Adventures in Technology Enhanced Learning @ UoP

Month: December 2022

Guest Blogger: Jonathan Bell – Part 3 – The Editing

And so, after a sun-kissed seven days in Sicily, it was time to head home. A nightmare return journey saw us almost miss our coach ride back to Portsmouth. I was grateful to get home, even if it was not until 2 am when I got there!

Looking across the "Valle del Bove"

Looking across the “Valle del Bove”

As previously mentioned, the trip coincided with an extraordinarily busy time of year for me, so I was unable to work on the videos for a few weeks after returning home.

However, I am glad that I had done some prep work, renaming all the files on the day I shot them. This meant I could come into the editing cold, but get back into the process without too much difficulty.

Some of the resources I could make exactly as planned, such as the one from Aci Costello (as mentioned in Part 2).

Fig 1. The first resource I’d planned with the hotspots

Fig 1. The first resource I’d planned with the hotspots

My prior knowledge of H5P in this particular setting proved to be really useful. I was even able to add another feature as a bonus (see Fig 3.) because I managed to find some 360-degree views on Google Maps.

This really added to the immersiveness of the resource – students could feel as if they were actually there!

Fig 2 One of the hotspots has been clicked on, giving a narrated video for students to watch and a link to a Google 360 view.

Fig 2. One of the hotspots has been clicked on, giving a narrated video for students to watch and a link to a Google 360 view

Some other resources required a change from our original plan. For example, we had organised one resource so that a student would have to make some decisions using the H5P Branching Scenario tool.

The idea was that the student would look at measures taken to manage certain rock formations and its impact on the local population, and come up with a recommendation for future action. But because of the nature of where we had to park the vans, it was impossible to get close enough to this particular site to get some close-up shots of the measures that had been taken. So, in the end, I created an animation from Google Earth.

It was almost as if it were a satellite view of our location before bringing up a still photo with a voiceover on top. See Fig 3 …

Fig 3. A draft version of a resource I made

Fig. 4 An example of one of the Google 360 views I had found of the location

Fig 4. An example of one of the Google 360 views I found of the location

Overall, I am happy with what I was able to produce for the department. I pushed myself both personally and professionally. I had never worked abroad before and I had never climbed an active volcano either! I hope this is the start of something new, something bigger and better, where I can go on these types of field trips more often. I believe that the “new normal” will see many more online interactivities. I can foresee an inclusive future in which students who might never have dreamed of studying practical courses, because of their own personal barriers, get a chance to do so through high-quality, engaging resources in an ABL approach.

Credit Images: All photos within this blog post were taken by Jonathan Bell

Guest Blogger: Rugaiya Ally with Tom Langston – Student Experience at the University

Introduction

This is the final part of a series of four blog posts conceived by Tom Langston and Rugaiya Ally as part of Rugaiya’s work placement within DCQE’s Academic Development and Technology Enhanced Learning teams. 

Tom and Rugaiya wanted to explore students’ feelings about higher education and their expectations about life at university, and therefore devised a set of questions to ask students about their experiences. Rugaiya then interviewed 14 fellow students from across the university faculties (with a predominant number studying in the Science and Business faculties) with most studying at Level 5. This series of posts constitutes a condensed summary of the thoughts and opinions of those 14 students.

In part one we investigated what areas of their course students found to be a strength and where they struggled with the progression through their course. In part two we explored student expectations prior to coming to university. In part three we examined students’ attitudes toward their future careers. Finally, here in part 4, we focus on the student’s university experience and how proud they are to be University of Portsmouth students.

Pride in being a student at UoP

The first question I asked was: What makes you proud to be affiliated with your university? 

The students said that many areas of the university offer them the chance to feel part of Portsmouth; they referred to “its diversity and inclusivity”.

Diversity (0.43)

“The history of the university; it feels good to know I am part of a long chain of people who passed through the same buildings.”

The university provides a space where being part of something bigger than the individual is important: “Recently, the university was in the top 40 for student satisfaction. I agree with that and it makes me proud to be part of this university that’s willing to help the students.

