Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife

By edwardwhite Comment Closed

Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School of Systems Engineering; Professor Alison Black, School of Arts and Communication Design; Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science
a.l.mauchline@reading.ac.uk

Year of activity: 2013-14

Overview
KiteSite
A mobile app was developed for the collection of field data, supporting the activities of the Whiteknights Biodiversity Blog, and providing a central database for students and staff to monitor long-term changes in the local environment on the University of Reading’s Whiteknights campus.

Objectives

  • To develop an app, suitable for use with Android and iOS devices, that was user friendly and had strong branding and identity.
  • To build a community of users for the app that would utilise and enjoy the app for biodiversity monitoring objectives.
  • To create the app as a tool that would support the teaching of biodiversity in a range of modules across several schools.
  • To create an app that could support the work of the Whiteknights Biodiversity Blog in monitoring long-term changes in the local environment of Whiteknights campus, including the University of Reading Phenological Monitoring Network (UoRPMN).

Context

The project to develop the app, which was named KiteSite, grew from Dr Mauchline’s involvement in Enhancing Fieldwork Learning, a Higher Education Academy funded project that sought to promote the use of technology in order to improve student learning in the conduct of fieldwork.

The need for the app grew out of the success of the Whiteknights Biodiversity blog. Since being established in June 2011, the blog generated increasing interest, and coordinated multiple records on biodiversity, including a growing phonological dataset, the UoRPMN. The app was conceived of as a field recording tool that would support the work of the blog in monitoring long-term changes in the local environment of Whiteknights campus. Crowd-sourcing data in the manner that such an app would allow will provide researchers with access to data on more species, over a greater area and period of time, than they may be able to collect themselves.

Implementation

First, a scoping study and literature review were conducted in order to identify existing apps, software and online resources that could be utilised.  Concurrently, six student champions, drawn from five schools across the University, interviewed staff members within their schools in order to establish the teaching needs that could be met by the development of the app.

As a result of these findings, a ‘HackDay’ event was held in December 2013 in order to decide upon the requirements for the basic functions of the app.  EpiCollect was chosen as an open source, generic, data collection tool that could be modified but already provided the functionality of sending geotagged data forms and photos to a central project website from mobile devices. The student champions modified EpiCollect to produce a prototype app, which was then tested by user-groups and refined by agile development.

In order to test the app, a mock species identification session was run, followed by field data collection using the app.  This and further data collection and feedback allowed the app to be refined and the database to be developed and enhanced.

In anticipation of the launch of the app, which was named KiteSite, a website and social media profile were set up, while promotional materials were printed and disseminated.

Ultimately the app was launched in June 2014, and a launch event was held, attracting a number of teaching and learning staff who expressed interest in using the app in their teaching and learning.

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Impact

The project successfully created the KiteSite app that is currently being used by a small community for the monitoring of biodiversity on the University of Reading’s Whiteknights campus, and supporting the University of Reading Phenological Monitoring Network dataset.

Reflection

Those involved in the project felt that they benefited from working as part of a multi-disciplinary team, as they developed their skills in effective communication and learnt to avoid the use of subject specific jargon.  Given that team members also had other commitments besides the project, it was sometimes difficult for them to balance their workload.

While it was not possible to create a dedicated iOS app, as had originally been planned, a functioning equivalent within the existing EpiCollect app that operates on iOS was created.

The appointment of student champions was valuable, as by having the project led by the principle end-users, they were provided with the opportunity to shape how the final project could be used and developed most effectively for their needs. The student champions took the lead on developing the website for the app, and one of the student champions drafted the reflective paper that was then published in the Journal of Educational Innovation, Partnership and Change.

Follow up

The project team continue to seek further uses for the KiteSite app. While it is used in teaching, the current objective is to engage with student societies that might make use of the app, such as BirdSoc, an ornithology student society.

Other universities have expressed interest in the project, and are looking to set up similar resources mirroring KiteSite.

Links

From a traditional classroom to a flipped classroom

By edwardwhite Comment Closed

Dr Karsten O. Lundqvist, School of Systems Engineering
k.o.lundqvist@reading.ac.uk
Year(s) of activity: 2013-14

Overview

6477A flipped classroom approach was trialed for the Part Two Java module (SE2JA11) taught in the School of Systems Engineering. 

