NILE Guides homepage
Since last summer Learning Technology has been hard at work to improve the online help we provide to staff and students who use NILE. The simple A-Z list of software provided, while helpful for some, wasn’t offering the best level of support.
Therefore, last September we launched NILE FAQs as a search-based solution to everyday problems. Trouble with grade centre? Simply type into the search box and we’ll present back all the most common questions we’re asked – along with, of course, the solution.
Now, to build on this, we’re pleased to release NILE Guides.
We’re aware searching for help is useful – if you know what the software does. But what if you only know what you want to do, and haven’t a clue which software is best suited for the job?
So we set about creating a new approach to guide you through NILE.
Start with what you want to do in mind (the task) and we’ll guide you – via a series of light-touch prompts – to the best tool for the job with three broad topics to choose from:
- communication
- content
- assessment
Within each, we’ve developed likely scenarios and provide recommended tools and workflows for each.
Where the software is used in the ‘regular’ way, we’ve linked directly to the supplier’s own help website. This way we can ensure you’re always provided with accurate and up-to-date guidance – provided the link doesn’t change!
Where the software is tailored for University, School or team workflows, we’ve provided our own set of guides to accompany the suppliers, to add further context.
NILE Guide is still in development and currently only available for staff. We’d like you to give it a try and provide feedback. A student section is being prepared and due for release later in the year.
- Case Study
Karen Brasher
Karen Brasher, a Lecturer in the School of Health, praises the Xerte software tool which can be used to create online content.
“I undertook a one-to-one session with Anne on how to use Xerte, with a view to making an on-line workbook. However, the training coupled with the comprehensive user guide, enabled me to explore a variety of ways to make my module resources accessible.
I have been using Xerte to produce materials for 2 of my modules. Xerte has enabled me to provide factual information in advance of taught sessions in a variety of different ways, including interactive activities, video clips and games. The resources I have produced are such that they can also be used as revision tools by the students.
Xerte
Xerte has meant that I can build on the work that the students have completed independently, and focus more on application and problem-solving in workshops. I have also devised a taster session and worked again with Anne on how to link this to the Foundation Degree in Health and Social Care website. The aim of the Xerte session produced is to give potential applicants an idea of the content and how we teach on the Foundation degree. It also provides an overview of some of the careers that someone with a Health and Social Care degree can do. I have thoroughly enjoyed using Xerte and have found it a very straightforward tool to use. I have felt supported by Anne, who has answered all my queries and as a result my Xerte journey has yielded some very professional looking results”.
This article is provided with thanks from Karen Brasher.
A quick Xerte guide is available here.
If you would like to book a place on a Xerte training session please contact Anne Misselbrook directly by email. Email: anne.misselbrook@northampton.ac.uk
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.
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.
(left to right) Roy Wallace collecting his award from Rob Howe (Head of Learning Technology)
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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
Final year student Hannah McTaggart showed her appreciation for the technology support which had been provided by Learning Technologist (Education), Belinda Green and presented her with a box of chocolates. Belinda looked forward to sharing them with the rest of her team!
(left to right) Belinda Green and Hannah McTaggart
During 2016, we have welcomed three new staff to the Learning Technology Team and saw one change.
Vicky Brown – Learning Technology Manager
Craig Ball – Project Development Officer (NBS)
Tim Guyett – Learning Technologist (Social Sciences) – Tim was previously the Learning Support Analyst.
Sharon Song – Learning Support Analyst
(left to right) Vicky Brown, Craig Ball and Tim Guyett
Sharon Song
Vicky, Sharon and Tim are based in the Learning Technology Office within Park Library. Craig is based in Cottesbrooke.
At the end of the second day of CAIeRO, we hope you will feel like you’ve achieved a lot! But we know from experience that you will probably also feel like you have a lot still to do. This is why the last two stages of the CAIeRO process are important.
Action planning
While all your ideas are fresh in your minds (and ideally while all your team are still together in the room), it’s a good idea to agree on an action plan for the work you didn’t manage to do during the CAIeRO. This might include completing the learning activities for the modules you’ve been working on, reviewing and aligning other modules on the programme, completing quality assurance processes such as change of approval, and further training or development for you and your team. If you have a deadline to complete the work, like a planned start date for a new course or module, start from there and work backwards to determine when you need to complete each step. It’s important to lay out all the steps you need to take, and to put dates and names against them so that you don’t lose momentum. Identify ‘owners’ for each task but also anyone who can help – there will always be other work to do, but shared deadlines can help to make sure you fit in what you’ve agreed to do.
At this point, while you have diaries to hand, you should schedule a follow up meeting to review progress. This will allow you to keep each other on track and keep the modules closely aligned, and it will also allow you to adjust if any changes come up in the meantime. Remember your Learning Designer and Learning Technologist are there to help you throughout the whole journey of design into delivery, and they will be keen to get feedback on what has (and has not) worked well for you and your team, as well as what works well with the students when you start to deliver the module(s). This helps us to get a clear idea of how much work is still to be done, and to schedule support accordingly, but also to shape our support and guidance for future CAIeROs.
