The next OMR based exam will be next week. I’ve nearly finished off the a few enhancements to the process. In particular, getting the student to include (shaded bubbles) their Application Number as there ID. This means no manipulation of the data by me post exam to get the results spreadsheet correct. This automates the process. The other enhancement has been the inclusion of negative marking, ie., +1 for the right answer, 0 if select I don’t know, and -1 for all the rest. All very simple to do, although post a conversation with Andrew (UCS’s Educational Developer), I’ll be looking at the use of confidence weighting next time.
Also worked through some process issues for how we will scale this as a service. So, I’m know looking for some new recruits 🙂
Great chat today about the e-stream pilot project we (the elevate team) are taking over.
Phase 1 – support three key user scenarios (Library for off air recordings, Elevate Team for video case studies, and Marketing (?) – Jan to July
Sounds like Sarah is happy with the functionality, she agrees it will need some local branding, appropriate policies are written and has things ready to go from her perspective. It sounds like this will be passed across to the resources team.
An important consideration for her is the poor / unreliable performance. Talking to Karl, he’d suggest further discussions with Planet e-stream. There might be some concerns around the hardware spec, it might need improving if we are to get a large number of concurrent users
All agreed to work with a model which would give us the lowest user management requirements. So make all freely accessible, use AD to manage schemas (user access) for those wishing to access course only material, and individual item for management other materials. It sounds like library would like to offer the use of staff arranging / booking the off air recording service.
Part of the project aims would be to explore the most effective and effecient way of managing video assets and access rights. An other aim would be to look at the way we integrate e-stream with other e-learning tools, and marketing tools.
Agreed Sarah would complete some final testing, using a test AD Student Account (we’ll provide), staff in participating libraries / colleges. Once David is back (he’ll be the operational manager for the e-stream pilot), he’ll connect with Wendy & John at Planet e-stream, to start conversations about the application, getting them in for a visit, talk through the software, best way to support it, work up the questions we need to answer and work out how to evaluate the pilot. We also need to re-visit the costs for the module to allow us to upload content without the encoder.
We’ll work up on the look and feel (stylesheet), and start to work up some supporting materials. The show stopper is performance, if we (with ITS – Karl) can’t get this sorted, we aren’t going anywhere 😦 If OK, we’ll set aside a week sprint to sort out the branding. Karl will ensure we have appropriate access rights.
I’ll discuss e-stream at my meeting with Marketing, and also ask a question around hardware with ITS
meet up with Karl and John – the following are a few notes (in no order)
- Laura – infozone will manage the project
- run a 12 month pilot service on a VM box
- will pilot with a few Helpdesk teams, say elearning (ELEVATE), ITSHelpdesk, and a few others
- responsibilities – ITS (OS / VM – Karl, DBA – Will, backup), ELEVATE (Application, style / branding – input from Ben, staff (author) training)
- have a dev and live set up >>> url? http://www.ucs/infozoneonline
- need a plan with a set of clear questions targets (see below)
- expectation management >>> this is a pilot, some potential issues of scaleability – open to the web, not to search engines
- will look at LDAP hook up to see what offers, especially around user generated content
- develop a window of opportunity for enhancements (sprint type approaches)
- write a service catalogue
Needs (technical side … between ITS and ELEVATE) before pilot starts
- change control process procedure (based on word template)
- set up a central space for the hosting of FAQs by teams
- enhance the user experience at discovering answers (online, just in time) – evaluated via logs, user survey
- develop a community of practice across the helpdesk teams w.r.t standardising practice, use within face to face help desk – evaluated via putting in place guidance on writing FAQs, Tag Conventions, Category Names, also, focus group
- Profiling and inclusion of FAQs within other systems, the UCS Web, VLE, Team Blogs
Phase 1: Jan
- work up project management team
- write the project plan
- review of available functionality and how FAQ engines are being used at other institutions
- help desk teams mock up suggests layout (categories and sub categories)
Phase 2: Feb
- sign off look and feel
- staff training
- write lots of FAQs
Phase 3: Mar
- roll out to users
Some feedback on our emerging QR Code generator.
The following needs to be displayed on the page …
1. To create the QR Code
Select the type, enter the content, select the size of image, decide if you want to have the QR Code tracked then click on Generate
2. To save the image
After generating the image, right click on the image and select “save”
This only works with the URL type, and a UCS web address. Once you create the URL a unique code 5 digit code will be displayed. Not this down. To request statistics, please contact the ELTT Team.
Getting started with QR Codes in Teaching and Learning:
The following will help you get started with using QR Codes in your teaching or learning.
Getting started guide >>
Points back from user testing
- when you type a URL in the url box, the content is also copied and displayed in the text type.
- graphic will need changing (once) we’ve sorted out our name.
Outcomes / Actions
1. we’ll do some work (around text on form, and changes to reporting) during December.
Action HR >> send us their requirements
Action ELTT >> find time slot in December
2. assuming can get test system set up, we’ll undertake a development period (one week) in March
Action ELTT >> mention to HR if available – Jan 2011
Action HR >> scope out requirements with ELTT – Jan 2011
Action ELTT >> see if involve marketing (Ben) to reduce risk – share the knowledge and the love
Development may include admin interface. The functionality (end users is fine)
Part of the OER project requires local contextualisation of Leicester’s CORRE Model. I’ve had a stab at re-designing the model so it fits within an iterative design and development model. Most of it does 🙂
The problem I’ve with the CORRE model as it is linear, it doesn’t encourage an iterative, user centred design approach.
I’m spending lots of time at the moment trying to address the issue of “getting the blend right” interms of how the physical and virtual learning spaces are integrated through designing learning activities which effectively use both spaces. As at the moment, where we see lots of either / or.
The following example (which I’ll be using a version of at the next PGCAPP Unit 1 intensive, and our Moodle day), is based on a DfLTEA project undertaken by a unit in the Dept of Economics at the University of Bath and funded by the HEA.
So, firstly, much thanks for all the exciting input and ideas from Tim, Rania, Cathy and Martin (Econ Subject Centre)
The background is a course redesign based around effective uses of technology. It is on a first year course, over 100 odd students, some outside the department, with a 2 hour lecture and online seminars. The assessment is one piece of coursework and an unseen exam. It is a semester unit (so around 12 teaching weeks).
The following is a learning design sequence based on some of the ideas thrown up. The ideas where;
- alignment of learning outcomes with the delivery and assessment methods (this will include a re-design of the assessment methods)
- creation and release of didatic content to provide a safety net through quality assured educational resources, to creat more time for class based active learning
- step based integration of activities which build up to online group based learning and assessment activities
- use of clickers, economic games and debates in the face to face sessions. The content of which will be part influenced by the virtual tasks completed in the online seminar groups (group based discussion forums and/or individual formative quizzes)
- encouragement of peer support and informal learning networks between the students,which are owned by them but dialogue surfaced in the VLE
A design sequence for encourage the integrated use of the two learning spaces might be;
see attached word doc: http://www.bath.ac.uk/lmf/download/45631