Objectives

  • Encourage students on the module to become deep-level learners, as they analyse, evaluate and create, rather than simply remembering and understanding.
  • Introduce a flexible teaching and learning style that students will find enjoyable.
  • Introduce flexibility that allows students to manage their time in a better way, giving them more opportunities to study the materials in a deeper manner.
  • Improve attendance and engagement with practicals.

Implementation

In the summer of 2013 videos were created for the module.  New slides to present the content were designed, with the fonts improved to make them easier to read on a computer screen.  While the content was based on that of the old slides that were available to students, practical screencasts were introduced in the video, whereby the students can see how the code behaves and how they are supposed to develop it practically.  Some slides were altered so that they presented difficult concepts in more easily understood ways, such as through use of analogies to the restaurant business and the automobile industry.

Feedback and feedforward videos were introduced to explain the progress through the course.  One of the feedforward videos was used to make the students aware of the object-orient programming (OOP) nature of the code, and that the weekly practicals would be building upon previous material.  Students were told that they could use the weekly practicals as a gauge to measure if they had problems with OOP, and should ask the teaching staff for help.

The videos were created using Camtasia, an tool for creating videos and screencasts from webcams and computer screens.  The software suite also has simple post-production tools, which allowed zooming to ensure that the small text of development environments could be viewed easily.  These videos were then embedded as items on the Blackboard Virtual Learning Environment.  Uploading the videos to a streaming service external to the University was considered, but was decided against in order to create a classroom feeling to the videos.

The flipped classroom method generally recommends that videos be simply bite-sized chunks of around 4 to 6 minutes long.  Several of the videos created for the module, however, were over 1 hour long, as a result of the amount of material that needed too be covered, the adherence to the lecturing paradigm, and the lack of time available to transform the material as much as would have been necessary in order to make 6 to 20 minute videos.

Impact

To obtain feedback from the students, two voluntary bespoke surveys were shared with the students, one available in weeks 2-3 of the Autumn Term, and one available in week 1 of the Spring Term. The first survey showed that 84% of students preferred videos over lectures, and that only 4% of students did not expect to watch the videos more than once. In the second survey, 100% of students now preferred videos to lectures, and 100% expected to watch the videos more than once.

Reflections

Flipping the classroom has been of great benefit. As the act of flipping cannot just be a case of replicating old teaching methods digitally, it promotes reflection on course content and teaching methods, and requires thorough planning. The initial investment pays off in the long term as the teaching materials produced can be reused, not only from year to year, but between different modules that have some overlapping content. While the creation of teaching materials may consume more time than the traditional delivery of content, it is flexible as it can be done when time allows, and does not require being present at an appointed time and location.

Despite concerns about the length of the videos, on the whole students expressed satisfaction about this.  The general response was that students expected the videos to be long, as they were replacing 2 hour lectures, and therefore students would feel cheated if the videos were not long and with a lot of content.  While it was agreed that students might benefit from having chapters within the videos to make them easier to search, none wanted the videos to be shorter.

In order to improve how the module is taught using the flipped classroom model in the future, the following recommendations were made:

  • Include a more self-regulated learning approach to the coursework, allowing students more flexibility over the weeks, and removing some of the summative pressures that might induce surface-level learning.
  • Change the module so that 100% of assessment is carried out through coursework. This should make students focus more on the practical work throughout the year, and help them focus more on the relevant material and learning it in a deeper way.
  • Introduce a level of self-regulated learning to the practicals, by introducing a logbook instead of weekly sign-off sheets. Students will need a number of signatures in their logbook to get 10% of their practical marks. The signatures will be given after a short formative discussion of progress provifnng useful feedback and suggestions of further work.

Follow up

The flipped classroom approach continues to be used for the teaching of SE2JA11, and has now been introduced for other modules within the School of Systems Engineering. In particular, videos on general coding theory are able to be utilised within many modules. Dr Lundqvist was able to draw upon the experience of flipping the classroom when creating the Open Online Course Begin Programming: Build Your First Mobile Game.

The recommendations generated by the pilot year have been carried out, with the exception of the introduction of a logbook, which proved impractical. While students still complete weekly sign-off sheets, the sheets are now 50% questions on the video, to ensure that students have viewed the videos and retained the information, and 50% questions on progress in their own learning, with the intention that students will reflect upon their own learning, and staff will be aware of students who are having difficulties.

