Adventures in Technology Enhanced Learning @ UoP

Month: August 2020

Learning in lockdown – 5 months on

It’s been around 5 months since I started my degree, and what a time it has been! (Laughs maniacally, cries a little bit).

Seriously, what did I tell you in my last blog? Go read it if you haven’t, but didn’t I tell you my life is nothing but hectic, didn’t I?! I knew things would be tough, but I didn’t foresee a pandemic to be thrown in the mix. As usual, things always go a little bit mental when I start something. But never mind! If we don’t go through upset and discord then how do we grow and learn? I know, like most do, that this too shall pass so what’s more to say and do except for roll up our sleeves and move forward.

And roll up my sleeves up, I have. I’ve just submitted my second assignment and completed 10 different projects. Past Becky was a bit naive and thought this would be a piece of cake. Ah my sweet summer past Becky, how wrong you were. I have learned an incredible amount since I’ve started my online degree. I thought that in my line of work, I would somehow have the magic key that would give me a head start. It didn’t. Like everyone else that studies entirely online I’ve learned the hard way that it is my responsibility to set myself time aside to do things, to get feedback from my peers, friends and family, and to go outside of my comfort zone and experiment and try again. The learning journey is indeed that, a journey, and for this degree, in particular, it’s not about creating the best art, but to show the process. Asking questions like how did I get here? Who is my audience? Will they understand this symbolism? Could I try a different texture here?

Just like the pandemic is teaching us different things about ourselves, and the importance of community, this degree has taught me a lot. Here’s what I’ve learned so far.

Setting aside study time – I’m currently lucky enough to work from home at my desk, and as soon as the clock ticks over 17:15 pm I can get started on studying. I’m really good at it now, but the discipline I’m now practising has been learned…the hard way..as usual. It is so, so important to do this. I like to use Trello and my Google calendar to organise myself.

Finding a quiet place to study – At the beginning of lockdown I was working at my dining table. This got really distracting in the evening (three words, Midsomer Murders repeats). So eventually I commandeered my husband’s desk and got into a far better routine, with no distractions. I’ve also started taking myself out with my iPad on a free, sunny day, studying outside in the sun with a coffee. I’ve found it very freeing and I get so much more done!

Reflect, reflect, REFLECT! – It’s so easy to get wrapped up in something you can get lost in the initial brief and go off tangent. Getting constant feedback from your peers, and stepping back from your project is so important and refocuses what you are doing. To get constructive criticism for your peers and tutors is never a negative thing, it’s all part of the process. It’s also important to be able to show your tutors how you got to your final piece. Showing them a final product is almost useless if they have no clue as to how you got there in the first place!

Communication – Online learning can be a lonely place since you have no bricks and mortar campus to connect with others. I’ve been making the most of the forums, Zoom sessions and Discord channels to communicate. I’ve already made lots of friends and we regularly meet up online to play Drawful! I would have certainly struggled if I hadn’t had these places to chat or share ideas.

So what about the OCA itself? Has it given me food for thought on how we as a university can deliver our online learning better….well, it has and it hasn’t. To be blunt, I had expected an institution associated with a TEF Gold university to be leaps and bounds ahead of us when it comes to online delivery. Well, they are not, in fact, they are only really starting to blossom, in my opinion, along with so many other institutions. What has really stood out is how the student body has found many innovative ways itself to up the ante with communications, but I can see so many things that the OCA can do better with their VLE and that’s why you are now looking at the newly elected student representative in TEL and IT for the OCA Student Association. Because, you know, I don’t have enough to do. But seriously, I really think I can help make a difference working with their TEL team and the student body. I’ll update you all on what has happened with that in my next blog.

I definitely do not regret my decision to study online. My little brain may be working overtime, but I’m enjoying it immensely. I keep seeing lately that there is no wrong path, and it’s so true, so if you’re putting off taking something on like this then do it! 

Until next time, stay safe!

Credit Image: Becky Holman – Southsea Seafront

 

Situational judgement assessment

So I think it is fair to say, Covid-19 has thrown us all into having to think outside of the box when it comes to developing the usual, more ‘normal’, course assessment delivery types. This couldn’t be more true for our academics within the Paramedic Cert HE course. 

A few weeks ago, I was asked to support a colleague within this team to help deliver an online assessment that would replicate what would have been a practical examination on adult and paediatric resuscitation. 

With COVID not going away anytime soon, and practical assessment dates looming, we had a very short space of time to develop an online assessment that would best simulate ‘hands-on’ resuscitation scenarios.

As a response to the need to deliver an alternative assessment, Jane Reid – the Course Leader for the Paramedic Cert HE course – wrote four situational judgement assessments; each scenario had sequential situations and each situation had a series of serious judgement questions to test a student’s knowledge of actions to take within the ever-changing scenario.

Situational judgement assessment has been used in healthcare for years. It allows participants to experience as close to real-life scenarios as possible, without risk (in our case COVID), enabling them to identify, in order, their responses to given situations.

Three different coloured text boxes displaying the steps

Storyboarding a situational judgement test:

  1. Scenario – Includes detailed descriptive text, containing key information that sets the scene. This can also include images, audio or video to further illustrate the scenario.
  2. Situation 1 – Content that builds on the initial scenario, it contains the next layer of information relating to the scenario at hand and includes the first set of serious judgement questions.
  3. Situation 2 – Content builds on the previous situation and includes the next set of serious judgement questions… and so on until the end of the scenario.

