Tel Tales

Adventures in Technology Enhanced Learning @ UoP

Tag: feedback (Page 1 of 3)

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WiseFlow – Looking in the mirror with reflective portfolios in WiseFlow

July 3, 2023 / / 0 Comments

Hey there, fellow exhausted souls!

Can you believe it? We’re finally coming towards the end of the academic year, and boy, has it been a fun ride!  Our WiseFlow pilot has gone from strength to strength as we support academics through a new assessment process.  More importantly, we have successfully run two separate assessments using our innovative approach of using WiseFlow as a reflective portfolio – the first use case of this we know about!  We’ve grown, learned, and potentially discovered an exciting prospect for the future of reflective portfolios at Portsmouth University, so let’s take a moment to reflect on the journey we’ve been on. 

You may have read our previous blog post on “Unlocking the power of WiseFlow: Transforming ePortfolio assessments” where we discussed the possibilities of using WiseFlow as a viable reflective portfolio platform and the benefits a reflective portfolio approach brings.  For students, this helps develop their metacognitive skills and self-awareness as learners over a period of time.  Academics, on the other hand, can use reflective portfolios to assess students’ learning outcomes in a more comprehensive and authentic manner.  This is all part of our wider WiseFlow pilot to provide one integrated assessment platform that serves our current (and future) assessment needs within Portsmouth University, which Mike Wilson spoke to us about recently on our podcast – you can listen here. 

Teach Well and Research-Informed Teaching

This year we ran two reflective portfolios within WiseFlow as part of our pilot project – to test the water and find out if this was even possible. The first was within our Researched Informed Teaching module, which supports early career academics to apply their learning in educational enhancements into their own contexts, through reflection and innovation.  Students will draw together higher education policy, research methods and educational developments to build students knowledge for their future work.  Secondly, we ran a reflective portfolio in our new level seven Teach Well: Principles to Practice module, which is a professional development route for those in roles related to supporting student learning. Students in this module embark on a pedagogical journey through three pillars of practice for teaching well in higher education, gaining the confidence to critically evaluate learning and design approaches and reflecting on what it means to teach well across different modes of study.  We recently caught up with Maria Hutchinson who runs this module in our podcast series, if you missed this one, you can listen here. 

We’ve worked closely with these academics and our support teams to develop reflective portfolios for these modules that can be used as a summative assessment vehicle which is both intuitive for learners and versatile enough to encompass a broad range of tools which enable the course learning outcomes to be demonstrated in an engaging and meaningful way.

What the students said…

Following the submission of reflective portfolios into WiseFlow, we sent out a survey to participants to gain their feedback and views.  Some of the headline figures are detailed below…

  • 90% of students found the WiseFlow reflective portfolio easy to navigate
  • 90% of students agreed that a reflective portfolio suited this type of assessment (compared with traditional essay-based assessment methods)
  • 82% of students felt their own students would enjoy using a reflective portfolio in WiseFlow
  • 71% of students enjoyed the interactive assessment methods, such as histograms, voice recorders etc. 
  • We received multiple comments about the clear instructions that were given on how to access and use Wiseflow as well as its reliability and stability as a platform.  Many users also commented positively on the functionality that WiseFlow offered compared to previously used portfolio solutions. 

Students also commented on…

  • If there was a need to add another system to Portsmouth University’s available assessment platforms – “There are too many platforms for submitting the work, Moodle, ePortfolio, WiseFlow, it is really confusing and frustrating that is necessary to learn how to use different platforms for different modules.”
  • The lack of formatting transfer from applications such as Word, when copying and pasting into WiseFlow – “Transfer of formatted MS Word document to WiseFlow could be improved. Currently, the document format is lost during the cut & paste process which then requires more effort to re-format within the WiseFlow portal.”
  • Better integration with Moodle and WiseFlow – “I’d like to see direct access from Moodle”. 

The data presented highlights the positive reception of WiseFlow as a reflective portfolio solution by students. The high percentage of students that recognized the suitability of a reflective portfolio as an assessment method, in comparison to traditional essay-based approaches and praised its usability is a really positive sign. The positive feedback on the interactive assessment methods further emphasizes the adaptability of the question bank in a traditional FlowMulti assessment to be used in an innovative way. 

