Currently viewing the tag: "NILE"

Over the past few months there are a range of blog postings and updates which have been collated below for information and easy access:

NILE and SaGE updates

NILE summer upgrade 2016

Moving away from Panopto

NILE 2016-7 – rolling out and onwards – new templates available for use

NILE guides have been enhanced with a completely revised layout and updated content

Update on NILE quality standards 2016-17

Best NILE Site – Student Teaching and Representation Awards 2016

SaGE – March Update – Dissertation Marking / Exempting Grades / Health and Safety


Pedagogical / developmental discussions

Have you heard about the CAIeRO and wondered what it was? Have a look at this posting on Demystifying the CAIeRO

 Are you still referencing preferred learning styles? – perhaps time to think again

Neuromyths in education


Staff Case Studies

Blended Learning and Physical Volcanology with Professor Nick Petford

Xerte software receives praise from Karen Brasher, Lecturer in the School of Health 

Using Trello to Enhance Teaching and Learning in Fashion

Supporting understanding and engagement through continuous assessment

George Dimmock on How the Academic Librarians can help you. 

Anne Misselbrook on content development with Xerte

Kate Swinton (CfAP) on Effective Feedback

Hannah Rose (Academic Librarian) on Aspire Reading Lists

Ali Ewing on Peer Observation

Emma Rose: Flipped Classroom

James Smith: Blended Learning in Studio Based Modules

Sylvie Lomer (CfAP) on Active and blended learning

Education E-tivity Development: Tanya Richardson & Claire Dugan-Clements

James Underwood (Principal Lecturer in Teachers’ CPD) demonstrating an essay planning technique

‘Blogging for students’ case study video

Assessed Online Debates using discussion boards in NILE

Exploring innovative digital approaches to assessment project 

Science and Technology Research in Pedagogy (STRiPe) blog

Blogs for Assessment in History with alternating ‘classroom’ and ‘online’ fortnightly structure.

Using Pinterest for Aesthetic Development: Elizabeth Palmer

How to be a page-turner for the right reasons!

Watering down Waterside

Designing e-tivities: some lessons learnt by trial and error!

Making an impact in open education

Employability support for Geography students


Staffing updates

 Welcome to new staff in the Learning Technology Team

Grateful student appreciates Learning Technology support


For any questions regarding the above articles then contact your Learning Technologists or email

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This summer, we’re moving away from using the Panopto system to expand and extend the use of our Kaltura MediaSpace platform.

We have enjoyed an excellent service from Panopto, but based on a number of factors, including lots of feedback from staff, we’ve decided to move away from Panopto and instead use our MediaSpace platform to support all our video capture, storage and streaming needs going forward to Waterside. This means we’re going to migrate your content out of Panopto and onto MediaSpace over this summer. So, if you use currently Panopto, can we ask that you do not create any new materials from now on, and instead start using MediaSpace instead.

If you’re new to MediaSpace then there are some useful Help videos at, like this video and we are happy to run training sessions and 1:1’s on request, or you can email if you have specific questions.

Please note, you will not be able to access Panopto beyond 8th July 2016. The videos in NILE will still be viewable by students, but staff will not be able to record any new videos.

There will be more communication from us, to ensure your content is transferred smoothly and that you are confident using the MediaSpace platform but if you have any questions, then please get in touch.

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As in previous years, LearnTech have been working with colleagues in Curriculum and IT on the creation of new NILE course (programme) and module sites for the forthcoming academic year, only this year with a twist: instead of routinely copying over all teaching materials from earlier site iterations, we are taking this opportunity to review and ‘spring clean’ legacy content, particularly with a nod to the course evaluation and redesign coming out of recent CAiEROs.

NILE 2016-17 module template

NILE 2016-17 module template

The updated and fresh NILE template, proposed at (and tweaked on the back of consultations with) the SEC (Student Experience Committee) on 24th February and with the Learning and Teaching Forum, has resulted in the creation of  4,251 ‘clean’ sites, now ready and already receiving content.

Following the updated minimum NILE standards, LearnTech and Academic Librarians have so far worked with colleagues from the Schools of Education and Health running a total of 11 sessions covering changes to the template; reviewing and copying relevant content; checking curriculum data and reading lists and populating sites ready for the new student intake.

