Report
Title:
Enhancement Theme 2015: Technology Enhanced Learning
From:
1)
Nicky Stecker-Doxat (Educational Policy Development Officer) Date: May 2016
Background
AQSC agreed in January 2015 that the Intuitional Quality Enhancement Theme for the calendar year 2015
would be Technology Enhanced Learning (TEL). It was agreed that a programme of activities for the year
would be developed with the University’s Institute for Learning Innovation and Development (ILIaD).
2)
TEL Enhancement Theme activities:
At an institutional level, three key objectives were agreed:
1)
Review the tools available for TEL at Southampton;
2)
Support the development and use of quality teaching resources and activities to support faceto-face teaching; and
3)
Engage a large number of teaching staff in TEL and Blended Learning.
The ambition was to involve as much of the community as possible through a range of activities via both the
Faculties, SUSU and ILIaD.
3)
Activity reports
To achieve the three key objectives, the following activities took place:
a)
Technology Enhanced Learning Conference:
The Technology Enhanced Learning Conference was held on 15th April 2015, and was one of the first
activities to be held around the theme. The aim of the conference was to bring together talented staff
from across the University to share their ideas for technology enhanced learning and for colleagues
to provide workshops to explore ideas and concepts. A debate on the use of the University’s VLE
Blackboard along with a series of Masterclasses also took place. Alongside the activities there were
also stands from Canvas, an alternative VLE; Unitu, a system developed by students for students
(including one of our own Alumni) to close the feedback loop; and Co-Tutor, a system being piloted
by the University.
The conference was designed to allow for colleagues to participate for either the whole day or just for
specific parts of the day. A total of 189 members of staff registered their interest, with 122 people
attending. A number of resources were created for the conference:
http://blog.soton.ac.uk/iliadcommunity/events/technology-enhanced-learning-conference2015/resources/.
As a way to structure activity and pull networks together post- conference, ILIaD created Special
Interest Groups (SIGs). The following SIGs have been established:
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Articulate Storyline: http://www.southampton.ac.uk/iliad/comm-ofpractice/sigarticulate.page
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Media: http://www.southampton.ac.uk/iliad/comm-of-practice/sigmedia.page
Student Response Systems: http://www.southampton.ac.uk/iliad/comm-ofpractice/studentresponsesig.page
Open Badge (Pilot): http://www.southampton.ac.uk/iliad/comm-of-practice/sigbadges.page
A full end of year evaluation of value and impact of SIGs is currently underway (ERGO number 20736)
with results available in mid-June 2016, however examples of direct impact include:
“I am producing a new framework for teaching anatomy across disciplines using Articulate storyline
and am anticipating researching this”
Faculty of Health Sciences
“I've created lots of videos to support my teaching. The impact of this has been to improve the student
experience and save me time! - I have introduced student response systems in my teaching the impact
of which has been to enable students to appreciate shared fears/anxieties and for me to better
understand the cohort.”
Faculty of Business, Law and Arts
[Colleagues] “from CLAS gave us a fantastic demonstration of Nearpod at the iPad coffee club, which
included a demonstration of their teaching where we, the coffee club members, were their students.
This interactive session was so powerful and gave us the ability to see what students could gain from
using this software. We embedded this technology throughout our 4 day Teaching the Teachers to
Teach module on the MSc Allergy, and the feedback from our students was fantastic. They really
appreciated the possibilities for learning when using this software, and have translated the
experience into their own peer teaching for clinical colleagues”.
Faculty of Medicine
b)
Virtual Learning Environment (Blackboard) Review
As part of the University’s 2015 education enhancement theme of Technology Enhanced Learning,
the Associate Pro Vice-Chancellor Education was asked to lead the review of the University’s virtual
learning environment (VLE), Blackboard.
Updates on the review process were regularly made to the Student Experience Executive Group
(ESEEG)
A previous review, which took place in 2012, had focused almost entirely on the functionality of the
system, and did not look in any detail at the usability of the system or at the daily user experience of
educators, students, and administrators. As such the main aim of the review was to explore how
effective Blackboard was as our VLE and if it was still fit for purpose.