However, some concerns were raised by students, such as the frustration of managing multiple assessment platforms at the university, indicating a need for better integration. This all links to our Digital Success Plan to (re)design robust assessments to meet the needs of the diverse student population within a blended and connected setting and incorporate a robust specialist end-to-end assessment platform. Our aims in the project were to make it easier for academics to design assessments, easier for students to find their assessments and feedback, and support staff by reducing the manual workaround assessments for academics.  During the next stage of the pilot project, integration into our current systems is a top priority and will alleviate these challenges.  Furthermore, the lack of formatting transfer from applications like Word to WiseFlow was highlighted as an area for improvement. These critical comments provide valuable insights for further refining and optimizing the WiseFlow system.

The evidence is clear to see – WiseFlow has the ability to provide a viable solution to reflective portfolios, with a bit of refinement – it could be excellent. 

What the staff said…

It was also vital to us that we gathered feedback from our academic staff.  

  • 100% of staff agreed that WiseFlow allowed them to develop their assessment in ways that were not previously possible
  • All staff agreed the WiseFlow reflective portfolio allowed them to fully cover learning objectives and meet the needs of their students
  • We received multiple comments about the speed of the platform, intuitive nature and search functionality which made the verification/moderation process seamless.  Staff also commended the accuracy of the rubrics for grading and how new interactive elements made them rethink how they could better use this type of functionality in the future.

Staff also commented on…

  • Comparisons to previously used portfolio platforms – “Historically the module used [another portfolio system] which was really clunky and didn’t work well at all. I really liked that Wiseflow could be scrolled across (as opposed to clicking through each page) and the layout was great”
  • Design elements within the marking interface – “It would have been useful to have had the comment box movable (I work with two screens and being able to drag the box to another screen to write on would have been a nice touch – several times I had to keep opening and closing the box as I wasn’t able to see the text underneath it)”
  • Having more time to explore the platform – “I did not feel I had enough time to play before it went live for students, but this was not WISEflow’s fault – it was just timing”. 

As an honest answer, we’ve been blown away by our staff feedback.   The unanimous agreement that WiseFlow enables new possibilities for assessment development speaks very highly of this solution and its potential in enhancing the teaching and learning experience for students at Portsmouth University.  The potential to create authentic assessments through the use of reflective portfolios is exciting.  The accuracy of the grading rubrics was also very highly commended – allowing students to have a greater chance of achieving a clear and defined target and making academic decision-making easier, fairer and more accurate.  In terms of developmental areas, the movement of the comment box is a fair point – we’ve heard from other academics about the size of the comment box before – hopefully, something that WiseFlow’s New Marker Journey will alleviate. 

Where do we go from here?

As we raised in our first blog post – the reflective portfolio solution in WiseFlow is far from perfect, with a few simple tweaks the solution could become very appealing. Sadly, some of these are out of our hands and lie within the code of the platform.  We’ve learnt a lot during the duration of this assessment as a project team, including developmental areas we have highlighted for the future.  

The single biggest limiting factor when using a reflective portfolio is when using a file upload question type.  This is limited to twelve files that are no more than 10Mb each – multiple file upload questions can be used, but will still have limits on them.  We have approached WiseFlow about this for development purposes, however, we have yet to have any significant movement on removing this limit.  The removal of this limit puts WiseFlow in an incredibly powerful position to offer another “string to their bow” in terms of assessment choice and would truly open up the use of reflective portfolios within the platform.  Sadly, with this limit in place, using reflective portfolios with some faculties such as our Creative and Cultural Industry, where students would regularly upload large .psd, CAD files, HD video, and high-quality audio etc) is just not a viable option.  Creative students will often build a “portfolio career” and we would love to be able to work with them on developing reflective portfolios, but this limit stops us.  Until this is removed, careful consideration must be taken at the planning stage of an assessment as to whether the reflective portfolio is the correct solution.  Further to this, other limitations must be considered – for example, once the reflective portfolio is live for students to complete, it cannot be altered, changed or adapted.  During the pilot, we’ve worked extensively with academics and our support teams to iron out any issues prior to release. Careful planning and consideration must take place in the authoring phase of an assignment, which will then be rigorously checked prior to release – in the same way an exam would.  This has worked at a small scale but we would need to ensure appropriate support mechanisms are in place at a larger scale.  