The Team is now working on the roll-out to the Business School and is in contact with subject leads from the Schools of Social Sciences, Arts and SciTech, identifying local support needs, creating online resources to help guide site population and working with colleagues from other University support teams to ensure everything is set up and in place for the new academic year – where possible, before the summer vacation strikes!

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NILE is integrated into the learning and teaching process at The University of Northampton and we need to ensure that it is being used effectively by staff in order to provide a quality student experience.

Building on the guidance which was initially produced in January 2012, the  framework has now been updated to cover the minimum standards which are expected on a NILE site. This was approved at University SEC on 20th April, 2016 and subsequently used as the basis for the new NILE templates which were developed for the 2016/17 academic year.

As noted at SEC on the 24th February,  it was proposed to enhance the provision of NILE sites for students in four key areas during 2016/17:

  • To respond to on-going staff and student feedback to enhance sites to reduce queries. Colour schemes and other features to enhance accessibility will be addressed where possible.
  • To use external data where available to reduce manual setup / checking. Staff will be automatically added to sites where possible based on data from the previous year. Prompts to set up assignments in the “Submit your work” area will provide information sourced from the Curriculum system.
  • To provide clean sites and work in central teams to work in partnership with tutors to only copy over required information. This will reduce storage needs and also reduce chance of displaying old information on sites. Specific days will be provided for academic teams to work with Learntech to copy content from the previous year and look at ways to enhance existing and new materials.
  • Use of Learntech, CfAP, Academic Librarians, Curriculum and Records teams to work with tutors to ensure sites are ready for 16/17 delivery. Sites will be merged where feasible to reduce the total number of sites viewed by tutors and ensure that students are not left on sites which are not being used for delivery.
When working with NILE sites tutors are guided to review some of the comments made by students as part of the STAR awards. This demonstrates some of the key items which students are looking for when working within NILE.
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On 17th March, 2016, Roy Wallace (Senior Lecturer in Media Production – School of the Arts) was presented with the Best NILE Site Award as part of the Student Teaching and Representation (STAR) Awards evening.

Roy Wallace collects STAR award

(left to right) Roy Wallace collecting his award from Rob Howe (Head of Learning Technology)


The full report on the event produced by Student Union President, Victor Agboola noted that NILE is now an ‘essential part of the student online experience’. he went on to note that ‘…a prominent theme found in the nominations was that students recognised the value in a regularly updating NILE sites. Students praised the lecturers who upload the lecture content before the lecture even takes place, and having the sites well-organised throughout the year. It was found that students then had the opportunity to do some wider research which then allows them to contribute more in both lecturers and seminars.’ Some of the student comments on each of the nominees is also available

The other tutors who were highly commended within this category were:

  • Anoop Bhogal Nair – Northampton Business School
  • Tony Smith Howell – School of Education
  • Claire Allen – School of the Arts
  • Greg Spellman – School of Science & Technology
  • Simon Sneddon – School of Social Science
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[Posted on behalf of Elizabeth Palmer]

When starting to make online activities for blended learning there is a temptation to take content that is currently being delivered face-to-face in lectures (through software such as Powerpoint) and moving that content into an online format where the students are ‘digitally page turning’ through material: read or watch x, y and z before class.
The learning and teaching plan for blended learning is that we are creating interactive activities that support students towards developing their own knowledge, understanding and creating outputs that can then be used in class. In other words we are trying to flip the focus away from tutor created content that the student must passively absorb, to student-led interactive and created content.

Any content provided to students should be done in an interactive, discovery based way i.e. rather than telling them the answer we allow them to discover the answer through questioning, testing, trialling, problem solving etc. online and then reinforce and develop this face to face. If you are trying out e-tivities for the first time Xerte can be a useful package to start this process. Have a look at these two examples of using Xerte to make interactive activities on academic skills: here and here. Whilst they are not necessarily perfect, they demonstrate how you can use Xerte’s functionality to create knowledge checking, interactive exercises that you could then build on in class or use as a basis for students to undertake a more complex task.

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Between Saturday 19th December 10:30pm GMT and Sunday 20th December 10:30am GMT , NILE will be upgraded to the latest stable version. It will be unavailable between these times.

Northampton is currently on Blackboard April 2014  and will be upgraded to the October 2014 release. This version jumps one release above our current point and will ensure that we remain within contracted support. There are no new significant features but there will be security updates.

All users of NILE should ensure that browsers are updated to keep within the supported levels.