An initial scoping exercise took place, which compared Blackboard to other systems being used by
other comparable HEI’s, and a working group has been established which will outline a set of guiding
principles for a VLE by which any alternative system would be measured against. These included:
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Facilitates active online learning
Encourages the development of digital skills (both for staff and students) namely,
collaboration and communication online.
Accessible and intuitive
Reliable integration with existing systems
Responsive and agile
Affordable (value for money)
The Associate PVC Education has met with the Vice Chancellor who came into post towards the end
of the calendar year to discuss the VLE review and he has given his support. The review is still
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underway as it coincided with the review of systems being carried out by the CIO with iSolutions as
well as the new VP Education role which will have an impact on the decisions made by the working
group. This has developed into a much bigger piece of work than a yearlong project.
c)
e-submission and e-feedback
Following a recommendation from ESEEG (now ESEG), UAE supported the adoption of a University
wide policy on e-Submission of coursework. To implement this decision, an e-Submission Working
Group was established to create a policy and associated process.
Following a series of meetings, the Working Group presented a draft policy document to the
Education Strategy Executive Group (ESEG) in February 2016. The draft has initiated a considerable
amount of discussion, including with student representatives, who have been closely involved in the
policy development. A range of issues have been identified and ESEG is continuing to explore these in
a prioritised way. The aim is to have a final policy for academic year 2017-18.
d)
Supporting TEL related bids through the Education Enhancement Fund (EEF):
The EEF have supported a number of TEL related projects since January 2015 with a TEL focus. This
equates to a committed total of over £104,646 until 2018 for ongoing project support. Projects have
included:
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Developing global health citizens through international networks and digital literacies
(Health Sciences)
Wireless notation during lectures and seminars (History)
Horrible Histology (Student bid)
Pathbrite Pilot (Humanities, Social, Human and Mathematical Sciences, Engineering, ILIaD)
Digitalization and Recording of classes (Social Sciences)
Online Student Response System (ILIaD)
Enhancing physiotherapy students’ experience of the Observed Structured Practical Exam by
using video-recording and video analysis software (Health Sciences)
More details about some of these bids can be found here:
http://www.southampton.ac.uk/iliad/education-innov/eef.page.
e)
Blended Learning:
A series of Blended Learning video case studies was published in December 2015, which gave three
examples of how colleagues used blended learning in their Faculties. The three examples included
using interactive videos, flipping the classroom, and using social media in a learning environment.
The blended learning video case studies can be found here:
http://www.southampton.ac.uk/iliad/tel/blended-learning.page.
4)
ILIaD enhancement theme activities:
ILIaD provided expert cross-Faculty support for activities and innovations in support of the
enhancement theme in the following ways.
a)
TEL mentoring
The creation of ILIaD’s specialist education-focussed mentoring scheme provided the opportunity for
staff wishing to enhance aspects of their education practice to access the support of an experienced
colleague from within or external to their faculty. Launched in parallel with the new enhancement
theme, staff were offered opportunities to work with a mentor to focus on using technology to
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enhance teaching practice and using media to enhance education practice. The mentoring scheme
has been well received with colleagues commenting:
‘I have experienced both sides of the mentoring relationship. As a mentee, I have found it an
invaluable source of support and advice for all aspects that relate to my working life. It helps me to
reflect and to bounce solution ideas with someone independent and more experienced. As a mentor, I
find I grow in my work practice through my mentoring relationships and it can be very rewarding
passing on my knowledge and experience, and supporting colleagues on their journeys.’
‘Teaching and supporting students well through their university careers is incredibly rewarding, yet
is also challenging and frequently rather daunting. The opportunity to bounce ideas off similarly
passionate colleagues and discuss successes and failures is important in the development of our
university teaching careers. The new mentoring scheme will give everyone involved in education,
whether new to teaching or an experienced practitioner, a chance to work in partnership with
mentors and to learn from each other.’
b)
ILIaD Community of Practice (CoP)
Timed to coincide with the arrival of the new enhancement theme was the launch of the ILIaD
community of practice (CoP). The CoP is now an established network of staff from across the
University, who are passionate about education innovation and excellence, who come together to
share good practice, collaborate, learn new skills, undertake pedagogic research and drive forward
the University’s ambition to revolutionise education. Providing a space for teaching and learning
achievement to be celebrated and good practice shared, the community has a steadily growing
membership, which is currently at 665.