It is not just the name of Portsmouth that is recognised, but also the people who work here and who offer a sense of community – there is a sense in which they are the true heart of Portsmouth.

Clubs (2.00)

“The dedication that some of the lecturers have with the students and how willing they are to interact with them during lessons.”

“I am proud to be affiliated with this university since it made me develop a lot of skills from studying different courses to how they are applied in real life cases thus being confident to what is coming on careers and all programs concerning careers.”

“It’s a great University, top 100 and the architecture course is very well known around the world.” 

Ultimately, the support that many students receive through personal tutoring, ASK, their tutors and fellow students is a key point of pride to many: “The help I get from the university is beyond imagination!” 

What could be changed?

I then asked: What is something you would change about your university if you had the opportunity? 

Current students have a very similar and shared opinions concerning COVID and the pandemic.

Uni Experience (1.21)

Uni Experience COVID (0.23)

One student pointed out how important it is for new students and even current students to be introduced to the Student Support Services – Wellbeing, ASDAC and many others – as these are extremely useful: life at university is not easy! So instead of promoting all those discos and clubs, a major topic during inductions and orientations should be an introduction to Student Support Services.

“I think especially to first years (freshers), the university should make a great effort to introduce them to the different clubs and student support services that are held at the university. This would not only help them with their social skills but it’s a great addition to their CV for placements”. 

Another student commented on the feedback system after assignments. Sometimes the feedback is not really helpful, which is why some students do not even turn in their formative assignments for feedback. (This example highlights that the feedback for a group assignment can vary depending on the student.) 

If had to change anything it would be their feedback system, it is not quite efficient for me and also stops giving students different feedback for the same projects” 

Would you recommend your course to a friend?

The final question I asked was: Considering your complete experience with our curriculum being taught, how likely would you be to recommend your course to a friend or colleague? 

Overall feelings were positive: most students replied with “yes, very likely” and there were some great responses about their university experience.

Each student will have a range of experiences, however. The complete picture they build is a key conclusion to the time spent at university.

Overall (1.04)

“Yes, I would recommend it because, during my two full years at the University of Portsmouth, I have come to appreciate and enjoy modules like finance that I never expected to enjoy.”

While COVID was a major part of the university life of many students, there was a general understanding and appreciation of the work put in by academics. Although one student ranked the overall experience as 5/10 they were clear that the support provided by the university and their tutors was important.

Opinion (0.35)

One of the students would recommend the course to others due to the tactics used by the teaching staff at the university, which were helpful in making harder modules and disciplines easier to understand: “I would highly recommend biomedical science to others, pathological science is the main part of biomedical science and the teaching team here at the University of Portsmouth are amazing with incredible teaching tactics which makes it enjoyable and easy to understand, especially haematology and microbiology.”

“I would totally recommend international business and management to my friends and colleagues”. 

Another student pointed out how helpful the Psychology department is and that is why the student will recommend others to join psychology at UoP: “I would recommend it and I’d recommend the university because the psychology department is very helpful”.

These comments demonstrate how supportive the University of Portsmouth can be for the students, giving them a sense of pride to be part of something bigger than themselves. 

Conclusion

Throughout this series of blogs, Rugaiya interviewed students from a variety of faculties but found that they all had a shared sense of what being part of Portsmouth means. There are of course areas that should be continuously worked on and developed or enhanced but overall the experience that Portsmouth offers is one that elevates the individual and helps them to achieve a sense of personal success and pride.

Credit Image: Photo by Paolo Nicolello on Unsplash 

TEL in ’22 – and looking forward to ’23

(Co-writer: ChatGPT)

In 2022 the TEL team said “goodbye” to some valued colleagues, who moved to take up different roles within the University, and we said “hello” to new colleagues who joined us. Chris, Jo, and Mike have already introduced themselves on TEL Tales, so I would like to use this end-of-year post to discuss a couple of work-related highlights: our implementation of Moodle 4.0 and, regarding the key area of assessment and feedback, our pilot of the WiseFlow end-to-end assessment platform.