Integrating Facebook into team-based learning

By edwardwhite Comment Closed

Dr Christopher Voisey, Henley Business School
c.j.voisey@reading.ac.uk
Year of activity: 2014/15

Overview

11331The core Part Two undergraduate module, International Business Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of Facebook effective and enjoyable, and students felt fully engaged.

Objectives

  • Increase student engagement with team-based learning.
  • Integrate Facebook into module delivery.

Context

Team-based learning forms a core part of the Part Two module MM272; approximately 150 students are enrolled on this module. Yet inter-team discussions within the team-based learning context were limited to and by the classroom. Team-based learning for modules with larger student cohorts is an especially promising context in which Facebook may enhance learning outcomes. A recent project at the University of Reading had evaluated Blackboard Learn and email as being confusing and dated to students for the purposes of sharing, and that Facebook provided a more flexible and familiar platform. As a two-sided network in which posters and readers provide each other with network benefits through interactions, Facebook complements team-based learning by allowing for posting of key team arguments online, and for multiple rounds of comments and responses – dynamic interactions that strengthen learning.

Implementation

First, a closed course Facebook group was created, students were divided into teams, and six Facebook-enabled tasks were designed. These tasks were to vote for module coursework mark allocation across assessment areas, to submit case-based assignments by in-class posting onto dedicated Facebook events (with tagging of other teams for comment), to appeal multiple choice questions, to post analyses of current business topics, for the module convenor to provide assignment-feedback (but not marks), and to post a Q&A and documents for download.

Impact

Facebook enabled development of norms of ‘professional informality’; barriers were lowered and there was greater tacit understanding of the subject, with higher learning outcomes as evidenced from exams. Facebook was inclusive, and gave a ‘voice’ to students who might be more reticent in class discussion. Class time was not monopolised by one speaker, but all voices were provided an audience through postings and comments online.

Reflections

Facebook has afforded advantages understood from a social constructivist perspective on learning – learning emerges from social activity. Students observed each other, their postings, and this shaped their behaviours, leading to the development of norms in interacting, and increasing the level of scholarship in assignments, consistent with social learning theory. Socially, the boundary between personal and professional becomes blurred.

The online studio: using Technology Enhanced Learning to support independent learning

By edwardwhite Comment Closed

Dr Jeanne-Louise Moys, School of Arts and Communication Design
j.l.moys@reading.ac.uk
Year of activity: 2014–15

Overview

Typoresources-1-3The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning.  As a result, staff and students within the Department of Typography & Graphic Communication were able to gain a better understanding of students’ preferences and needs, with regards online resources.

Objectives

  • Identify what kind of resources students prefer and what kind of interaction they should support.
  • Develop a prototype that responds to these needs.
  • Test the prototype and refine it further.

Context

Typography students engage in a great deal of independent learning. This includes a significant amount of online research that students conduct in relation to their studies. The Department wanted to find ways to support this and extend it through Technology Enhanced Learning.

Implementation

First, tutors and students took part in collaborative brainstorming workshops, in which the main issues which the project sought to address were discussed. These workshops fed into the creation of a short questionnaire, which the student project leaders used to elicit feedback from their peers about their preferences and common methods of working and communication both among themselves and with staff. The findings of the questionnaire, which was completed by 25 students, reinforced the need for a new online resource interface and allowed the creation of a focused design brief to guide the development of the prototype.

As a result of the questionnaire feedback, the prototype prioritised ease of navigation, as respondents had indicated that they wanted the resource to allow them to browse well-structured categories, and also to make searches for specific resources.

Following the development of the prototype, a series of semi-structured interviews with staff and students was conducted, to gain feedback on the resource, with this feedback being used to refine the prototype.  For example, feedback indicated that students wanted to be able to search for resources thematically rather than necessarily be limited to a structure that reflected the structure of particular modules taught within the Department.

Impact

The project has enabled staff within the Department of Typography & Graphic Communication to improve their understanding of students’ preferences and needs and the ways in which they engage with online learning resources. This forms a useful foundation that can inform the ways in which we continue to support teaching and learning. The prototype that has been developed is an excellent starting point, and has received positive feedback from both students and staff.

Reflections

Given the positive feedback of students and staff, there is a strong desire within the Department to continue to explore ways of implementing the resource to benefit students for the long term. Two Study Abroad students continued to work on developing and testing materials for the proposed resource over the summer. The project is on-going, although resourcing it sufficiently continues to be a challenge.