Reflecting on CAIeRO
We hope that the CAIeRO process will help you build your course design skills, as well as building a better module. At each stage of the CAIeRO, your learning designer will try to make explicit the principles informing each task, and help you think about how to transfer the work you’re doing to other areas. If you have time at the end of the CAIeRO workshop, you might allow 15 minutes or so for reflection, and try to capture the discussions you’ve had and the reasons behind the changes and choices you’ve made. This will not only be useful when you come to deliver the module, but also when you are thinking about your own professional development as an educator.
UKPSF - click to enlarge
We’d love to hear your reflections on the CAIeRO process, and any feedback that might help us improve. If you’d like to tell us about it, drop us an email at LD@northampton.ac.uk.
This is one in a series of posts about the CAIeRO process. To see the full list, go the original post: De-mystifying the CAIeRO.
Need a CAIeRO? Email the Learning Design team at LD@northampton.ac.uk.
Stage 3 of the CAIeRO process usually begins at the start of the second day. By this stage you should have your blueprint and storyboard finalised, and a clear vision of your new module design(s). The next step is to start making your ideas more concrete, by creating the learning and teaching activities that will support students to reach the learning outcomes.
On your storyboard, you will have a number of placeholders along the learning journey where students need to learn particular things. Pick one of these to start with, and think about what kind of learning activities might help the students to get to grips with it. Is it a new concept or skill, where they will need some initial information or a demonstration from you (or someone else) to get started? Is it a complex idea or skill they will need some time to explore? Is there an opportunity to let them apply it, through experimentation or practice? Is it an area where they might benefit from sharing knowledge or experience, or being exposed to different perspectives through debate? You might find the Hybrid Learning Model cards helpful here, as they list verbs describing what the tutor and the student can do to support different types of learning.
Creating learning activities
This section of the workshop is sometimes thought of as the ‘e-tivity bit’, but it’s important not to think too much about the technology to start with. Think about the type of activity you think would work best. If you or your colleagues have taught that subject before, what worked well? Once you know what you’d like the students to be doing, then think about the context – is this something that needs to happen in the classroom or outside? Technology can add possibilities and allow us to design learning experiences that weren’t possible in the past – think about linking up live with an expert in the field, or providing your students with world-class open educational resources. It’s also important to make sure that your students are exposed to digital learning practices, and develop the skills they will need to keep learning beyond their degree. But online is not always the best mode for every activity, so if you have face to face time with your students, make sure you use it wisely!
To help you figure out the best context for each activity, it’s important to be aware of the strengths and weaknesses of the tools available to you. Your Learning Technologist can help you with this, and you may also be able to get advice from your colleagues on their experiences. Don’t be afraid to talk about things that haven’t worked well – it may be that there are new tools or skills that could help you tweak that activity so that it works better next time, and part of the aim of the CAIeRO is to develop your skills as well as your module!
E-tivity template - click to enlarge
The reality check
Once you have some learning activities created in NILE, it’s time to take a break while your reality checkers look them over. Reality checkers will ideally be students, but can also be colleagues, externals, anyone who has not been involved in the design of the module so far. Remember too that they don’t have to be in the room, they just need to be able to access the learning environment! The purpose of this stage of the workshop is to get an objective view of what you have created, and to provide constructive feedback to help you improve it. It’s important that you resist the urge to ‘help’ or ‘explain’ things to your reality checkers – remember when your real students come to this activity, they may not be able to call you and ask for clarification! Ideally your activity should stand by itself, with clear instructions allowing anyone who hasn’t seen it before to understand the purpose and how to complete it.
Your reality checkers will complete a feedback form that you can refer back to afterwards. You may also want to ask them to run through their thoughts on the activities, to get some more detail (if they are not in the room you could do this using Collaborate or Skype).
Review and adjust
Once your reality checkers have left, it’s a good idea to take a short amount of time to do some adjustments based on their feedback, while it’s fresh in your mind. Then you’re almost done!
This is one in a series of posts about the CAIeRO process. To see the full list, go the original post: De-mystifying the CAIeRO.
Need a CAIeRO? Email the Learning Design team at LD@northampton.ac.uk.
Jane Mills, Senior Lecturer for Fashion at the University of Northampton and BA (Hons) Fashion, Textiles for Fashion, and Footwear and Accessories students, Bregha, Gemma, Louise and Upasna discuss their use of the Trello App to support their group work projects.
As part of the recent S.H.E.D. roadshow, we invited teaching staff to share their successful practice. The example below could be a useful approach for anyone looking to encourage their students to research and understand their subject, and to share that understanding with their peers.
In a third year module on Biodiversity and Conservation, Professor Jeff Ollerton asks his students to engage with a range of scientific writing published around the subject. This includes articles from peer-reviewed journals, UK Parliamentary briefings, scientific journalism, and more. In this part of the module, students are initially provided with recommended articles, and asked to read them critically, attending to the aims, message and methods, and considering whether the conclusions are justified. They then discuss their views in class, where their contributions are assessed using a rubric that is made available to all students in advance. The students are then asked to identify a paper of their choice and deliver a 5 minute verbal presentation to the class. The grade for this is combined with the contribution grade to make up 30% of the total module grade (other parts of the module are assessed using a report and a group debate).
These tasks not only help to ensure that students engage with research and develop their understanding, but they also build confidence and presentation skills. The attached Assessment Brief gives more detail about the assessment structure.