Our student feedback gave us valuable insight into the process of using WiseFlow.  Although reflective portfolios save every 10 seconds, if a student deletes a file or a piece of text and exits the platform, this cannot be recovered.  Over the duration of the assessments that took place, we encountered one reported instance of this. We also had some reports of formatting that will not copy from Word documents.  Again, we approached WiseFlow regarding this and it is recommended to copy/paste plain text from Word and finish the styling in the text editor of WiseFlow.  Although this solution works, having formatting that copies across would make students’ work translate much easier – particularly for those who write on external documents before copying into the platform at the last minute (like myself). In terms of progression beyond WiseFlow, we’d love for students to be able to take their work from the platform and have the ability to store it themselves or share it beyond the WiseFlow platform.  Currently, there is no solution to this.  A “zip folder” that contained all exports and uploaded files of any inputted answers into WiseFlow would be a great starting point.  Again, we’ve put forward the idea to WiseFlow, but have yet to have any movement on this.  

Where do we take our pilot now?

Although these are risks with using a reflective portfolio solution in WiseFlow, the prospect and the potential gain of this authentic assessment are exciting.  We’ve taken the plunge and proven the concept works, highlighting potential development areas which we really hope get some traction and we’d like to think WiseFlow will be open to listening to these developmental ideas.  As for our pilot project as a whole, we move into a second phase of the pilot with a continued focus on reflective portfolios but also some other areas of assessment we have struggled with in the past, such as large file submissions.  We have a plethora of training and support we are actively developing and working with local teams to ensure staff feel confident using the systems.  

We continue to have a waiting list for academics who are wanting to work with us to develop reflective portfolios in WiseFlow. I find myself meeting with academics on a weekly basis to discuss potential projects and reflective portfolio solutions in their disciplines.   So far, we’ve done no real advertising, and this interest has been created from word of mouth and from those who have used it as students. We are keen to share our experiences with other Universities in WiseFlow user groups, who are actively keen to explore this and want to learn about our innovative approach. However, we need to be open and honest about the limitations that this solution has at the moment. Collectively, we might hold enough power to make change happen but until that point, caution must be taken before embarking on a reflective portfolio to ensure this is the correct fit for assessment.

The potential of this solution is game-changing, not just for us, but for a lot of other Higher Education institutions across the world.

The future of reflective portfolios in WiseFlow is exciting – keep watching this space.  

Chris

Credit Image: Photo by MidJourney 

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WiseFlow ePortfolio – Unlocking the power of WiseFlow: Transforming ePortfolio assessments

May 22, 2023 / / 2 Comments

In the digital age, traditional paper-based portfolios have given way to ePortfolios, harnessing a powerful way to showcase a student’s work that demonstrates their learning, progress, reflections and achievements, over a period of time. ePortfolios are increasingly becoming popular in education as they offer several benefits to both students and academics.

For students, ePortfolios provide an adaptable platform to showcase their learning journey, including their best work and reflections on when it didn’t go quite to plan, and draw on evidence from a range of sources whether that be PDFs, images, videos, audio snippets or written text. This process helps students develop their metacognitive skills and self-awareness as learners over a period of time.  Academics, on the other hand, can use ePortfolios to assess students’ learning outcomes in a more comprehensive and authentic manner. In turn, this allows academics to gain insights into students’ thought processes, identify their strengths and weaknesses, and provide targeted feedback. Additionally, ePortfolios allow academics to track students’ progress and provide evidence of their achievements.

Using ePortfolios also builds several skills, including digital literacy, communication and critical thinking – all of which are vital in the modern workplace. Students have to select, curate, and present their work in a clear and engaging manner. They also have to reflect on their learning process and map this to learning outcomes. These skills are crucial for success in the modern workplace, where digital communication and collaboration are essential. With a background in teaching vocational courses for 12 years at Further Education level, I’ve seen first-hand the impact and outcomes of effective ePortfolio use for both students and academics. 