Moodle 4.0

Moodle 4.0 is the latest version of the Moodle learning management system, and it includes many new features and improvements that aim to enhance the user experience and support better learning outcomes. Some of the key improvements in Moodle 4.0 include:

  • A new and improved user interface: Moodle 4.0 features a redesigned and modern user interface that is more intuitive and user-friendly, and that provides easy access to the most important features and functions.
  • Enhanced learning analytics and reporting: Moodle 4.0 includes improved learning analytics and reporting tools that provide teachers with more detailed and actionable insights on students’ learning, allowing them to track their progress and identify areas for improvement.
  • Improved accessibility and support for mobile devices: Moodle 4.0 has been designed to be more accessible and user-friendly for users with disabilities, and it includes support for mobile devices, allowing students to access their learning materials and activities on the go.
  • More options for personalization and customization: Moodle 4.0 provides teachers and administrators with more options for personalization and customization, allowing them to tailor the learning environment to the specific needs and preferences of their learners.

Overall, Moodle 4.0 is a significant improvement over previous versions of the learning management system, and it offers many new features and enhancements that can support better learning outcomes and a more engaging and effective learning experience.

At this point I would like to ask the reader: did you notice anything unusual about my discussion of Moodle 4.0?

Moving on, another major project for the TEL team has been to support a pilot implementation of the WiseFlow end-to-end assessment platform. Our hope is that a dedicated platform will allow us to improve our practices around assessment and feedback. Let’s explore that idea below in a little more detail.

Assessment and feedback

There are many different ways to assess students, and the best approach will depend on the specific learning goals and objectives, as well as the context and needs of the learners. Some key principles and strategies that can help to ensure effective assessment of students include:

  • Align assessment with learning goals: The assessment of students should be closely aligned with the learning goals and objectives of the course or programme. This will help to ensure that the assessment is focused on the most important and relevant learning outcomes and that it provides valid and reliable information on students’ progress and achievement.
  • Use a variety of assessment methods: Different assessment methods can provide different types of information and insights into students’ learning, and it is important to use a range of methods in order to get a comprehensive picture of their progress and achievement. Some common assessment methods include tests, quizzes, projects, presentations, portfolios, and observations.
  • Provide timely and meaningful feedback: Feedback is an essential component of assessment, and it is important to provide students with timely and meaningful feedback on their progress and performance. This feedback should be clear, specific, and actionable, and it should help students to understand their strengths and weaknesses, and identify areas for improvement.
  • Engage students in the assessment process: Students should be actively involved in the assessment process, and they should be given opportunities to reflect on their own learning, evaluate their progress, and set goals for improvement. This can help to foster a growth mindset and a sense of ownership and responsibility for their own learning.

Overall, effective assessment of students requires careful planning, the use of a variety of assessment methods, timely and meaningful feedback, and student engagement in the assessment process.

Again, at this point I would like to ask the reader: did you notice anything unusual about my discussion of assessment and feedback?

I inserted those italicised questions above because I (Stephen Webb) did not write any of the text in the two subsections. My “co-author” (ChatGPT) wrote the text.

In 2022, GPT3 (Generative Pre-trained Transformer 3) became a mainstream technology. At least a dozen apps are available that can provide clear, comprehensible text-based responses to prompts provided by a user. An app such as ChapGPT can write essays (and poems, and computer code, and much else besides). And many of our students will know this.

Similar technology can generate artwork. The artwork accompanying this blog post is an original by DALL-E, from a prompt I provided. DALL-E is a much better artist than I can ever hope to be.

I hesitate to call this technology Artificial Intelligence because it is neither artificial nor intelligent; I prefer the term Assistive Computation. Whatever we call the technology, though, I believe that in 2023 we need, as educators, to start grappling with its implications. Can we reasonably assess students by setting them essays to write, when apps can spit out the essays for them? What does the technology mean for notions of authorship and plagiarism? (You will notice that I have credited ChatGPT as being the co-author of this blog post; is that reasonable or meaningful?) What are the best strategies for learning with this technology?