There were many considerations that had to be made whilst developing this assessment type – mainly to keep the assessment as authentic as possible. For example:

  • providing media to set the scene; 
  • keeping the narrative on track – ‘time’ is of the essence in any resuscitation scenario, so it was important to include timely details within the situations; and 
  • replicating the quick thinking process that would be required in a real-life situation by using the sequential format in the quiz, so that students had to take notes or work from memory as they couldn’t return to previous situations to guide them.

The student experience was another really important factor in delivering this assessment – most of whom may never have experienced this type of examination. It was essential to provide clear and consistent instructions to guide them through this process. Before the main assessment, we also created a formative version of the quiz so that students could familiarise themselves with what was expected from the assessment.

We used a Google Document, with tables, to structure the content in the development stage and a Moodle Quiz Activity (Multiple Choice) to build and deliver the assessment which worked very well. The feedback from both students and examiners has been really positive, with more scope for using this assessment as a CPD exercise for practitioners. 

Interest has also been shown by academics at other universities who wish to explore this particular method of assessment along with Ambulance Trust managers. The methods for assessing the learning of resuscitation has seen little evolution from the traditional OSCE format therefore, this format that was created for a small group of students may well develop over time.

Developing this was by no means easy given the time constraints. However, it is a great example of an alternative assessment that has been developed from creative thinking during the lockdown.  

Guest Blogger: Catherine Murgatroyd – Introduction to Tel Tales

Hello, my name is Catherine Murgatroyd (SFHEA) and I am delighted to occupy the post of Principle Lecturer for Equality, Diversity and Inclusion within Academic Development. I would describe myself as a socially progressive, not quite perfect vegan who enjoys fitness, sunshine and my 2 pet cats.

I have arrived at UoP after 4 years at the University of Winchester where I was a Programme Lead for the BSc Social Work and equally undertook a range of activities with diverse programme teams to ensure that social justice and sustainability were prominent themes within socially responsible education.

Prior to this I enjoyed a career in Social Work which very much centred around social justice, tackling inequality, and championing human rights whether that was in the criminal justice system, safeguarding children or statutory quality assurance.

Behind my friendly exterior I spend a large part of my waking life somewhat outraged by widening global inequalities which motivates me to take any action I can, personally and professionally, to tackle this. I believe that equality of opportunity and a more equal society benefits everyone and that by confronting structural barriers head on we can effect change. Universities are well placed to tackle social inequality and to take action to mitigate structural disadvantage that impacts upon students’ participation and progression. It is a real privilege to be able to target my passion for social justice towards accessible, inclusive and supportive education that is co-created, diverse and decolonised, and affords all students the opportunity to succeed. One strand of my role will be focusing on reducing awarding gaps across the student body so that all students embody ambition and meet their full potential.

Starting a new job in the midst of a pandemic has felt quite surreal at times, but I am grateful for the fantastic welcome and support given by everyone I have encountered so far.

Please do contact me to find out more or to introduce yourself and say Hi.

Credit Image: Photo by Matteo Paganelli on Unsplash

TEL Training Workshops and Bespoke Sessions

For the next few weeks, the Technology Enhanced Learning (TEL) Training Team have put together a schedule of workshops, incorporating some of your old favourites, sprinkled with some online interaction, a dollop of digital technology and stirred in with a jugful of pedagogy resulting in some great revamped, updated and brand new workshops. During the last few months of virtual workshops, we’ve taken on board your comments and suggestions, which we’ve received through the feedback you’ve given us. The topics you really want sessions on and recommendations on breaking some workshops down further into bite-sized chunks. In addition, we’ve collaborated with the Academic Development (AcDev) section of the Department of Curriculum and Quality Enhancement (DCQE) to develop a new familiarisation programme to help colleagues find out more about using digital technologies to complement and enhance their teaching and interactions with students.

How do I book on a session and find more information on TEL Training Workshops?

You’ll find our calendar with all our new times and description on the sessions by going to the Department of Curriculum and Quality Enhancement (DCQE) website and clicking on the TEL Training Calendar.  For alerts on up and coming training sessions from ourselves and the Academic Development (AcDev) workshops, follow us on our social media platforms:

Who are your training sessions for?

Primarily, the workshops are for lecturers and PHD Students, but they can be adapted for professional service members of staff too. 

Bespoke sessions

If you’re not available at the times of our training events, or if the programme does not cover a specific area you’re interested in, we can offer a 1-2-1 session tailored to your needs or a group session for you and your colleagues. Topics for bespoke sessions can be based around our programme, or we can tailor the session to answer any specific questions or needs that you have. Please complete a Bespoke Training Request form and simply tick the box next to the session you would like training on. If you tick ‘Other’ please give a brief explanation of the topic you wished to be covered in the session. Complete with the date on which you would like your virtual training session to take place, along with your preferred time then click ‘SUBMIT’.

Please click on the link below for the Bespoke Training Request form:

Bespoke Training Request Form

We look forward to welcoming you at a TEL Training Session in the near future.

 

Credit Image: Photo by Kelly Sikkema on Unsplash

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