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.
Julie Usher left the team at the end of June 2012 and Adel Gordon subsequently moved into the role of supporting Science and Technology. Rob Farmer moved into the role of supporting Arts.
Belinda Green joined the team on 17th September as dedicated Learning Technologist for The School of Education (funded by the School). This is similar to Andy Stenhouse who is funded by The School of Health and is their dedicated Learning Technologist. Al Holloway maintains a central position with a supporting role for Education and Health – working with Belinda and Andy.
Rachel Maxwell joined the team on a part time (0.8) post on the 5th November and is picking up support for NBS from Adel Gordon.
We currently have a vacancy for Rob Davis’ post as he left on the 21st December. The interviews for this post will be held on 8th February and the successful person will pick up support for Social Sciences. This work is currently being distributed between current central team members.
From left to right (Rob Howe, Belinda Green, Rachel Maxwell, Andy Stenhouse, Rob Farmer, Adel Gordon)
Al Holloway was not available for the photo.
If staff wish to contact the Learning Technology Team please use ext 2696 or via email at LTSupport@northampton.ac.uk.
This blog posting has relevance for all iNorthampton users (Apple, Android and Blackberry)
iNorthampton has been updated on Apple devices to ensure that it is compatible with the iPhone 5 and IOS 6. This update has made a fundamental change to the way in which NILE is accessed through the app.
Following the update, when you click onto the springboard link for Bb NILE you will be directed to a second app called Blackboard Mobile Learn (if you do not already have this app then you will be prompted to download it). This is an updated version of the tool which was previously embedded in iNorthampton.
The benefits of using Blackboard Mobile Learn means that:
- NILE will format correctly on iPads
- There is an enhanced link to notifications and announcements on your device
- Ability for mobile formatted tests where appropriate
This change (in linking to Bb Mobile Learn) will be subsequently rolled out to Android users later in the year.
Changes to the way in which Blackberry users are supported
From April 30th, 2013 iNorthampton will cease to be supported as a Blackberry application. For more details on the reason for this – please see the Mobile Central Update. The advice for Blackberry users is to add a shortcut to iNorthampton from the home screen of your BlackBerry (add shortcut to home screen feature for Blackberry OS 6+). This will allow you to access Maps, Courses, News, Events, Library, Directory, Timetables and Get Help. In order to access NILE you should download Blackboard Mobile Learn for Blackberry
How do I add a shortcut to iNorthampton on BlackBerry?
- Visit m.northampton.ac.uk in your BlackBerry’s browser.
- From the BlackBerry Menu, select “Add to Homescreen”.
NILE is now 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.
In January 2012, a framework was produced which covers the minimum standards which are expected on a NILE site. This was taken to University SEC on 1st March, 2012 and subsequently used as the basis for the new NILE templates which were developed for the 2012/13 academic year. As indicated by the communication sent out on 11th September, 2012, NILE sites will be reviewed against the checklist in the first instance to identify the range of content available to students.
The review, based on a series of standard questions, will feedback information to the module leaders regarding content which should be added to the site along with any action which is required to remove old material; duplicated menu buttons; or other items which may cause confusion to students.
The outputs of the review of NILE sites will be used to inform further planning regarding the use of modules guides and whether they are still required.
Initially the quality team will focus on a sample of modules from each School in discussion with the associate deans. However it is anticipated that all sites will eventually be checked. If there are any items which need clarification (such as which site is currently being used) then tutors may be contacted. A 5 minute rule has been implemented in that if material is not found within 5 minutes of looking for it then it will be classed as not present on the site.
This review will ensure that sites are meeting the foundation level of quality in the first instance. Further discussions are in progress to refine the content required to meet higher levels of standard.
The developmental work around the quality of NILE sites will enable the University to ‘develop systematic approaches to the use of the virtual learning environment across the University in the interests of parity of student learning opportunities’, a recommendation from the last QAA Institutional Audit in June 2009.
Should you require further information on this work then please contact either Lee Jones (x3001) or Rob Howe (x2483)