One of the main difficulties faced during the project was timing. As a result, the opportunity to use the full budget was missed, and a number of the resources that were originally envisaged could not be utilised within the time available.

The success of the project is fully attributable to the efforts of the three students who worked on it. As the project was student-led, this allowed the project to respond directly to the challenges that students face. The student team benefited from their involvement in the project as they gained experience of conducting end-user research, and using this research to iteratively design and develop a prototype, as well as developing skills such as the ability to work effectively within a team, and written and verbal communication within a number of different contexts.

Links

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience

By edwardwhite Comment Closed

Professor Jane Setter, School of Literature and Languages
j.e.setter@reading.ac.uk
Year of activity: 2014-15

Overview

12759 (1)Students and staff worked together during 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, useful and relevant to 21st Century undergraduate students. The project sought, among other things, to address the University Board for Teaching and Learning Enhancement Priority to evolve our approaches to teaching and learning, with a specific focus on using Technology Enhanced Learning in class and in assessment.

Objectives

  • An improved module following input from students which addresses their needs more closely in the development of the study of our discipline and transition to Higher Education.
  • Better use of Technology Enhanced Learning elements in content, delivery and assessment.
  • Enhanced use of the formative assignment English Language and Applied Linguistics students are asked to prepare, and of the feedback given.
  • The development of good practice which can be shared across our modules and with others in the University and across the sector.

Context

The module convenor had produced a new compulsory module for 2014-15 which addressed many of the issues arising for students in the first year of study, such as general transition to Higher Education; how to do tertiary-level academic writing; how to use and get the best out of tools such as Turnitin; how to present yourself effectively online with a jobs-market orientation; how to do assessments using Technology Enhanced Learning approaches, such as blogging and short videos. Student involvement in the development of the module was desired to make it particularly relevant and useful to them.

Implementation

Students taking the module were recruited during the Autumn term 2014-15 to be leaders and participants in the development of the module; four came forward. PLanT funding was applied for and received. Subsequently, focus groups were held at four points during the year between students and staff to review module content and suggest ways to develop it. Finally, with the agreement of the students, a new weekly schedule for the module (which runs in the Autumn and Spring terms) was drawn up.

Specifically, students asked for more concise and focussed input on transitions to Higher Education and online presence, including a specific session on building a LinkedIn profile, a more hands-on approach to library skills training, input from students at Parts Two and Three, and sessions from Student Counselling and Wellbeing.

Impact

Students and staff involved felt that the outcomes had been very positive. Students valued having the chance to develop a new module, and staff enjoyed working with students, finding out what they already knew and what needed further development, and understanding their viewpoint on their needs as new entrants to Higher Education in the UK. The real test for the module, however, will be the revised module running in the 2015-16 academic year, during which data will be collected from the new cohort using module evaluation forms to compare with last year’s evaluations and see whether student satisfaction has improved.

We were delighted that students had no issues with the Technology Enhanced Learning elements in the module content or assessment. In fact, they thought they were very useful and well-integrated.

An unexpected outcome has been the Director of English Language and Applied Linguistics’ Postgraduate taught programmes’ interest in the module to see whether it could be adapted for MA students.

Reflections

The activity was made successful by the involvement of students in developing this module. Teaching and Learning Dean Dr David Carter had commented that it seemed like a very well-designed module; the decision about how to develop the module could have been made by an individual based solely on student feedback questionnaires, but it seemed much better to have the hands-on involvement of students, as the module is aimed at supporting students through Part One. Their involvement enabled students to have input into their degree which resulted in real change, to see first-hand the issues involved in module development, and also to appreciate the Department’s attention to teaching, learning, the development of transferable skills, and supporting students to get the best from their university study and beyond.

Teaching the Digital Text: Literature and the New Technologies

By edwardwhite Comment Closed

Professor Michelle O’Callaghan, School of Literature and Languages
m.f.ocallaghan@reading.ac.uk

Overview

12754The project ‘Teaching the Digital Text: Literature and the New Technologies’ employed two undergraduate research assistants to help in the design of a Part Three module that aims to introduce students to current research in the digital humanities and teach practical digital skills. Resulting from the project, a workshop was held, led by experts in the field, and a module was developed that will first run during the 2015/16 academic year.

Objectives

  • To work in collaboration with students to design a new Part Three module.
  • To identify topics and tasks to include on the module.
  • To experiment with open source software.
  • To explore different modes of teaching and assessment.

