A version of the Accessible and Inclusive Design session, created using iSpring. The recording's length is 11 minutes 23 seconds but users can click through at their own speed.
This guide will show you how to enhance your menu area within the default items already included. The two elements covered in this guide include linking the current Reading List item to your module reading list and linking the Subject Resources item to your subject page. All modules within Learning Edge should provide students with a link to their reading list and subject resources.
By default you may find that the Global Navigation course list doesn’t represent your recent activity. This guide shows how to set a cut-off date so that your most recent activity is listed correctly.
Guide on how to create an Assignment dropbox using the Blackboard assigment tool and managing the Grade Centre to release grades and feedback. Also inlcluded guidance on Smart View and Downloading Reports
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.
This document is intended to facilitate the effective implementation of the Learning Edge. The first few pages detail the roles and responsibilities of both faculty and central support staff with regard to course preparation and building. Subsequent pages are ‘Checklists’ for faculty staff in various roles and which are intended to support programme teams in their preparation for the new academic year.
Several times a year Blackboard release Service Packs to add functionality to, or fix bugs in, Blackboard.
The latest Service Pack that we have tested, Service Pack 8 (SP8), was applied in July and in this session we cover the changes that we think it is worth academic staff being aware of. Note that all these changes relate to the Web interface, rather than the Mobile App’s interface.
This document provides a brief overview of the 5th EHU student eLearning Survey which closed on 25th January with 633 responses. It focuses on just two strands – experience of technical issues and ownership of devices.
This year’s report is informed by the findings of the 2014/15 survey and identifies and examines trends and system performance where there are direct comparisons to past surveys. The intention is to improve the student experience through a better understanding of what makes a good experience of TEL, and more importantly, what does not. It also provides an indicator of the extent to which the institutional VLE, Learning Edge, is integral to the learning experience of Edge Hill students.
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.
For the 2013-14 Academic Year. This is a 'how-to' guide written to support the document 'Reassessment/Deferred Assessment: Summer 2014 - Arts & Sciences and Education Candidates' written by Helen Smallbone from Academic Registry.
This document has been created to introduce you to:
- the variety of names used to refer to ‘Clicker’ systems
- a number of potential uses for the systems
- specific makes of system supported by Learning Technology Development, and which might be best for you
- the scholarly literature related to using Clickers and similar tools
The Learning Edge Baseline is designed to clarify expectations for using the virtual learning environment (VLE), in order to enhance the student experience. All taught courses/modules have a VLE presence and the baseline framework offers a guide to the minimum standards/requirements, as well as suggestions for practices that go beyond the baseline (+/++).
You are invited to review the document in order to:
1. Use as a self-audit tool.
2. Ensure your practice meets the University baseline standards.
3. Consider where you can extend your practice.
Please contact your faculty Senior Solstice Fellow, or Learning Technologist for advice and guidance on implementing the baseline and enhancing your use of the VLE.
Timeline Notes:
v1 Draft - reviewed at L&TC (Autumn 2014)
v1 Draft - made available for feedback within faculties (Spring 2015)
v1 - adopted (Autumn 2015).
v2 Draft - made available for feedback within faculties (Spring 2017)
v2 Draft - reviewed by L&T strategic Leads, ISG & L&TC (Summer 2017)
v2 - adopted (Autumn 2017).
V3 - made available for feedback within faculties (Autumn 2017) - reviewed by SSF, TEL Steering, CLT (Spring 2018), due to be noted ISG & L&TC (Summer 2018) - adopted (April 2017).
The following document walks you through getting started with five essential skills and then building a course in Learning Edge/Blackboard 9.1 in 12 steps . It gives you a general overview of how to log in, add in tools, use the course menu and add files, links and more.
A checklist to guide course development practices which consider approaches which are dyslexia friendly.
The resource is a collaborative production from the Dyslexia Programmes Team and Irfan Mulla,
Learning Technology Development.
An A-Z user guide specific to PCE000124 – PGCERT SPLD (DYSLEXIA)
The guide covers how to log in, how to access the links in the course menu, make best use of the discussion boards and much more.
An A-Z user guide specific to SENCo National Award.
The guide covers how to log in, how to access the links in the course menu, make best use of the discussion boards and much more.
This guide will explain how to set up your course to enable non-enrolled users to view areas of content and selected tools within your course without the need to log in.
This document offers advice and good practice guidelines about simple, practical steps you can take to enhance the educational value of online resources and activities within Learning Edge to improve your students’ experience.
This quick guide explains how to hide a Grade Centre column for Turnitin Assignments, so that students cannot view their marks (until the setting is altered).
Learning Edge offers a rich learning environment for students and with the University's policy of establishing a minimum presence for every programme it is now an essential teaching, learning and support resource. This document explains the three main modes of engagement with virtual learning environments in general and Learning Edge in particular. It offers a means of articulating the online component of courses/programmes.
A collection of course development examples to guide the creation and presentation of aesthetic course content.
The resource is a collaborative production from the SENCO Programmes Team and Irfan Mulla, Learning Technology Development.
A link to the resource hosted externally. Video of the session from the Emerging Technologies series, along with notes related to some aspects of the session. This is a 1 hour session cut down to a 12 minute video, and is an introduction to using things such as feed readers, RSS feeds, and social networking sites to follow topics, people and conversations in which you are interested.
Video of the session from the Emerging Technologies series. This is a 1 hour session cut down to 12 minutes, and is an introduction to using things such as feed readers, RSS feeds, and social networking sites to follow topics, people and conversations in which you are interested.
Further notes are available at: https://docs.google.com/document/d/1H8JCBX_I-_-V5G7D10x0SJd8qI8YVAY68Fcb4uqMgMM/edit?hl=en_GB&authkey=COrvzI4I
The Student eLearning Survey was first introduced in 2008 as a means of exploring the learner perspective of technology-enhanced learning at Edge Hill University. Key trends identified over 4 years of surveys relate to growing ownership of mobile technologies and increased use of student-owned technologies in the University's WI-FI spaces. There has been increased adoption year on year of online submission and return of student assignments. The importance students place on online submission and return has also increased.
Alternative method of accessing video content for the following title: Full Grade Centre Average Attendance Record - Youtube link: https://youtu.be/rB4qUqxSJ00
Setting up groups. Groups can be used with Qwickly, for submission dropbox management, to enable targeted communications or for teaching a learning group activity.
This list was generated on Wed Jan 15 18:30:57 2025 UTC.