail attachment "winmail.dat"
was believed to be dangerous and/or infected by a virus and has been
replaced by this warning message.
Due to limitations placed on us by the Regulation of Investigatory Powers
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy.
At Thu Jan 20 00:33:16 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

old overhead project tech - lover the name - Epidiascope

2011-01-18T04:01:00.001-08:00

Posted via email from abstractrabbit (Jim Turner) posterous

motivation to enagage and complete online tasks

2011-01-17T15:25:00.001-08:00

We have a poor understanding of how to motivate students in online environments
This article has some interesting insights
Kui Xie and Fengfeng Ke The role of students' motivation in peer-moderated
asynchronous online discussions_1140 1..15 British Journal of Educational Technology (2010)
"In many ways, online discussions, in comparison to discussion activities in traditional classrooms, require students to be more motivated and self-regulated due to the lack of face-to-face moderation (Blumenfeld, Kempler & Krajcik, 2006)."
Motivation Theory
"The technology acceptance model, which was created to explain and predict users' acceptance of new technology, suggests that the perceived value is one of the major determinants of users' motivation to accept and use a technology (Davis, 1989)"
"self-determination theory (Deci & Ryan, 1985), argued that perceived value, competence, relatedness and autonomy are critical aspects that influence students' motivation . . . three innate psychological autonomy, competence and relatedness"
Autonomy - am I deciding to do it
Competence - can i do it
Relatedness - are others doing it to
Recommendations - students need to be told about the true worth of doing it
- feel part of something
- be at the optimal level
- development of peer learning community will bare fruit in acceptance of activity
- use peer moderators - by give them guidance

methodology
online learning interaction model, to examine learning in online discussions
Sharing information Simply adding facts, opinions or questions without elaboration
Egocentric elaboration Elaborating one's own arguments/concepts/problem solutions
Allocentric elaboration Comparing and synthesising peers' multiple perspectives
Application and transfer Planning future application of new knowledge or proposing in-field application strategies
23 students 30% final assessment is online activity
IMI Intrinsic Motivation Inventory
http://www.psych.rochester.edu/SDT/measures/IMI_description.php
Posted via email from abstractrabbit (Jim Turner) posterous

Next e-learning forum

2011-01-13T05:54:00.001-08:00

Venues/Dates
Bryom St – BS/324
· 1.00 – 2.00 Tuesday 1^st February
Speakers
Adam Mackridge (SCS) Lecturer/Senior Lecturer.
Adam and the team in the School of Pharmacy have been developing their use of Blackboard and other tools to support students. Initiatives include using TurnItIn to provide feedback, and greater use of online quizzes. This presentation will be useful for staff who are looking at changing their assessment methods and want to hear the experiences of fellow staff members.
Phil Denton (SCS) Faculty Learning Development Manager
Phil has developed the ‘Gradetime’ software that allows staff to readily navigate between word documents that have been downloaded from the new assignment handler. Students’ work can be annotated with audio clips or comment balloons, included pre-loaded comments that are expected to be required frequently.
Venue
Coming to this session will also give you a chance to see the new group learning room developed by Harry Morton’s team. This room uses small group tables around single PCs to facilitate group work within a classroom sessions.

Posted via email from abstractrabbit (Jim Turner) posterous

Case study - database of assessment timings on course improves usefulness of feedback - glamorgan uni

2011-01-12T00:49:00.003-08:00

'student voice' processes identify assessment bunching as key issue in using feedback to improve next assignment. A database was cated to highlight this and help spread assessment and types of assessment over the whole course.
This uni also used a bottom up approach to managing this change.
See www.jisc.ac.uk/digiassess
This is a message from the MailScanner E-Mail Virus Protection Service
----------------------------------------------------------------------
The original e-mail attachment "winmail.dat"
was believed to be dangerous and/or infected by a virus and has been
replaced by this warning message.
Due to limitations placed on us by the Regulation of Investigatory Powers
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy.
At Wed Jan 12 00:49:20 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Jisc - effective assessment in the digital age - notes

2011-01-12T00:49:00.001-08:00

There are ideas here but little discussion on the problem of motivation for strategic students who won't engage unless there are marks
Enhancing formative assessments using vle-based quizzes to receive instant feedback. Motivation for students is well documented here www.jiscinfonet.ac.uk/case-studies/tangible/derby
Look up - open source quiz question system by open university called open mark
The case study - exploring science, open university Here they use mcq to help direct learning as well as test it. Students use it to direct them to areas of weakness
This is a message from the MailScanner E-Mail Virus Protection Service
----------------------------------------------------------------------
The original e-mail attachment "winmail.dat"
was believed to be dangerous and/or infected by a virus and has been
replaced by this warning message.
Due to limitations placed on us by the Regulation of Investigatory Powers
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy.
At Wed Jan 12 00:49:17 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

We have finally got David Nicols coming to LJMU

2011-01-12T00:48:00.001-08:00

Download now or preview on posterous
davidnicol2.pdf (198 KB)

Getting excited now

Posted via email from abstractrabbit (Jim Turner) posterous

nice use of timelines to help design assessment activities

2011-01-11T03:40:00.001-08:00

Reminds me of many other similar processes, but the video really helps to explain the issues
http://jiscdesignstudio.pbworks.com/w/page/30631817/ESCAPE%20-%20Assessment%20timelines

Posted via email from abstractrabbit (Jim Turner) posterous

Ridgway (2003) argued that users are likely to adopt some new way of working if

2011-01-11T02:55:00.001-08:00

_ It solves a problem they know they have got
_ It makes life more interesting and more fun
_ It makes life easier
_ It has a measure of social approval.
Ridgway, Jim (2003) The evaluation of complex competencies. Invited keynote at the V Seminario de
la Redu (focussed on the responses of Spanish Universities to the Bologna accord), Madrid. (paper
available from author).
From Jisc report http://www.jisc.ac.uk/media/documents/projects/raeatfinalreportpdf.pdf

Posted via email from abstractrabbit (Jim Turner) posterous