Context

Digital Humanities is an emerging field that brings together studies in the humanities with information technology and raises pressing methodological questions. Given the project leader’s own involvement in digital editing and database projects, the aim was to involve students in developing a module that explores how literary studies is engaging with these new technologies.

Implementation

The aim of the project was to develop a Part Three module in collaboration with undergraduate research assistants, who were selected through a formal application process. Over a twelve week period, the team worked together on a pilot of the proposed module. Through a process of discussion, the team put together a bibliography of the critical material, developed and trialled tasks and assignments, debated suitable modes of assessment, and explored the resources available. During this twelve week period, the project leader met with the IT Business Partner of the Faculty of Arts, Humanities and Social Science to discuss the IT requirements for the module.

At the end of the pilot, a workshop, ‘Teaching Digital Humanities’, was held, led by invited speakers from the University of Oxford, Bath Spa University, and the University of Winchester, who currently run successful modules in this area on undergraduate and postgraduate programmes, as well as Dr Matthew Nicholls from the University of Reading’s School of Humanities, who spoke on ‘Digital modelling in teaching and learning’.

Impact

This pilot project culminated in the successful design of a Part Three module, ‘The Digital Text: Literature and the New Technologies’, which will run in Spring Term during the 2015/16 academic year. The workshop held as part of the project was especially productive. It brought together a range of colleagues from within the University of Reading – academics, librarians, and those in IT – and from other universities, who shared their expertise and experiences of working within the field of digital humanities and the broader issues the new technologies raise for the study of humanities.

Reflections

The most successful aspect of the project was the opportunity that it provided to design a module in collaboration with undergraduate students. This student-led approach to module design is particularly appropriate in this instance because digital humanities is a field that combines theory and practice, and so provides students with the opportunity to apply their learning through using digital tools and creating their own digital outputs. At a very practical level, collaborating with students on module design is invaluable for identifying what are the most effective and engaging modes of delivery and assessment. It is very stimulating to discuss with students pedagogic issues, not only at the practical level of what works in the classroom and what does not, but also how to engage students in thinking about wider conceptual and theoretical issues.

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability

By edwardwhite Comment Closed

Dr Clare Wright, School of Literature and Languages
c.e.m.wright@reading.ac.uk
Year(s) of activity: 2014-15

Overview

12758This project aimed to build student expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students’ development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the Employability and Professional Track staff at School level, the Generating Resources and Access to Screencapture Software (GRASS) team and the central TEL team.

Objectives

  • Revise the module delivery to enhance student autonomy and academic development.
  • Improve preparation for and engagement with team- or task-based work in seminars
  • Improve the use of TEL in class and the related skills development of both staff and students.
  • Build up student employability in teaching-related expertise by leading a team- or task-based teaching approach in seminars.

Context

Core Issues in English Language Teaching for Part Two and Three students aims to build awareness of professional language teaching practices in international settings, and has approximately 35 students. Students enrolled on the module learn about different language teaching approaches, including task-based learning, team-based teaching, and TEL. This project responded to student demand for clearer training to manage task-based approaches to learning, greater engagement in seminars including international students, and greater skill-development of TEL.

Implementation

Two Part Three students and two international students conducted this project, alongside the module leader, with the Employability and Professional Track staff at School level, the GRASS team and the central TEL team.

The project team worked through revisions to the existing module guide, held a student focus group to discuss possible changes with students across the university, attended tailored training sessions with GRASS and TEL team members, implemented their training by using various TEL products (such as Camtasia and Powtoon), prepared presentations for a University of Reading TEL Showcase organised by the Centre for Quality Support and Development (CQSD) and Reading University Students’ Union (RUSU), and wrote a final blog entry on the project. The project leader, Clare Wright, was awarded an inaugural national Jisc Change Leader Award for a portfolio based on this project.

Impact

The student project team members could show full satisfaction when reflecting on their progress in understanding more about learning processes, and in gaining greater employability as a result of developing TEL-related skills, delivering presentations to the Pro-Vice-Chancellor (Teaching and Learning) and a wider University audience, and writing up the project blog. The project revealed that students were generally happy with the way they were being taught, but that including more TEL and autonomous learning could seem a challenge, especially for Part Two students. The suitability of the project for the Jisc Change Leader Award was an unexpected outcome, and feedback from the project submission could be used to benefit University Teaching and Learning (T&L) stakeholders, for example at a T&L Showcase event.

