Last week I presented on the iNorthampton project, at the Blackboard User Conference in Durham. The theme for the conference was ‘openness’, which links with the key aims of the mobile project – to open up access to information, and opportunities for learning, in new contexts and spaces.
For this session, I focused on two key elements of openness – inclusion (that is, making learning and support available to the widest possible range of users), and making University data more accessible. You can view the slides from the session, titled ‘The University in your pocket’, on the LearnTech Slideshare pages.
Inclusion has been an important concern for the team from the very start of the project. Thanks to the mobile survey that ran last academic year (and is just closing for this year), we are already aware that not all students and staff have smartphones. We’re also aware that some users find using a mobile device challenging. The project team has a number of measures in place to try to address these issues where possible:
- All of the information in the app is available in other places, usually via the University website or NILE. This means that in most cases, the app is simply another option for accessing information, and although it may be a benefit for those who prefer to use smartphones, it is not a requirement for those that don’t. We have also tried to cover as many platforms as possible – there are versions of the app for iOS, Android and Blackberry, as well as a mobile web version for those with other types of phone.
- For users who have smartphones, and who prefer not to use their own data allowance, the University is continuing to extend wireless provision across the campus. The LearnTech team also has some mi-fi (mobile wi-fi) units that staff can borrow for field trips etc., although the coverage, bandwidth and speed of these are still quite limited.
- For specific learning and teaching projects, we have a small number of mobile devices available that staff can borrow, to allow those who don’t have smartphones to take part in planned activities.
- For users with additional needs, we still recommend to staff that they provide alternative options for any mobile learning activity. We are also working closely with the suppliers to test the apps for accessibility*.
- Training and support is available for any users on request.
The other important concern in opening access to University information was in surfacing information from a range of complex University systems, and presenting it in a coherent and user friendly way. To enable this, the project team included key staff from the web team, Marketing, Corporate Information Systems and the Library, as well as Student Services, the LearnTech team, and the Student Union (please note that some of these teams have changed post-PSR). If you would like more technical details about how the data is fed in to the app, please contact the team.
The project team will be getting together next week to start thinking about the next phase of iNorthampton. if you have any feedback you would like us to consider, please send it to the dedicated email address: mobilefeedback@northampton.ac.uk.
Thanks
Julie Usher
*Although there are no independent accessibility standards for native apps, there are some for mobile web apps, and the main platforms all publish their own accessibility guidelines for developers (see this blog post from Henny Swan for more links). With help from Student Services, we have tested the iOS app using VoiceOver (Apple’s built-in screen reading software), with some positive results, although the Android version is currently less readable. We are also working on improving the high contrast view of the app.
The iNorthampton app is developed by a US company. For more information about section 508 compliance and VPAT documentation, or if you’d like to contribute feedback or help us with testing, please contact the team.
For more general information on accessibility and web content, see the Accessible information page on the University website.
For more info on mobile accessibility, see the TechDis Mobile Learning for Inclusive Practice page.
Did you know that you can now change the order of the modules you are enrolled on in NILE?
By default, the courses and modules you’re enrolled on are listed alphabetically in the My Modules box on the front page of NILE. If you are enrolled on lots of courses, this list can sometimes get unmanageable. Now you can re-order the list, to show your most used sites at the top.
To do this, first click on the cog icon at the top right of the My Modules box:
Then click and hold the arrows on the left of a course name to drag it up or down in the list, and click Submit to save your changes:
We have recently discovered that some assistive technologies do not work well with Turnitin. Screen readers like JAWS work when non-standard settings are selected, but are hard to follow and navigate.
So, if you anticipate asking a student with additional needs to submit their work online, please contact the team for advice, at least two weeks before the first submission is due.
Many subjects in the School of Social Sciences are creating Welcome sites on NILE. They aim to provide information and ongoing help to prospective students considering studying at the University and to support new students in their first year of studies when they arrive.
Faith Tucker (SL- Geography) has provided some feedback from the Geography Welcome site which was made available to guests on NILE earlier this year.
Faith explains in her evaluation document the types of content they provided and which areas were accessed most by students. The most popular areas were “Study with us”; “Assignments”; “Teaching Staff”; “FAQs” and “Useful links”.
In total there were 1131 hits in September 2011 – most occurring between 14th and 20th September. This demonstrates how prospective students utilised the site to supplement their ongoing awareness of the Geography courses.
Direct Student feedback on the most useful areas include::
“the Welcome Week timetable and also getting acquainted with Blackboard before the start of the course”
“timetable, teaching staff, course/module information”
“the module information so I knew what to expect, and the tutors so I knew who was who”
The Geography department will continue to update and use the welcome module and are considering providing a link to the site to those attending Applicant Visit Days in the early part of 2011-12 to evaluate the level of success for students pre-entry.
This case study looks at how the School of Social Sciences Criminology Division used Hand Held Voting Units with a quiz to help improve interaction and engagement with students in the course Welcome Week activities.
It’s here – the University’s official iNorthampton app is now available to download from the Blackberry App World!
The new Blackberry version has much of the same functionality as it’s Android and iPhone counterparts – it allows you to check maps, search the staff directory, get updates on news and events, and more. And you can download it for free now – just search for ‘iNorthampton’ on the Blackberry App World.
Unfortunately we haven’t yet been able to include the library search in this version, due to differences in the way apps are built for the Blackberry platform. You’ll notice also that the iNorthampton app for Blackberry doesn’t include the mobile version of NILE, but the good news here is that mobile NILE is still available for Blackberry users. Simply download the separate Blackboard Mobile Learn app, which is also available free from the App World, and search for Northampton on the first screen.
