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 short (10 minute) video provides students with an overview of the ways in which computers and the internet are used to support their learning. It introduces some really useful resources and shows you where to find help if you need it.
This 11-minute video provides some guidance on the learning technologies available at Southampton that can be used to support assessment and feedback. It was produced using the Panopto lecture capture system.
The first link is to the native Panopto podcast, which requires the Silverlight player to be installed. The second link is the MP4 video version of the podcast, which should play on all PCs, Macs and suitable mobile devices.
This share also provides a link to the video's script.
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 is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
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 is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This quick guide for staff explains how to setup a Collaborate virtual classroom, create a link in Blackboard 9.1 and make the room available to participants.
For the 2014-15 Academic Year. This is a 'how-to' guide written to support the document 'Reassessment/Deferred Assessment: Summer 2015 - 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
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
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is a version of a seminar/keynote talk I have given a few times. It argues that VLEs are no longer fit for purpose and that students should learn to take responsibility for their own toolsets.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This tool aims to help you identify the relevant and required Professional Body Standards for mentoring students within your chosen profession. Follow on-screen instructions to proceed and click on the home button on the right top corner to return to the start.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
These case studies summarise how a tutor has used learning technology in around one side of A4 text plus some screenshots where applicable. The aims are to showcase innovation and good practice from around the University, to provide examples for staff development sessions and hopfully to inspire you to develop your use of learning technologies.
Technology is changing how students learn and how we research. Perhaps you want to use technology to enhance communication or improve student support. You may want create a distance learning activity, a flexibly delivered module or indeed a whole course. You may simply want to find out where to find authoritative information, or to see what support exists for this type of work.
The University is committed to delivering high quality learning and teaching, using technology where appropriate, in order to offer a distinctive Southampton educational experience. Technology Enhanced Learning (TEL), also known as e‑learning, is becoming increasingly important to students, teaching staff and the institution.
This guide highlights some of the most important matters to consider. It is intended to help you to tackle the key issues that determine the success of TEL projects and to work on those projects in a considered way. Written with the input of colleagues from around the University, it prompts you to ask important questions and points you to sources of up-to-date knowledge and advice. Technology changes rapidly. This guide is about managing the work in a practical way.
The University supports the use of a variety of TEL approaches for teaching and learning and colleagues are ready to offer their experience and advice. Each person has distinctive skills and specific experiences. No single person will have all the answers you are looking for. Be ready to investigate alternative approaches that suit you and your students’ needs in different ways.
- Madeline Paterson, University of Southampton
The complete video. The video is best viewed on YouTube - https://www.youtube.com/playlist?list=PLf2DpCVwuXlxfvn1ibEU-SLDUW9eU4QwM - but can be downloaded or linked to directly from here.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.