Reflections

The positive engagement with the aims of the project, and the close interaction between the students and the project leader was a key element of the project’s success. Attempts to roll out discussions to a wider student base, through focus groups, were less successful, suggesting either that students felt they were too busy to attend such events, despite the incentive of a free lunch, or that they were already happy with the way they were being taught.

Follow up

The Core Issues in English Language Teaching module is being revamped for Part Two students for the 2016-17 academic year, and will take the findings of this project into account.

Links

Engage in Teaching and Learning blog post: The PLanT Project and ‘Core Issues in English Language Teaching’ by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka

MOOCs at Reading – what, why and where next?

By edwardwhite Comment Closed

Dr Clare Wright, School of Literature and Languages
c.e.m.wright@reading.ac.uk
Year(s) of activity: 2014-15

Overview

MARThis project funded a small team of researchers and teaching practitioners from the Department of English Language and Applied Linguistics to explore teaching and learning implications of the University of Reading’s pilot Massive Open Online Course (MOOC), A Beginner’s Guide to Writing in English for University Study, delivered on English language academic writing, designed and run by staff at the International Study and Language Institute (ISLI). The project team members focused on design, delivery and mentoring issues arising from the pilot, to be used to improve future MOOCs at Reading.

Objectives

  • Create a mentoring training brief.
  • Complete two research outputs.
  • Host a national workshop to share best practice and set up a community of practice.

Context

As the English language academic writing MOOC was in its initial piloting stage, and was an unusual combination-style MOOC (merging both content knowledge and skills in using knowledge), project team members were able to bring expertise in Applied Linguistics and Academic Writing to evaluate teaching and learning success and identify areas for improvement in future iterations.

Implementation

Project team members conducted interviews with educators and mentors and evaluated data on student evaluations obtained from the MOOC platform team (Future Learn) in order to ensure that a rigorous and thorough evaluation of the pilot MOOC could be conducted. Building upon these findings, a national workshop for over 30 participants drawn from various institutions was held at the University of Reading, where presentations, group discussions and a concluding round-table discussion, considered a number of key issues surrounding MOOCs.

Impact

The data gained from interviews with educators and mentors led to ISLI staff creating a specialised induction training pack for incoming mentors in further iterations of the MOOC, which has been successful in helping new mentors avoid some of the pitfalls and challenges identified by the pilot.
The national workshop was successful in meeting its aims, attracting over 30 participants from the UK and Ireland. Following the workshop, a blog entry for the University of Reading’s Centre for Quality Support and Development (CQSD) Engage in Teaching and Learning blog was written, which was also adapted for an Association for Learning and Teaching (ALT) newsletter highlighting the tips on best practice which emerged from the workshop discussions.

An invitation-based website was also set up for those attending the final project workshop to host the speakers’ slides and space to maintain an ongoing community of practice.

Project team members have contributed a chapter to be published in a forthcoming book on educator and mentor experiences of the MOOC, and a journal article in preparation on student evaluations of the MOOC, for academic dissemination of the project’s research aims.

Reflections

There was excellent teamwork between the three members of staff involved, with clear project aims and timely targeted support for the MOOC staff helping to ensure good buy-in from all stakeholders on the research part of the project. Good connections with the wider MOOC community ensured that the workshop was well planned, with good speakers, and ensured there was a good take up and as wide an impact as had been hoped.

The project did not have any evolving aims; given the success of the impact activities, however, especially the workshop, ongoing take-up within the online Community of Practice would be good, while better knowledge in how to set up and maintain such a network by project members and more time to keep momentum with the wider MOOC team at the University of Reading would further boost ongoing interest and further research impact and activities.

Links

http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2015/06/15/education-online-en-masse-lessons-for-teaching-and-learning-through-moocs-by-clare-wright-clare-furneaux-and-liz-wilding/
Education online en-masse: lessons for teaching and learning through MOOCs

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre

By edwardwhite Comment Closed

Dr Ioannis Oikonomou, ICMA Centre
i.oikonomou@icmacentre.ac.uk
Year(s) of activity: 2013-14

Overview

8948This project reviewed the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology.  While it was found that students enjoyed having access to trading simulation software for their learning, a number of areas in which improvements could be made were identified, and recommendations were made to effect these.