At Portsmouth University, we have struggled to find a solid ePortfolio solution. We currently use a popular open-source ePortfolio platform that allows students to create and share their digital portfolios. While the platform has several benefits, including flexibility, customizability, and integration with other systems, it also faces some challenges. One major issue is its user interface, which can be overwhelming and confusing for some users – particularly in the setup stage of having to import the portfolio into your own profile. This process often leads to a lot of technical issues and puts up an immediate barrier to entry for those not tech-savvy. Additionally, the learning curve for using the platform can be steep, and it may take some time for users to become familiar with all the features and functionalities. However, despite these challenges, academics and students value the use of the ePortfolio system on offer and the benefits this provides.  

We are currently coming towards the end of our first stage of a pilot with a new system: WiseFlow. This is a cloud-based digital end-to-end exam and assessment platform that supports the assessment and feedback lifecycle for students, assessors and administrators. It’s fair to say that staff feedback about the WiseFlow pilot has been overwhelmingly positive. As a core project team, we’ve had the pleasure of working with academic teams to support students with innovative assessments in Wiseflow, across a range of disciplines. This all links to our Digital Success Plan to (re)design robust assessments to meet the needs of the diverse student population within a blended and connected setting and incorporate a robust specialist end-to-end assessment platform. Our aims in the project were to make it easier for academics to design assessments, easier for students to find their assessments and feedback, and reduce the manual workaround assessments for academics and support staff.  All of which, WiseFlow seems to have been able to deliver. 

Within the pilot, we wanted to really push the boundaries of WiseFlow – utilising a wide range of assessment types to really test if WiseFlow can become the go-to platform for assessments at Portsmouth University.  One of the big challenges for us was to find an ePortfolio solution that is user-friendly, and adaptable across a range of disciplines as well as providing a versatile feedback loop where students could receive formative feedback on their work from assessors and develop ideas, prior to final submission. After challenging the team at WiseFlow to this – they came back with a solution. Block arrows showing the timeline of a flow ePortfolio for Online Course Developers, eLearn Team, Students and Academics

Traditionally, a FlowMulti (just one of the many ‘flow types’ WiseFlow offers for assessment) would be used for open/closed book multiple-choice exams, where the participants fill out a provided multiple-choice test.  However, the team at WiseFlow suggested we could utilise this functionality to use as a bespoke ePortfolio solution.

Using a FlowMulti allowed us to replicate the layout and design of current ePortfolios as well as allow us to adapt the setup to truly take ePortfolios to the next level. To create the feedback loop, we allowed assessors early access to the work, early release of feedback to students, and students to submit unlimited times before the deadline.  The portfolios could be easily updated year-on-year, were inviting for students to engage with, and could be authored by multiple academics at the same time. This seemed like the perfect solution.  

After testing, adapting and re-testing, we felt this solution offered a totally new level of ePortfolio to our current offering. The ability to re-purpose traditional multiple-choice questions allowed us to push the boundaries of assessment further, like never before. The only limitation is our own creativity to adapt and repurpose these. We put together a showcase of a PGCert portfolio to show our academics the findings, who immediately fell in love with the platform and we started working together to develop a portfolio to run within the pilot.

“As a course team, we are incredibly excited about the flexibility that the Wiseflow ePortfolio has to offer. Working with the project team we have been able to design a summative assessment vehicle which is both intuitive for learners and versatile enough to encompass a broad range of tools which enable the course Learning Outcomes to be demonstrated in an engaging and meaningful way.”  Dr Joanne Brindley, Academic Practice Lead & Senior Lecturer in Higher Education.

A screenshot of an image taken from a computer of the page that the participant will see asking them to reflect on their skills. A screenshot of an image taken from a computer of the page that the participant will see. The image is of empty drop box for the participant to upload their activity into it. A screenshot of an image taken from a computer of the page that the participant will see asking them to type up a reflective statement on the using of Technology to support learning.

We are now in the “participation” phase of two ePortfolios – one for the Research Informed Teaching module and one for the new Level 7 Teach Well: Principles to Practice professional development module.  We have had great experiences re-designing pre-existing portfolios to really push the boundaries of what is possible in WiseFlow. We’ve added interactive elements, by turning traditional questions and approaches on their head – such as using a histogram for reflection, allowing students to visually reflect on skillsets pre- and post-observation. We’ve provided students freedom of choice with assessment by integrating a voice recorder into the portfolio and also utilising existing platforms to integrate into the WiseFlow portfolio. Really, the only limitation is our own imagination.  