Whilst during the academic year security fixes are applied, annually we need to ensure that NILE is at the most stable version with the latest features to benefit staff and students. Our hosting contract provides us with at least 99.9% availability for NILE 365 days a year providing we ensure that we maintain our version.

The new version contains security updates to ensure that NILE is maintained as an advanced virtual learning environment to maximise the student experience.

Please contact if there are any comments or questions around the upgrade process.

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[Posted on behalf of Anne Misselbrook - Content Developer]

Dr Michael Curran PhD, MBA, MPhil is an Associate Professor (Podiatry) and module leader for research methods in Podiatry at the University of Northampton.

One of the research methods modules taught over three years of the BSc Hons Podiatry course is inferential statistics.  Mike was keen to increase the blend of this material between face to face delivery and online activity, and this resulted in the Statistics Knowledge Check.  He has completed the cycle of transferring content online and students provided feedback using a survey included in the Statistics Knowledge Check.

Podiatry Statistics Knowledge Check


One of the Podiatry students noted:

“I found tackling the Knowledge Check in 4 separate stages hugely useful and much more manageable than being exposed to a larger test.  I found the separate stages less intimidating”.

Dr Curran reflected on the experience:

“It is interesting to me how to blend the concept of e packages with actual face to face teaching. I guess it is the future.

On reflection I think we have hit the middle ground of evaluation with no very favourable student comment, but equally no very unfavourable comment. Considering this is teaching statistics that is probably pretty good!!

My reason for doing this is to try and look at alternative ways of delivering a potentially dry subject, with ability for the students to reflect on the statistics at a future date.

I would consider repeating this approach for other areas of my teaching”.

To read the full blog article please click here.  Using an online Gamification approach to teaching inferential statistics

To find out how to use the Adaptive Release feature in NILE please click on the link here

Learn more from Blackboard Help click here


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The honest answer to this question is, ‘it depends’. A good NILE site will de different depending on your subject, mode of delivery, level of delivery, and various other factors. As you’d expect, as much as possible we like to avoid the idea that a one-size-fits-all approach is possible to learning design. However, what is sometimes useful when trying to come up with ideas for things to do in NILE is to look at what other people have been doing. To make this easier, we have collected together a few sites which we feel are quite interesting, and have made them available as self-enrol (and self-unenrol) NILE organisations.

If you’d like to have a look at any of these sites, just do the following:

1. Log in to NILE
2. Click on the ‘Sites and Organisations’ tab
3.  Search in the ‘Organisation Search’ box for either, LTC, SSAS, PSAS, CRIT101
4. Enrol on the site

Enrol CRIT101



Currently there are four NILE sites available as self-enrol organisations. These are:

Let’s Teach Computing (LTC)
Study Skills for Academic Success (SSAS)
Postgraduate Skills for Academic Success (PSAS)
Critical Thinking – A Practical Introduction (CRIT101)

If you’ve got a good NILE site and would like to make it available as a self-enrol organisation please get in touch with us at:

And finally, if you think that you’ve got a great NILE site, you might like to enter it for a Blackboard Exemplary Course Award:

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screenshotOne of the most important roles of a Learning Technologist is in mediating between users of technology and the technology itself, so providing technical support is a critical factor in the acceptance of technology by teachers and the satisfaction of students. It has a direct effect on perceived ease of use and usefulness (Sánchez et al, 2010).

Academic staff require a variety of levels of support, given that their approach to using a new VLE (or previously unused features of an existing one) will vary from trial-and-error experimentation to a desire for formal training. Support within a VLE usually consists of searchable alphabetic lists of help items or by categorising common activities, often consisting of text supplemented by video clips (either of these formats appears equally effective, so a combination of the two would seem the best approach). As technology acceptance seems to be positively related to the ease of completing a task (Rienties et al, 2014), improving access to support material should be a priority. There is little doubt that a good student experience is directly linked to the configuration and use of VLE tools, but there is a similar need to ensure that they are confident in the use of those tools too.

As maintainers of the VLE ‘container’, we need to be aware of the need for help and make it clearly available in a form that users can elicit appropriate material easily. Students react positively to relevant support information and their learning is enhanced, though they might not access it as regularly as we might think and may not wish to explore subsequent links to further resources. Operative instruction (“click this, then this”) would appear to be more effective than functional instruction (“you can use this tool to discuss topics with your peers”) for simple tasks, but the opposite is true of complex tasks. Help is more likely to be accessed when some prior knowledge of a task exists, so users new to a VLE must be a high priority to be directed towards it. Making material:

  • Context sensitive
  • Simple to understand
  • Of good quality (both text and multimedia)

appear to be significant to the value of help material (Aleven et al, 2003).

