Posts by: robhowe
The LearnTech team have added a widget in the top right corner of the NILE screen to display the current time and date in the UK. This is to help overseas students to determine the correct deadlines to work to for online submission.
We have also added a box on the login page to notify users that the NILE and Turnitin services are (or are not) working normally. We will change the image to a red cross if there are any problems with either of the systems. At all other times a green tick will be displayed.
Released this week!
The new ‘My Library Account’ box embeds live library account information onto your NILE homepage. This information is updated in real time and will let you know what books you have borrowed, if you have any reservations waiting for collection and if you currently owe any fines. It will also let you link directly to your full Library account so that you can complete any further online transactions. We hope that this integration will help users keep up-to-date with their library borrowing and avoid any unnecessary fines or account problems.
Check it out next time you log into NILE.
A number of queries have been raised with the Learning Technologists about Grade Centre (GC) columns reverting to display a numeric value rather than UG/PG letter. This typically happens when a tutor changes the settings for the Turnitin (Tii) assignment after adjusting the Primary Display setting in the GC to display a letter instead of the numerical score. Turnitin have indicated that this is because of the way that Tii integrates with Blackboard (NILE) and as such the system is working properly. Tii have suggested that we submit a product enhancement request asking that if the GC primary display is changed to a letter then any subsequent changes to the Tii settings would not be overridden, which we have done. In the meantime …
- When setting up your Tii submission points, please think very carefully about what date you select for a post date. The University permits 4 working weeks from the submission date to the date when the feedback and grades should be released to students and we therefore recommend you choose your postdate accordingly.
- If you do have to change the post date for any reason, please remember that you will need to check your GC column settings and ensure that the column displays the appropriate letter rather than the numerical score.
- Don’t forget to ensure that the GC column is hidden from students until the post date (open the column menu in the GC, click Show/Hide to Users. Ensure the symbol indicating the column is hidden from students appears in the column header).
If you have any questions about this then please get in touch with the team.
On the 1st April the new module and programme / course NILE sites were created for the 2013/14 academic year.
These were based on the templates which have been discussed at the February and March University and School Student Experience Committees (SSECs).
As part of the preparations for populating the new NILE sites, module leaders are being contacted to provide details on any NILE sites which may be merged together to allow for easier administration. Support is also available to staff with regards to copying materials from previously used sites and setting up submission areas for students. A dedicated NILE Administrator is in post to assist with these tasks. Staff will still be required to be responsible for ensuring that material on the sites is current and correctly structured prior to their cohorts starting.
This case study describes using the NHS IT Skills pathway for teaching IT to Podiatry students
The main aim of this pilot was to evaluate the student experience of using an on line IT skills pathway either on campus or at home.
Full Case study detail (case study, PDF 151.5KB)
All Student Comments (case study, PDF 104.7KB)
This case study describes using Skype in undergraduate dissertation tutorials
The main aim of this pilot was to allow students attending a University based undergraduate degree course (BSc( Hons) Podiatry) the option of either face to face contact or the use of Skype for a tutorial on their undergraduate dissertation.
Full Case study detail (case study, PDF 496KB)
All Student Comments (case study, PDF 171KB)
This case study talks about a Wiki in NILE which was used to help podiatry students select their undergraduate dissertation project.
The main aims of this pilot were to see if there was a more efficient way to allocate dissertation topics.
“Easiest thing I have ever used ! Didn’t even have to think twice about how to use it” Student Comment
Full Case study detail (case study, PDF 495KB)
All Student Comments (case study, PDF 324KB)
Introduction and Overview
Transition Out (TO?) was a six month intensive investigation (Jan – June 2012) funded as part of the URB@N project looking at how students want to use (or are already using) technology which will assist as they look towards completing their course and moving into employment or other future opportunities. This could be any type of technology ranging from mobile devices, social networking and cloud services. Students may not realise that the activities they are doing will assist with their transitions – they might be actively collaborating with peers (Ellison et al, 2007), using time management or planning tools, or generally enhancing their skills and experience using a range of technology. The work builds from the LLIDA (JISC, 2009) and SLiDA (JISC, 2010) investigation of supporting learners in a digital age.
Key Results (n=214)
•Word processing (85%) and email (88%) are the most popular technologies to support students as they leave the institution.