“We teach the PG Cert Higher Education so our students are staff. The platform is incredibly user-friendly for both staff and students. We used it for ePortfolio as the last platform created lots of complaints, whereas this platform has led to lots of compliments.  The staff members spoke highly of the platform and I believe, many have asked to be part of the pilot next year due to their positive experience.”  Tom Lowe, Senior Lecturer in Higher Education

There has been overwhelmingly positive feedback from academics and students regarding the usability and functionality of using WiseFlow as an ePortfolio solution.  Through word of mouth and firsthand experiences from early career academics, particularly those who are studying on the Research Informed Teaching module, the platform’s potential in enhancing their own teaching has become widely recognized.  I remember being invited to one of Tom’s lectures to showcase the platform to his students who would be using it and the response was overwhelming. Staff were excited to use this as students and saw the immediate potential for their own teaching. It is always a good sign of a new innovation when there is an immediate benefit to both staff and students that can be applied instantly in the classroom. Essentially, we now have a waiting list for academics who are wanting to work with us to develop ePortfolios in WiseFlow – with no advertising at all and purely from those who have used it as students. We believe that when this is advertised, we will see a huge influx of academics wanting to use this. We have also spoken to other Universities in WiseFlow user groups, who are actively keen to explore this and want to learn about our innovative approach. The potential of this solution is game-changing, not just for us, but for other Higher Education institutions. 

However, using an innovative approach and essentially turning a quiz assignment on its head does not come without some drawbacks that need to be considered before academics embark on an ePortfolio solution within WiseFlow.  There is currently a 12-file limit, set at 10Mb per file when students upload files into the portfolio. Although it is great that students can do this, it does not lend itself to modern file sizes or some of our subject areas (for example, our Creative and Cultural Industry Faculty, where students would regularly upload large .psd, CAD files, HD video, and high-quality audio etc). In our initial pilot, we haven’t encountered this issue – but it’s worth considering if this is the correct way to proceed with an assessment. The limit on the number of files is also a concern. For example, some students in our pilot have reached the 12-file upload limit. While there are workarounds, such as storing files in a Google Drive folder and sharing the link or combining multiple files into one, however, it defeats the purpose of an ePortfolio as an all-encompassing system. Perhaps, a better approach would be to have an upload limit as a whole, with a defined combined file size.  The final consideration to make is that once the ePortfolio is live, we cannot make changes.  We’ve worked extensively with academics and our support teams to iron out any issues prior to release, but again, this is important for academics to understand. Careful planning and consideration must take place in the authoring phase of an assignment, which will then be rigorously checked prior to release – in the same way an exam would. Despite these setbacks, we’re actively in discussions with WiseFlow regarding developing this and hope to make progress on these in the near future. 

The future of ePortfolios in WiseFlow is exciting, and we can’t wait to see how they will continue to be developed across the University. The ability to adapt and transform ePortfolios will open up new doors for our students and academics to really develop the ways in which students can showcase their knowledge and understanding. We’re hoping for a successful run of ePortfolio use within our pilot and looking forward to developing new ideas as we move into the future.  

Until next time. Watch this space.

Chris.

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AI and Higher Education: Is it time to rethink teaching and assessment?

March 13, 2023 / / 0 Comments

On 22 February I took part in a roundtable debate on the topic “AI and Higher Education: Is it time to rethink teaching and assessment?”, the event being organised and facilitated by Graide, a UK-based Ed Tech company that uses AI to provide improved feedback in STEM subjects. (I dislike the term ‘artificial intelligence’ in this context, but I think I am fighting a losing battle here. In the interests of clarity, I’ll use the term AI in this blog post.) 

Given the recent furore around generative AI, and its ability to create human-like outputs, Graide thought it would be timely to bring together a variety of voices – senior managers, academics, developers, students – to discuss the potential impact of this new technology on higher education. I was joined on the panel by Bradley Cable (student at Birmingham University); Alison Davenport (Professor of Corrosion Science at Birmingham University); Ian Dunn (Provost of Coventry University); Manjinder Kainth (CEO of Graide); Tom Moule (Senior AI Specialist at Jisc); and Luis Ponce Cuspinera (Director of Teaching and Learning at Sussex University).     

