THE7001 TEL Introduction Session Slides

This year templates have been applied to Blackboard courses with the aim of supporting staff to meet the VLE minimum standards (baseline). LTD are running workshops for all staff supporting working with the templates, including how to use course copy & electronic assessment, as well as extended use of learning technologies (discussion boards, lecture capture etc.). Internal link for staff to book onto sessions: https://go.edgehill.ac.uk/apps/pls/apex/f?p=186:1:::NO:1:P1_FILTER_CHOICE,P1_FFF:F,creating+course+areas+for+2016-17+(Digital+Practitioner) Further, bespoke training sessions for entire programme teams can be arranged. Finally, please ensure you have access to your course area (via your course administrator) before attending. For queries please email: ltdsupport@edgehill.ac.uk or call 01695 650754 x7754.

Presentation to support the event: https://www.eventbrite.co.uk/e/using-technology-to-find-bargains-online-tickets-24810886028 Web sites suggested during the session included https://www.secretescapes.com/ and http://uk.camelcamelcamel.com/

Slides for a presentation on using peer review as a teaching mechanism - the techniques, the barriers, and how to overcome them. Part of CLT's Fellowship season - first delivered in May 2015.

An introduction to Research Methods for UG and PG students, covering: * Reliability, validity, and generalisability * Key characteristics of three research methods widely used in educational research: - Interviews - Observation - Questionnaires * Decide whether these are appropriate for your study. * Know where to get further information about Research Methods.

A toolkit (importable archives for Blackboard and other VLE/LMSs) produced for the Developing Historical Thinking collaborative project developed by academics and postgraduate students at Edge Hill University and the University of Roehampton. The aim of the project is to enhance the learning experience and outcomes of first year undergraduate students on modules focused on historical enquiry by providing additional online resources and by providing formative feedback to students on the development of historical thinking. The project is disseminated through a blog, through free workshops, through conference presentations and through open access toolkits showcasing the strategies that are being developed. The Roehampton toolkit is available from the link below. The project is funded by The Higher Education Academy and match funded by Edge Hill University and Roehampton University. Project Blog: http://www.edgehill.ac.uk/histlearn/ Roehampton toolkit: https://external.moodle.roehampton.ac.uk/course/view.php?id=58

You can make the Collaborate course room available to students 24/7 by making a link from the Blackboard course to the course room. The easiest way to do this is to create a link to the web conferencing rooms and sessions in the course menu, by:

Examples of introductory slides and email text that you can edit and send out to your students. The slides can be copied to the start of your own presentation slides.

The Collaborate web conferencing tool is a great solution if you want to meet someone ‘virtually’ – perhaps a colleague for moderation or a student for feedback?

This is a guide to training sessions, documents, and videos that you will find useful as you explore other technologies to use in your teaching.

This training package is aim at Faculty Administrators and those with the role of Course Administrator with the University VLE (Blackboard).

Collaborate Interview - Anne McLoughlin- 2nd September 2014

In May 2013 one of my online dissertation cohorts at Edge Hill achieved outstanding results - 57% of students (n=47) obtained a First in the module. This presentation will focus on my (the tutor’s) experience, outlining the approach taken and the rationale – as well as reflecting on the experience since. The main tool was a series of discussion boards (2,573 posts with over half the cohort engaging), combined with web conferencing and student tracking. Colleagues have suggested one of the main reasons for the success was my implicit belief that the technology would benefit the student experience; perhaps my faith made it work? I’ve taken this approach with other cohorts, and although the success has not been replicated, anecdotal evidence (personal tutorials with parallel cohorts) indicates that the open feedback given on discussion boards has had a significant impact on outcomes. Also – the discussions have been used, retrospectively, by two students that intercalated in 2013 – their grades being First / Iii.

Come along to the LTD office to use our Hot Desk PCs - Dual screens - iSpring and Camtasia - Microphones and headphones - Loan laptop - Get ideas about how to make your online courses engaging, effective and enjoyable.

Powerpoint of 60 Minute session.

Additional breakout presentation for the 'Successfully managing online marking – A guide to using the Grade Centre in Blackboard' session.

Screen shot sequence showing how to invite external users, and how those users can get access to the system.

How to find recent literature in your area.