Your Health and Safety when marking online
The Safety, Health and Environment Team in Infrastructure Services have provided updated guidance for all staff using a computer, laptop or mobile device for on-line marking.
Dissertation Marking
The guidance provided for dissertation marking in 2015 assumed a single submission point which students would submit assignments to. Tutors then had to copy assignments to a second submission point in order to complete the independent / blind double marking process. Whilst this worked for very small cohorts, it has been found that a more straightforward process for tutors is to get the students to just submit the same file twice to two different submission points. The guidance and documentation has now been updated to reflect this suggested modification.
Exempting Grades
When a member of staff suspects academic misconduct then the University policy is that the student’s grade is exempted (or suspended) pending the outcome of the investigation. During this time the student should not be able to access their provisional grade. Guidance on how to exempt a grade has been updated for NILE sites in the 15/16 academic year since it is not yet possible to add the ‘ZZ’ grade for these.
NILE sites in the 16/17 academic year will be updated to allow for the ‘ZZ’ grade to be added and procedures will be updated at that point.
George Dimmock talks about the ways in which Academic Librarians can support University of Northampton staff.
In this video Anne Misselbrook (Content Developer) talks about the software Xerte and its uses for creating online e-tivities.
Kate Swinton from the Centre for Achievement and Performance gives top tips on providing really effective feedback to students.
In this video Hannah Rose explains how to set up a new Aspire reading list.
In this video Ali talks about experiences with online peer observation as part of a teaching qualification for University of Northampton staff.
Emma Rose briefly outlines her experiments with Flipped Classroom techniques and what the benefits have been.
In this video James talks through the ways that he has changed his use of NILE to make learning more interactive and to ensure students are better prepared for class.
In this video Sylvie talks about how she has been changing the delivery of academic skills to develop the the level of integration between generic academic skills and subject specific skills. In addition, she explains the process of integrating blended approaches into CfAP’s (Centre for Achievement and Performance) delivery.
In this video Tanya and Claire talk about their work developing e-tivities for their education students in order to provide a pre-sessional activity and inter-sessional activity and a post-sessional activity for students. They share the strengths of the approach including flexibility and accessibility for the students, sharing of staff expertise and the things they have learnt about best practice.