Of course, teachers as well as students can use Assistive Computation. As an experiment, recently, an academic asked ChatGPT to generate a question in a particular knowledge domain that could be set for a first-year undergraduate essay. (The question it generated was entirely suitable.) The academic then asked ChatGPT to generate a rubric for the question. (The rubric was acceptable.) Then the academic asked ChatGPT to write an essay based on the question it had set. (The essay showed no insight, made no new points but would have received a passing grade.) Finally, the academic asked ChatGPT to mark the essay according to the rubric. (The feedback, if nothing else, was at least provided in a more timely fashion than human teachers can provide.)

This experiment suggests to me that either (i) we cut out the middlemen (students and teachers) and let AI do whatever it wants; or (ii) we work together – both students and teachers – to understand how to use Assistive Computation to improve teaching and learning. 

There are many questions here. And I believe 2023 is the year we all need to start grappling with them. Another question: should educators be concerned about this technology? I’ll let my co-author answer:

It’s natural for educators to be concerned about the potential impact of technology on their profession. However, it’s important to note that systems like ChatGPT are not capable of replacing the role of a human educator. While they may be able to generate text, they do not have the ability to understand or evaluate the content of that text in the same way that a human can. It’s also worth considering that the use of such systems may actually highlight the importance of critical thinking and analysis skills, which are vital for success in education and beyond. In the end, the role of educators will continue to be important in helping students develop these skills and prepare for the future.

I (the human, not the AI) would like to wish you an enjoyable festive period and a happy New Year!

Credit Image: An original by DALL-E

Guest Blogger: Jonathan Bell – Part 2 – Sicily: The Filming

So the time had come to pack my bags, charge my batteries and wipe my memory cards clean ready for a week on the Mediterranean coastline. We caught a coach from Portsmouth to Gatwick and I was introduced to the students at the airport. One thing I noticed was how weird it felt that things were becoming more “normal” again! We had faced two years of social distancing and restrictions, but most of these had faded away into the ether (although many people were still wearing masks in indoor settings).

I got to my seat and settled in to watch a couple of films I had pre-loaded onto my tablet. As I mentioned in

An old Lava trench, looking up towards the erupting summit in the background.

An old Lava trench, looking up towards the erupting summit in the background.

Part 1 this was the first time I had been abroad in more than five years, so it was hard to get used to sitting in a confined space for a few hours. Fortunately, I was distracted from this as we flew over Sicily: Mt Etna, in all its imposing glory, dominated the skyline – to see how much of it stretches across the island was tremendous!

We touched down in the early evening and, following a (lengthy) delay in getting our hire vans, we arrived at our accommodation at about 9 pm that night. We were housed about an hour’s drive from the airport and on the way there we got our first real look from the ground at Mt Etna itself. I count myself incredibly lucky that it was erupting the whole time we were there. Plumes of ash spewing from the top and yet everyone was going about their normal business…

View from the rooftop of our hostel, Mt Etna erupting in the distance.

View from the rooftop of our hostel, Mt Etna erupting in the distance.

We stayed in a hostel in Giardini Naxos, a small town on the east coast. The owner was most welcoming, offering us local delicacies and some sweet wine upon our arrival. But it had been a long day of travelling so, after indulging in some Italian culture (it would have been rude not to!), I went to catch some much-needed sleep. In the morning I went up to the rooftop balcony to familiarise myself with my surroundings. This picture shows just how close we were to Mt Etna: the volcano was constantly erupting and in the evenings we were lucky to see some pretty striking lava flows with the naked eye. I could not wait to get closer to the action. If you would like to see more, please check the daily vlog that I began recording almost immediately.

On our first full day, we went to Aci Costello, which is another small town about a 40-minute drive down the coast. It was here that I could start filming for the first resource we had planned: a satellite image with hotspots that students could click on to get a better idea of the area in question.

The Aci Costello castle, I remember it was baking hot that day (as it was most other days!)

The Aci Costello castle, I remember it was baking hot that day (as it was most other days!)

We walked around this Norman-era castle, looking at different interesting viewpoints. On this particular shoot, I was left to my own devices. This was fine but, because I lacked the subject knowledge, it was hard to know what was “interesting” to film and what wasn’t. I did not want to waste my time so I referred back to the lecturer for some guidance at appropriate points. I shall talk more about editing this resource in Part 3.