Objectives

  • To assess the effectiveness of the ICMA Centre’s use of trading simulations software.
  • Highlight areas for improvement and make suggestions about the possible restructuring of the content of the offered trading simulation modules and ways of further enhancing their academic and practical usefulness for students.

Context

The ICMA Centre has three dealing rooms, which are used for conducting small group seminars, workshops and trading simulation sessions for modules at both undergraduate and postgraduate levels, as well as being a valuable tool for outreach purposes.

Although the ICMA Centre has been subject to periodic and contextual review, there has been no formal investigation that specifically targets the teaching and learning issues and transferable skills of the trading simulation software.

Implementation

To assess the effectiveness of the use of these facilities, historic feedback was analysed. The ICMA Centre had regularly undergone periodic and contextual reviews as according to University of Reading policy, with these reviews evaluating all aspects of the ICMA Centre’s programmes. This was therefore a valuable resource for understanding the strengths and weaknesses of the use of trading simulation software for teaching and learning within the wider context of the ICMA Centre’s delivery of programmes.

Also analysed were evaluation forms connected to trading sessions at both the undergraduate and postgraduate level for three academic years. The great benefit of these data were that it allowed quantitative analysis of trading simulation software, as students gave numerical scores to indicate their satisfaction. Qualitative data were also available, with students providing free text comments, which give specific details about what had worked well and what might need improving.

Interviews were conducted with module convenors and teaching assistants. This allowed greater detailed information to be generated on the strengths and weaknesses of trading simulation sessions, and offered the chance to discuss module convenors’ and teaching assistants’ perspective on trading simulation sessions. Additionally, interviews with staff were valuable for capturing some of the informal opinions and attitudes of students, which may not have expressed in formal evaluations.

The guidance offered by these analyses was used to formulate an online questionnaire in order to generate quantifiable data.  Finally, two student focus groups, one of undergraduate students and one of postgraduate students, were interviewed in order to expand upon the findings of the questionnaire. Effort was made to accurately represent the diversity of student backgrounds on ICMA programmes in the focus groups.

Reflections

Historic evaluation forms, interviews with module convenors and teaching assistants, the online questionnaire, and the focus groups had comparable findings.  Overall, students very much enjoyed the use of trading simulation software, and generally found it to be user-friendly, reasonable and realistic.  The realism and ‘hands-on’ nature of the platform are particularly beneficial characteristics, as adult learners tend to focus on tasks, especially when they believe they may encounter these in their lives.  The trading simulations were highlighted as being effective tools for the development of employable skills, and helped students to internalise complex financial concepts.

The principal negative aspects of users experiences of trading simulation software that were raised at multiple points during the study, were that students wanted more time using the trading simulation software, and better connection between lectures and use of the trading simulation software.  This was most keenly felt by undergraduate students, who receive significantly fewer trading hours than postgraduates, and who felt that the sessions could be better embedded into their teaching and learning portfolios. As a result of these findings, a number of recommendations were made for improving the delivery of teaching and learning with the use of trading simulation sessions.

Follow up

Progress has been made on fulfilling the recommendations of the report: Trading Simulation II has been moved from the Financial Modelling module to the more suitable Debt Markets and Instruments; module convenors have instructions to be mindful of the link between their lectures and trading simulation sessions, and for how performance in trading simulations sessions is to be benchmarked; alterations and additions have been made to the simulation software’s scenarios so that it can be utilised for different learning outcomes; availability of trading simulation sessions has been increased, and trading hours for students have been increased; students are given firm guidance and information on the interpretation of and access to their feedback; and an experienced trader has been employed as a sessional lecturer for the undergraduate training sessions.

With these alterations having been made, feedback on trading simulation sessions has improved, and students demonstrate deep and broad levels of learning on concepts they are able to explore through the use of trading simulation sessions.

Incorporating digital modelling into teaching and learning: Digital Silchester

By edwardwhite Comment Closed

Dr Matthew Nicholls, School of Humanities
m.c.nicholls@reading.ac.uk
Year(s) of activity: 2012-3

Overview

Digital SilchesterFollowing on from the success of the Virtual Rome project, a Classics module was constructed to teach Part Three undergraduate students 3D digital modelling for the purposes of historical reconstruction. Student satisfaction with the module has been high, and students have benefited from developing skills other than those developed in traditional modules.  The module has received widespread public recognition, and in 2014 won a Guardian University Award for teaching excellence.