It was fascinating to hear the range of opinions held by the panel members and by the 400+ people who attended the event (and who could interact via polls and via chat). If you are interested in my opinion of the technology then you might want to watch a recording of the debate; alternatively, in the paragraphs below, I’ll attempt to summarise my feelings about Bing, ChatGPT, and similar programs.

* * *

It is easy to see why there should be fears about this technology, particularly around assessment: students might pass off AI-generated content as their own. Critics of the technology have numerous other, entirely valid, concerns: the models might produce biased outputs (after all, they have been trained on the internet!); companies will presumably start to charge for access to AI, which raises questions of equity and digital poverty; the output of these models is often factually incorrect; and so on and so on.

But this technology also possesses the clear potential to help students learn more deeply and lecturers teach more effectively. 

I believe that if we embrace this technology, understand it, and use it wisely we might be able to provide personalised learning for students; design learning experiences that suit a student’s capabilities and preferences; and provide continuous assessment and feedback to enable students themselves to identify areas where they need to improve. The potential is there to provide at scale the sort of education that was once reserved for the elite. 

Note the emboldened if in the paragraph above. To obtain the outcome we desire we need to embrace and explore this technology. We need to understand that the output of large language models relies on statistical relationships between tokens; it does not produce meaning – only humans generate meaning. And we need to use this technology wisely and ethically. It is not clear at this point whether these conditions will be met. Instead, some people seem to want to shut down the technology or at least pretend that it will have no impact on them.

I have heard numerous academics respond to this technology by demanding a return to in-person, handwritten exams. (Would it not be better to rethink and redesign assessment, with this new technology in mind?) I have even heard some lecturers call for a complete ban on this technology in education. (Is that possible? Even if it were, would it be fair to shield students from tools they will have to use when they enter the workforce?) 

* * *

Fear of new technology dates back millennia. Plato, in the Phaedrus, a work composed about 370 BCE, has Socrates argue against the use of writing: 

“It will implant forgetfulness in their [the readers] souls. They will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks.”

Ironically, we only know about Plato’s argument against writing because it was written down.

More recently, some critics argued that the introduction of calculators would impair students’ mathematical ability. (The research is clear: children’s maths skills are not harmed by using calculators – so long as the devices are introduced into the curriculum in an integrated way.)  Even more recently, some people argued that spellcheckers would impair students’ ability to spell correctly. (It seems the reverse might be the case: students are getting immediate feedback on spelling errors and this is improving their spelling.)

Perhaps it is a natural human response to fear any new technology. And in the case of generative AI there are legitimate reasons for us to be fearful – or at least to be wary of adopting the technology.

But the technology is not going to go away. Indeed, it will almost certainly improve and become more powerful. I believe that if we are thoughtful in how we introduce AI into the curriculum; if we focus on how AI can support people to achieve their goals rather than replace people; if we produce a generation of students that use the technology effectively, ethically, and safely – well, we could transform education for the better.  

Credit Image: Photo by Stable Diffusion 2.1

Self portraid of man looking at compuetr screen - where do we end and AI start?

TEL in ’22 – and looking forward to ’23

December 5, 2022 / / 1 Comment

(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

Teach Well: Principles to Practice title with the start date of the module (24th Jan 2023) plus the Teach Well arrow

Guest Blogger: Teach Well: Principles to Practice Module

November 25, 2022 / / 1 Comment

Hi everyone, I’m Maria Hutchinson and I joined the Academic Development team back in June as a Learning Designer. One of the projects I was given early on was to create a professional development module to support the pedagogical upskilling of our Online Course Developers (OCDs), Seniors OCDs, Learning Technologists, Educational Technologists, Learning Support Tutors, Associate Lecturers, or other relevant roles related to supporting student learning.

The aptly named Teach Well: Principles to Practice module has been approved and we are actively recruiting for TB2 Jan-May. This new 30-credit L7 professional development module is FREE for UoP and will run TB1 and TB2.