With a strong bias towards TEL for the period of the enhancement theme, special interest groups
were also established, focussing on Media Development (MediaSIG) and the creation of online content
for instructional design or to illustrate concepts and ideas (StorylineSIG). Due to their success, further
groups are planned for the next academic year.
Now established, the next step for the community, is to support the active engagement of its Fellows
members (5) and Associate members (84) in championing the enhancement agenda at a local, faculty
or University level.
c)
TEL Events Programme
To support the enhancement theme, the ILIaD events programme was boosted with 34 separate TEL
related events taking place during the period. These ranged from the TEL enhanced learning
conference, lunchtime seminars to faculty based interactive workshops and external speakers. A total
of 1108 staff engaged with these events.
d)
ILIaD Faculty liaison staff
To ensure faculties and academic units had ready access to advice on TEL related issues, Faculty
Liaison arrangements were formalised within ILIaD with each faculty having a named ILIaD contact. As
well as being the first point of contact regarding faculty priorities and support required, the liaison
contacts are now available to work with faculties during the business planning round. These
arrangements are in their infancy, with engagement levels varying across faculties.
e)
Other activities
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Some TEL is now included within PGCAP modules and researcher and academic staff
development programmes
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The ILIaD website and blog has been enhanced to give staff ready access to information,
guidance and case studies regarding the benefits and use of available technologies.
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5)
Academic staff have been exposed to online learning as part of the ERE Appraisal training.
(online modules created by ILIaD on behalf of HR)
Faculty enhancement theme activities
In addition to ILIaD activities, Faculties contributed to the enhancement theme in the following ways:
a) Faculty of Business, Law and Art
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Eleven FBLA modules were nominated for Blackboard Awards in 2014-15.
Panopto recordings of lectures have been increasingly used and provided to students via
module Blackboard pages.
Panopto software has also been used for recording student presentations and students have
been encouraged to embed video footage in their presentations to peers and staff.
Twitter has been employed in a number of modules.
Audience Response Systems (including ‘Zappers’) have been used on some specific modules
and have proven successful and popular in these cases.
Across the Faculty, individual staff have introduced specific innovations to their modules, for
example:
o audio feedback has been adopted in a number of modules in each School;
o Google Drive and Google Hangout have been used for modules that have students
studying online or overseas, such as at SIM;
o Specific software, particularly with an industry focus such as SPSS/PASW and
Markstrat, have been introduced;
o iPads have been provided to a number of staff across the Faculty to facilitate
provision of e-feedback; and
o An edited version of the Panopto recording of pre-sessional presentations on
academic integrity has been made available to students in the Faculty.
A FBLA Education Blackboard site has been established to provide useful education resources
for staff which includes short recordings explaining the processes of QME and Validation and
providing advice on information on the different sections of the module report form, good
practice examples of module and programme reports.
b) Faculty of Engineering and the Environment
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The Faculty has made significant financial investment in the enhancement of learning
through the use of technology by:
o the addition of two new engineering workshops equipped with technologically
advanced lathes, mills and laser cutters as well as more traditional manufacturing
technology to enhance student activities in designing and making;
o the purchasing of a substantial number of portable 3-D printers, also for use at
home via the loan scheme;
o more substantial facilities for additive manufacture of larger items for project work;
o the new towing tank at the Boldrewood Innovation Campus to support student
learning in experimental fluid mechanics;
o the newly refurbished Engines Laboratory.
Feedback from students and industrial visitors have positively emphasised the amount and
quality of practical, technological learning experience on offer.
Panopto recording is widespread across the Faculty for lectures and other material and is
popular with students. A particular advantage has been found to be the ability to share
lecture material with courses at USMC.
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c) Faculty of Natural and Earth Sciences
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The CHEM1012 module, a core module for students who do not have A level Chemistry, has
run partly as an e-module, as opposed to lecture-based teaching that has been used in
previous years.
Flipped teaching was introduced with in some modules.
iPads have been purchased to integrate TEL into field courses.
Lecture capture and 5 additional tablet PCs have been purchased for use in lectures for core
modules in parts 1 and 2 of programmes.
A Blackboard site “FNES Maths in Context” has been started with EEF funding to provide
additional maths support to students via the VLE.