Objectives

  • Provide students with digital skills.
  • Provide students with a different way of learning and representing what they have learned.
  • Extend students’ knowledge of the ancient world.
  • Create a digital model of the Roman town at Silchester for possible future use.

Context

Dr Nicholls has been conducting the Virtual Rome project to digitally reconstruct the city of Rome as it appeared c. AD 315, which he has used in his teaching. Students had expressed interest in attempting 3D digital modelling for themselves, and as part of an Undergraduate Research Opportunities Programme project students had been taught digital modelling, suggesting it would be straightforward to adapt this approach to a taught module. Owing to the University of Reading’s investigation of the Roman town at Silchester since 1974, there is a wealth of information relating to this area of the ancient world, presenting an excellent opportunity for developing a module.

Implementation

Students received technical instruction in the techniques of 3D digital modelling, so that students can familiarise themselves with the software and learn the necessary skills to conduct effective modelling. These sessions are conducted within computer labs, in which the module convener can demonstrate the use of 3D digital modelling software though projection while students follow on the lab’s computers. Students use the 3D digital modelling software SketchUp Make, which is able to be downloaded for free, allowing greater access to independent learning. There are numerous tutorials available to help students learn to use SketchUp Make, and Students also have access to screencast guidance videos on the Blackboard Learn virtual learning environment.

Students also learn the conduct of reconstruction. Students engage with how reconstruction is used in historical research to deepen understanding, and consider the debates which are central to the topic. Additionally, students develop the skills necessary to conduct research, so that they can access materials to justify decisions they make in reconstruction.

The module has two assessments. The first, constituting 20% of the final mark, sees students assigned a building, of which they construct a digital model, alongside a written commentary of 1500 words justifying the decisions they have made. This assignment presents students with a formal means through which to obtain feedback on their use of 3D modelling software and their report writing. In the second assessed piece of work, constituting the remaining 80% of the final mark, students freely select a building from the Roman town at Silchester, and create a large digital model and detailed written commentary, for which there is no word limit. To allow construction of an effective model students must research the available resources, such as archaeological plans, secondary texts and comparative materials.

The marking criteria for the module are adapted from the Department of Classics’ internal marking criteria, and so students are easily able understand how to fulfil the criteria.

Students receive video feedback on their assessments. Through use of video capture software, students can see the module convener manipulating their 3D model while providing verbal feedback on how well it and the commentary meet the marking criteria.

Impact

Feedback from students is overwhelmingly positive, as students enjoy the opportunity to try something different to other modules. Students who find other areas of academic study challenging may excel in the module, as they are provided with an opportunity for visual learning and use different skills to conduct 3D digital modelling. The module has received widespread public recognition, and in 2014 won a Guardian University Award for teaching excellence. The module was also a contributing factor for Dr Nicholls being an inaugural winner of the British Academy Rising Star Engagement scheme.

Reflections

Seemingly one of the greatest challenges for the module was teaching the techniques of 3D digital modelling, as the module convener did not have formal experience of this, and the students did not have prior knowledge upon which to draw. The methods used in the first year of the module, which have since been refined, proved effective, and despite the steep learning curve all students were able to become suitably proficient in order to conduct the assessments. Some students do, however, require a large amount of support to reach this level of aptitude, which they may not require in a traditional module. The use of Blackboard Learn to provide access to learning resources was an important factor in helping students adapt to the module.

With regards marking of assessments, one challenge was to explain the module to external examiners, as this module is unique within Classics in Higher Education in the United Kingdom. This did not represent a major obstacle, but more coordination than normal was required with the external examiners.

Teaching 3D digital modelling is valuable, as many careers in which the University of Reading’s Classics graduates find employment make use of digital modelling. Beyond careers that actually perform digital modelling, many employers value the digital visualisation skills that students develop on this module, and students find that it provides an interesting topic of discussion in interviews.

Follow up

The module has continued with some amendments since its first year. The submission dates for assessments has been altered so that students submit following the Autumn and Spring terms. This has been done to allow them to benefit from a full term of instruction before creating their models.

In order to support the teaching of the module, the process of capturing lectures and workshops, so that students can refer to these videos for their independent learning, is underway.

In December 2015 Dr Nicholls will be holding a workshop for beginners to learn SketchUp modelling at the University of Reading. Interested academics or researchers are invited to contact Dr Nicholls for further details.