•Students under the age of 30 are more likely to use technology than those over this age (sig < 0.05)
•Males are tending to use technology to find future opportunities more than females (sig <0.05)
•66% had suffered from a lack of knowledge / confidence with the use of technology, however 22% would not seek out resources supplied by the University to help them improve their skills
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5 Key Messages For Students
1.Lock down your Facebook and Twitter accounts! Employers will search for you, make sure they can only see what you want them to – privacy settings are a must!
2.Get into Social Media – Open a LinkedIn Account and professionalise your Facebook! This is the ‘new’ job search, and it works!
3.Use the support services whilst you are here, have a problem with psychometric testing or need help on time management / planning ? Go and see Careers
4.Consider which email address you use to contact employers – KittyKatLOL@me.com is not going to give the best first impression!
5.Make use of MyPad or alternative portfolio system! Employers want evidence of your experience, and this is a great way to document what you do, as you do it, to then include in your CV. If you go on a placement this is a tool which could help you to make the most of your experience.
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Conclusion
From the data which has been gathered so far, teams which support students (e.g. Careers and Library) will be able to refine their support, engagement and provision. Those involved in the development and running of courses will be provided with further guidance and support to consider how development of the digital literacy of the cohort will impact on their ability to gain future opportunities on leaving. Provision should be integrated into the student experience rather than being seen as a bolt-on.
Resource Links
PDF of presentation made at Employer Engagement in a Digital Age – 4th July 2012 (University of Greenwich)
References
Ellison, N. B., Steinfield, C., Lampe, C. (2007), The Benefits of Facebook “Friends:” Social Capital and College Students’ Use of Online Social Network Sites. Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00367.x/full [Accessed 30th March, 2012]
JISC (2009), Learning Literacies in a Digital Age [online]. Available from: http://www.jisc.ac.uk/whatwedo/projects/elearningllida.aspx [Accessed 30th March, 2012]
JISC (2009), Study of how UK FE and HE institutions are supporting effective learners in a digital age [online]. Available from: http://www.jisc.ac.uk/whatwedo/programmes/elearning/slida.aspx [Accessed 30th March, 2012]
Rossi, N. (2011), Social Networking: Professional standards and boundaries must be maintained when you are online. Available from: http://www.nmc-uk.org/Documents/NMC-Review/NMCReview_issue4.pdf Page 8. [Accessed 30th March, 2012].
Project Team:
Rob Howe and Penelope Stanton
Further details:
Following our successful bid to the Leadership Foundation, under the Changing the Learning Landscape scheme, Professor Megan Quentin-Baxter from Newcastle University visited Northampton on 17 January, where she held meeting with a range of colleagues interested in the Open Northampton project.
She delivered an introductory session on open educational resources (OER) and open educational practices (OEP), attended by 25 representatives from our staff and students.
As a result of consultation with various groups during the session, Megan collated some of the collective thoughts around what are some of the key terms with reference to OERs and OEPs; Some of the dreams and nightmares; and some of the enablers and barriers.
Megan will compile a structured plan to develop and enhance staff and students’ digital literacies in relation to open educational resources and associated practices, both as users and contributors.
Megan’s next visits will be a one-day workshop on OER and OEP to be held in MY120 (Avenue Campus) on 28 January, and then another one on 12 February at Sunley . We invite colleagues to consider attending these sessions. Please let Professor A Armellini (ale.armellini@northampton.ac.uk) know if you are attending so adequate catering arrangements can be made.
We look forward to working with you on Open Northampton.
The Open Northampton project aims to put the university on the global map of open educational resources (OER) and develop appropriate open practices in curriculum design and delivery. Approval by UET was obtained and work has begun on a number of fronts. A bid was secured from the Leadership Foundation, which will provide the university with consultancy time led by Professor Megan Quentin-Baxter of Newcastle University. Megan is well known in the field of OER. She and Tim Seale of the Open University will be running sessions on various aspects of open practices at Northampton. Their contribution will be valuable to get the Open Northampton project off the ground, and to raise awareness of OER across the university.
Sessions will be held on 17 and 28 January, 12 and 20 February, 5 and 20 March. We would very much encourage colleagues to participate in these sessions. For further details, please contact rob.howe@northampton.ac.uk or ale.armellini@northampton.ac.uk.