We have been aware of the shortcomings of access to our NILE help material for some time (even if the help resource itself is excellent). The lack of a search facility within Blackboard Learn had previously limited us to a set of thematic links for students and staff (these referenced a number of different resources, from single page PDF files to full-blown support sites) and an alphabetic listing of single issue topics. The former were perceived to be useful, but the latter proved difficult to both use and maintain. The relatively high number of dead links that remained unnoticed and unreported in the student help tab would seem to suggest that few of them were actively used. Indeed the access and use of individual help items was impossible to judge, though we had introduced basic analytics tracking to the staff and student help pages in September 2014.

For the 2015/16 academic year we have, therefore, completely changed access to help material by using a MyPad (EduBlog) site to act as an electronic index. As systems administrators we are able to use categories as a tool to cluster and filter individual blog posts into thematic groups and providing tagging filters that can modify those clusters and construct tailored help searches. Users can also directly access tagged items through the ‘most used tags’ word cloud.

While we have control over the thematic links, the standard search function that exists within Edublogs is very basic and produces results which are solely ranked upon recency. This does mean that we are required to identify important posts and manually adjust their date on a regular basis to ensure they are ranked most highly. The lack of any sophisticated parsing of a search query is a further problem – a natural language query is likely to result in no hits but one or two common words with return a high number of hits, again plagued by the poor ranking.

However, this may not be too much of a problem providing that the number of blog posts remains relatively small and it many respects this is desirable. We have seen examples of Edublogs based help systems which contain high volumes of disparate content (going well beyond the core VLE functions) that results in very poor search results. When our new help system was created, it used approximately 90 entries to re-create the thematic and item links in the old help pages and it will be our aim to keep the total number of active posts under 150. In this manner we should reduced the number of excessive search results while keeping the maintenance of entries manageable.

screenshotPerhaps the greatest advantage of the new help system is that we now have access to anonymous analytics to inform us about which items are being used and the flow of access to each item. We can also see the text used in search requests that fail, so for the first time we can add new posts or editing existing ones to achieve a ‘hit’ in the future. The range of these search requests can be surprising – within a week of the system being used we needed to add entries to capture searches for ‘timetables’ and ‘examination results’, a need we would have been totally oblivious to last year.

Despite the wide range of help requests, our aim is to keep its content tightly focused on NILE core and arranged technologies, signposting requests for which we are not the best contact point to the highest level of appropriate contact (such as the Student Help desk, IT Services or Skills Hub). Wherever possible, we avoid linking to specific pages on an external site content as links we have no control over have an unpleasant habit of changing. Our main exception has been Blackboard Learn’s online help, which benefits from a robust (and predictable) URL convention but has very confusing generic advice at its top level. To aid our maintenance, you will see that links are colour coded – Black for external Blackboard Help, Blue for other external resources and a ‘heart’ for material created or managed by LearnTech.

Post content is kept deliberately short and task oriented, uses additional ‘how to’ videos whenever possible and restates the issue using variety of different terms to improve search results. We have a significant amount of extra work to do though and intend to improve thematic (such as marking assignments and providing feedback) and task (‘How can I make a video?’) orientated access to related material progressively. LearnTech’s Iain Griffin has already produced a more specialist help site for PebblePad that provides an excellent model for these some of these application or task related mini-sites.

As of now, we see a very similar number of ‘hits’ on our help page to that of a year ago – we look forward to providing a more detailed report on facts and figures and progress in developing the site later in the year.



Aleven, Vincent, Stahl, Elmar, Schworm, Silke, Fischer, Frank, & Wallace, Raven. (2003). Help Seeking and Help Design in Interactive Learning Environments. Review of Educational Research, 73(3), 277-320.

Rienties, B., Giesbers, B., Lygo-Baker, S., Ma, H., & Rees, R. (2014). Why some teachers easily learn to use a new virtual learning environment: A technology acceptance perspective. Interactive Learning Environments, 1-14.

Sánchez, R. Arteaga, & Hueros, A. Duarte. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632-1640.

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