On day 3 we tried to climb Mt Etna. Unfortunately, a bank of clouds rolled in as we began a two-hour trek towards our stopping point. The trip leaders decided it was not worth going all the way and abandoned the trek about an hour in. It was disappointing but we were fortunate enough to scale it another day! More of that later…

Each of the following day’s activities, because they were weather dependent, were confirmed the night before. We were fortunate that most days it was sunny, with a temperature in the high 20s/early 30s. That certainly made the trip more bearable!

Hi Viz jacket and helmet were compulsory in most locations!

Hi Viz jacket and helmet were compulsory in most locations!

Some of the activities required standing next to the main road, which meant filming was slightly precarious – but I had my high-viz jacket and hard hat on at all times!

As the days wore on, I got more familiar with the routine, the sketchy Sicilian driving styles, and the environment in which I was working. Each night, back at the hostel, I spent an hour or so renaming all of my files so that when it came to the edit, it would be a much smoother process.

The scenery was utterly breathtaking – but, as I shall describe later, nothing could have prepared me for what was about to come as we scaled Mt Etna once more.

During the day we drove up to one of the base camps and the students went off for a large portion of the day on a mapping exercise they had been preparing for.

Derek Rust, Trip leader explaining about a field mapping exercise the students had to undertake.

Derek Rust, Trip leader explaining about a field mapping exercise the students had to undertake.

During that time I managed to film a short video with Derek Rust, the trip leader, who was able to describe exactly what the mapping exercise was so that future students would be even more prepared for their trip. I also spent some time getting some B-roll (Background) footage that I could use to cut in with other videos I had filmed over the previous few days. I was distinctly aware of the explosive nature of the volcano – a loud bang occurring every 15-20 seconds – but nobody seemed bothered! So I decided not to worry about it.

Later that afternoon we drove around the side of the mountain to another “Rifugio” (Literally meaning refuge, but in this case was a small bar/cafe with a big car park) where we tried to scale the mountain once more. This time the weather conditions were more clement and we took a slow, steady walk to one of the ridges. The distance was perhaps only one or two miles, but because the gradient was so steep we took a couple of hours to get there! The ground surface was quite bizarre – neither soil nor mud, but a material called “tephra”, a gravel-like substance that had been ejected from the volcano years previously. It made our legs work that little bit harder. On the way up we stopped for photo opportunities and a deserved breather!

We finally reached our destination, just after sunset and I was surprised to find that we were not the only group there. A group of about 50 other people, a mix of locals and tourists, had also slogged their way up to see this magnificent view.

Mt Etna erupting in all its glory, a life changing moment to capture this eruption.

Mt Etna erupting in all its glory, a life-changing moment to capture this eruption.

The term “speechless” is often overused, but I genuinely was speechless! The scale was incredible. I had never experienced such a view. We could see for miles, across the Valle del Bove right down to the coastline; mainland Italy was in the distance. At this point I was ravenous so I sat against some rocks and ate my dinner whilst watching lava shoot hundreds of feet up into the atmosphere. It felt surreal!

I was surprised by how quiet it was. Compared to earlier in the day, where you could hear bangs constantly, this was much more subdued – although there were plenty of oohs and aaahh’s, almost like watching a firework display without the noise. Then, back to work: I took some photos and footage to feed into the bonus resource that we had planned.

After a couple of hours of admiring the power of mother nature, it was time to make our descent. It was pitch black by this point so the descent took almost as long as the ascent. We drove down the mountain, and back to the hostel, and I reflected on what was a long but thoroughly enjoyable day. 

 A couple of days later, it was time to head home. I was sad to be leaving – I had met some wonderful people, tasted Italian/Sicilian culture, and woken up to some of the most spectacular views I had ever seen! But I was excited to get back. I knew I had captured some great content and I knew that I could make some great resources from the footage.

In Part 3 I shall talk about the editing process, and how I turned the footage into Reusable Learning Objects (RLOs).

Credit Images: All photos within this blog post were taken by Jonathan Bell, except The Aci Costello castle which was taken from https://www.typicalsicily.it/

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