Staff have been actively encouraged to adopt e-learning techniques in their delivery of
teaching and of assessment.
Sessions for staff on Question Mark Perception, Panopto and other e-learning techniques
have been held over the last 18 months with good attendance.
There has been an increased uptake of Question Mark Perception, e-assignment and use of
zappers in a number of modules, with plans to utilise Question Mark Perception across the
board for Part 1 modules.
Electronic marking and other related techniques have also increasingly been used within
some higher level modules, helping to provide very rapid feedback on coursework.
d) Faculty of Social, Human & Mathematical Sciences
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Events undertaken include activities underpinning the establishment of a common
expectation of Blackboard provision for modules and a baseline level of comfort in using
Blackboard amongst members of academic staff, for implementation from 2016/17.
Monthly FSHMS iPad (and other devices) coffee clubs have been introduced.
A small collection of Faculty iPads have been made available on short term loan to members
of academic staff
A small grants scheme for development activities (to pay for apps and other software, and
small pieces of equipment) has been introduced, with the anticipation of this leading to bids
into the Education Enhancement Fund.
A monthly Faculty newsletter, Tools for the Modern Age, which highlights particular apps,
tools and activities has been developed.
The Faculty has seen a greater use of e-Assignment or Blackboard/Turnitin for e-assessment,
and has a planned event for the end of the academic year to allow members of academic staff
to share their experiences gathered through local initiatives.
Social Sciences have:
o held a TEL workshop in January 2016, which included short presentations and
demonstrations by members of the AU and others colleagues with in the Faculty;
o introduced distance learning MSc programmes in Gerontology and Global Ageing and
Policy, with GERO6012 holding a structured debate using the Blackboard Discussion
Board;
o used structured Skype tutorials in GERO6015;
o employed two iChamps to work with colleagues in PAIR, supported by ILIaD, to
redesign a model by introducing the use of NearPod (interactive power point) to
stimulate debate and PathBrite (a cloud-based e-portfolio tool);
o used Socrativ, an e-polling tool, with PAIR2001 using the on-line simulation tool
Statecraft to allow students to explore international relations theories which has also
formed part of the assessment for the module.
Mathematical Sciences have:
o continued its long-running involvement in the MAGIC consortium, offering on-line
courses to pure and applied PGR students from universities across the UK;
o developed a first year programming course in Mathematical Science using Python for
trial in Semester 2 2016.
Geography and Environment have:
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been piloting the use of Pathbrite, digital badges for professional skills for
geographers, and NearPod in GEOG1010, supported by an iChamp and ILIaD, to
increase student engagement;
run a new level 3 module based around solving real world challenges using
technology (e.g. UAVs);
run a virtual field course in GEOG1002 and a suite of geographical information
systems (GIS) and remote sensing (RS) teaching at undergraduate and postgraduate
levels, including a new level 3 GIS module based around using GIS in the workplace,
a new level 3 RS module on applied RS which includes detecting issues such as
carbon cycling, and a long-running on-line MSc programme in GIS;
introduced various forms of flipped learning to UOSM2010.
e) Faculty of Health Sciences
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Health Sciences have focussed on the achievement of 3 overarching objectives in relation to
TEL: Efficiency, Enhancement, and Transformation.
Efficiencies are being achieved by:
o Creating a repository of digital resources to support the delivery Life Sciences
education across all disciplines for HEI levels 4 – 7;
o Creating a repository of digital resources to support the delivery of Research
Methods and Evidence Based Practice across all disciplines for HEI levels 4 – 8;
o Avoiding duplication of effort both in FHS and across Faculties, for example an
agreement in principle with FOM to share digital resources;
o Utilising TEL to enable ‘flip the classroom’ and as result release space in the estate.
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Enhancements are being achieved by:
o Setting minimum TEL standards for all modules in order to provide a consistent
digital experience for students that is more akin to the quality of technology they
expect;
o Providing a better, flexible, learning experience that enables students to study at
their own pace and revisit teaching and learning materials when, and as often as they
like.