The iNorthampton app is a work in progress and we’re always keen to hear your feedback. Help us to improve on future releases by adding your comments to this blog, or emailing them to us at: mobilefeedback@northampton.ac.uk.
During April 2011, the University received funding from the HEA to investigate the application of the QA toolkit to the current course development process (termed CAIeRO – Creating Aligned Interactive educational Resource Opportunities ).
The bid application and subsequent discussions quickly identified that there was a much greater role for quality processes within the CAIeRO sessions than previously utilised. More detailed discussion of the QA toolkit concluded that within the funded period, the project would focus on the pre- validation stage since this was not extensively addressed at that time. The outcomes of this work were presented at the QAQE conference on 14th June.
A project team was formed comprising of:
- Director of Learning and Teaching
- Head of Quality and Curriculum Services
- Deputy Director of Academic Services (Information Services)
- Principal Lecturer Learning and Teaching (Health)
- Head of Learning Technology
The team met at regular intervals to reflect on the toolkit and enhance the CAIeRO planning documentation. As a result of these discussions, it was noted that the formal validation process used by the institution and the CAIeRO process had similarities which would have meant academic staff having to address similar questions. Interestingly one academic noted that they saw the validation process as a paperwork quality exercise whereas they saw the CAIeRO event as an opportunity to apply a quality framework to real materials which would be used with students. This observation has led to further discussions with the quality team to develop a pre- validation CAIeRO event which will lead to the development of materials which will also satisfy the requirements of the later validation – hence reducing duplication.
The QA toolkit was useful to provoke discussions between teams who were each focusing on quality from different perspectives and allowed for the potential joining and simplification of eventual processes. The suggested prompts and then related links to projects which had addressed these issues were useful.
The team concluded that the QAQE E-Learning Toolkit allowed the University to develop, refine and enhance the institutional approach to quality, with a focus on the whole lifespan of the (re)development of programmes, making use of Open Educational Resources where applicable. The toolkit will particularly assist as the institution moves forward to increase and enhance its distance learning provision and review and develop its curricula.
The funded period proved to be an exciting period of reflection where it was found that we were not only enhancing the existing process but were able to also simplify the paperwork without compromising any of the quality frameworks. The institution is now in a further phase rollout to further investigate the impact of these changes.
During the start of the 2011 academic year, the Learning Technology team noticed an issue with staff and students receiving high numbers of old announcements from NILE. Whilst the problem was investigated, we took the decision to reduce the notification functionality.
We have been working with the supplier to investigate the problem in more detail and believe the problem is now solved and we have reactivated the full notification system.
Staff will now notice that when they post important announcements, they will see the ability to push these out to student’s email accounts again regardless of individual notification settings:
Tutors can use the announcements feature in modules on NILE to post important messages about a course or module (e.g. room changes, information on assignments etc.). Students will be able to see these announcements when logging into NILE. It is also possible to receive these via email, by making changes to personal notification settings.
Should staff or students wish to subscribe to these emails, they may need to modify their notification settings (by default most email notifications are set to ‘off’ to prevent unwanted emails being sent out to users). If you are not sure how to do this, please watch the video or follow the steps below:
To edit your preferences, go to the ‘My Places’ link at the top of any screen in NILE, and click on ‘Edit Notification Settings’. From here you have a few options:
- ‘Edit General Settings’ controls whether you receive individual emails, or a daily digest. There is also a shortcut to switch due date reminders on and off (please note these reminders depend on the tutor specifying a due date when an item is added in NILE)
- ‘Individual Module/Organisation Settings’ lets you choose what type of notifications you will receive for each module (e.g. new announcements, new content added, new message on blogs or discussion forums etc.)
- ‘Bulk Module Settings’ allows you to set your preferences for all of your modules at once.
For more details on the notification features in NILE, see the Notifications Dashboard guide.
If you notice large numbers of old announcements being sent to your email account then please email LTSupport@northampton.ac.uk with your username and details of the announcements which are being received.
Have you downloaded the University’s mobile app, or used the mobile web version? If so, we’d like to hear from you.
The app was created based on feedback to a staff and student survey that we ran last year. It’s based on what you told us you wanted, and we’d like to keep it that way as it develops. There are a number of ways you can have your say about what’s next for iNorthampton.
1. In person. Watch out for our mobile survey team, who will be around both campuses in the next few weeks, asking for your opinion.
2. Email us your comments: mobilefeedback@northampton.ac.uk.
3. Tweet your thoughts, using the #iNorthampton hashtag.
4. Come and be part of our video on 2nd and 3rd November. Email us on mobilefeedback@northampton.ac.uk if you are available for this and would like to take part.
Staff and students now have the technology available to record all or part of any presentation made as part of University activity.
Whilst the technology makes it easy to make the recordings, there are legal issues around these which control how they are used and promoted. The regulations for staff and students are different based on the fact that staff are employed by the institution. This guide (DOC, 40.5Kb) offers an insight into the differences in addition to a template form (DOC, 33Kb) which may be customised and adapted for staff and student’s own recording sessions.
Whilst the technology makes it easy to make the recordings, there are legal issues around these which control how they are used and promoted. The regulations for staff and students are different based on the fact that staff are employed by the institution. This guide (DOC, 40.5Kb) offers an insight into the differences in addition to a template form (DOC, 33Kb) which may be customised and adapted for staff and student’s own recording sessions.