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Transformation is being achieved by:
o Working with ILIaD, to create and deliver a concerted focussed programme of CPD to
develop the competence and confidence of staff in the use of TEL;
o The appointment of a Learning Technologist to support the delivery of specific
projects and the up-skilling of staff;
o The appointment of a senior member of academic staff to oversee, co-ordinate and
drive the delivery of the plan across both academic units to:
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Operationalise a Faculty wide strategic plan for Technology
Enhanced Learning that will articulate with contemporary research
based pedagogy to enhance students’ learning.
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Represent the Faculty at the University TEL Strategy Group and to
work in partnership with the Institute for Learning Innovation and
Development (Iliad) to deliver our strategic plan.
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Implement University and Faculty TEL strategies by setting up and
working through a Faculty TEL operational group.
o Establishing a TEL Champions Forum consisting of members of staff who have been
early and enthusiastic adopters of TEL, to both show case their work and collegiately
support the up-skilling of colleagues;
o Identifying the formal and informal opinion of leaders in the Faculty and harness
their commitment and support.
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Progress is being monitored by applying the HEFCE Enhancing learning and teaching
through the use of technology framework.
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f) Faculty of Humanities
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History, Archaeology and Modern Languages have all produced MOOCs, with the
Understanding Language MOOC being the most successful ever offered by the University
with over 145 000 students enrolled over 3 cohorts.
A variety of TEL focused CPD sessions have been offered (now in collaboration with ILIaD) for
a number of years.
Archaeology and History in partnership with ILIaD undertook an audit of Blackboard sites,
resulting in an expectation that from 16/17 all modules are to have a functioning and useful
Blackboard site.
Archaeology has chosen to adopt a degree of standardisation in the structure of its
Blackboard courses to facilitate navigation.
CPD sessions have been used to encourage colleagues to use more of the functionality of
Blackboard.
Promotion of the use of technology as part of the assessment process, through
presentations, through the use of blogs, and discussion boards, etc.
History have used podcasts of lectures in a year 2 module and a compulsory first year
modules, which if successful will expand provision to other modules.
f) Faculty of Medicine
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Considerable work has gone on in migrating all materials from MEDIS onto Blackboard and
MedShare, with the main focus moving forward on ensuring that the quality of the technology
enhanced learning is maintained rather than enhanced.
Virtual patients are being used in BM and PGT programmes and have been a key part of the
bid to host a HEE funded genomics master’s programme.
For programmes and modules that recently transferred to Blackboard the next stage is to
share the additional features and options and some good practice to inspire colleagues.
The BM4 programme team spent half their away day on showcasing TEL opportunities. The
event was led by colleagues from ILIaD and included presentations showing good practice
examples from within the Faculty.
Several FoM blackboard modules have been nominated for University awards with one of
them winning. Individual good practice examples have been shared both within the Faculty
but also across the University.
Several examples of TEL use in anatomy teaching have included the use of twitter, articulate
and several other interactive activities including the Soton Brain hub.
In partnership with ILIaD regular IPad coffee club events have been arranged to encourage
staff to discuss any technology related education issues they are having.
Anatomy has been identified as one of the hotspots for TEL innovation with plans to expand
the use of twitter, conversion of all microanatomy (histology) teaching to electronic format
using Apple IBooks or virtual microscopes on iPads, expanded use of eTutorials using
articulate to produce them and increasing use of Nearpod to facilitate team based learning
sessions.
Zappers have regularly been used with NearPod being used in some parts of the Faculty.
The use of articulate has been growing with several members of Faculty staff involved in the
university SIG on this technology.
The use of tablets to support teaching has been used in Anatomy teaching for several years
with the aim of this being piloted within MSc Allergy this year.
f) Faculty of Physical Science and Engineering
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The Faculty have heavily contributed to the enhancement theme by a major investment into
laboratory infrastructure.
Enhanced education is following through enhanced and increased laboratory usage for all
students, including greatly enhanced hi-tech project facilities.
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6)
Looking ahead:
In past years, TEL has been seen as a passion held by a finite number of academic enthusiasts at the
University. A challenge ahead for ILIaD, and the University as a whole, will be to transform TEL from a
specialist area understood by few, to a mainstream activity, with benefits understood and skills
processed by all teaching and learning staff.
This cannot be achieved in one year, however the enhancement theme, supported by the ILIaD and
faculty based initiatives has certainly raised the profile of TEL, brought increased engagement levels
and created a momentum on which the community of practice and faculties can now build.
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