Join us on a pedagogical journey through 3 pillars of practice for teaching well in higher education, and gain the confidence to critically evaluate learning and design approaches and reflect on what it means to teach well across different modes of study.

On completion of the module, you will be able to support colleagues in the fields of learning design and wider pedagogic practice, including supporting workshops such as enABLe, the University’s framework to support innovative team-based learning design. You will also engage with the UKPSF and be able to work towards an appropriate level of Fellowship.

This practical module focuses on learning design, teaching practice, and assessment and feedback, in the context of a solid pedagogic framework linked to blended and connected learning. A significant component of the module content and associated skills is practical teaching.

Academic teaching students in classroomYou will learn via a mixture of face-to-face away days* and online synchronous sessions, including workshops, discussions and guest speakers, where you will be encouraged to engage. Guided learning will include asynchronous online activities, in addition to which, you will be expected to engage in assessment activities and independent study. Key dates of online sessions and away days.

*NOTE: Attendance at face-to-face away days are mandatory, therefore, you should ensure that you have prior approval from your line manager to attend them.

For more information and for details on how to enrol, please contact: maria.hutchinson@port.ac.uk

Similarity scoring is a secondary consideration for online assessment

Similarity scoring is a secondary consideration for online assessment…

July 26, 2021 / / 0 Comments

Similarity scoring should be a secondary consideration for online assessment. Much more important factors, from my point of view, are ease of marking for academics; access to quality feedback for students; and innovative authentic assessment workflows.

Turnitin are close to monopolising the market on similarity scoring of student papers but many assessment platforms already use Turnitin and Urkund as plugin services to provide similarity scoring.

Where should we be focusing our effort at UoP?

As an institution one of our strengths lies in quiz/question-based assessments. This is particularly the case in the Science and Technology faculties. We have a mature sophisticated platform in Moodle to deliver these types of assessments and a deep level of staff expertise across the organisation, which has developed further through-out the pandemic.

The risk factors for UoP include a need to increase capacity for online exams (or diversify some of our assessment types onto an external platform at peak periods) and the ability to be able to innovate in terms of essay/file-based assessments.

From what I can see, Turntin has stagnated in terms of assessment innovations in recent years and have not yet improved service reliability at key assessment periods by migrating their platforms to a service like AWS. This has been promised repeatedly but not delivered on as yet.

This is potentially a reason why we saw growth in Moodle assignment and quiz usage during the pandemic rather than a big increase in Turnitin usage (trust in the reliability of the service and flexibility of the functionality).

So where could we focus our effort to improve the assessment tools for educators and students to gain the most benefits?

Innovative assessment workflows

Posing a long-form question to a student and easily marking the finished product should be a simple process – and it is on platforms such as Turnitin. However, we are increasingly adapting our assessments to be more authentic: assessments that more closely match how students will operate in the workplace. This often requires more sophisticated workflows and mechanisms, which should still be straightforward for academics to engage with and make sense of if they are to be successful. 

Traditional paper-based exams (potentially bring your own device)

During the pandemic staff were forced to transition away from paper-based exams. Many exams were instead delivered as coursework or window assignments (e.g. a 2hr assignment within a 24hr window) or as question-based quiz exams. When exam halls are available again staff may revert back to previous paper-based solutions. After all, we know how these work and paper doesn’t need charging or a stable wifi connection. However, we can harness this forward momentum with a platform dedicated to supporting timed essay assignments on students’ own devices or University machines. Several platforms offer functionality for students to download assignments at the start of an exam with no need to have an internet connection until it’s time to submit at the end. This could represent a robust, safe exam experience that more closely matches how students study today. Who handwrites for three hours any more? I’d be willing to bet most students don’t.

There are challenges with BYOD (bring your own device) particularly around charging and ensuring student machines are reliable. Many of these challenges can be solved with a small stock of fully charged devices, which can be swapped out to students when needed. Chromebooks are ideal online exam devices for this very reason, due to their long battery life and simple configuration. 

Assessment feedback

Workflows such as “feedback before grades” can help students better engage with their feedback, but better access to feedback for students in a variety of places is also key.

Services that offer a holistic view of assessment feedback, or the ability to extract these comments via API so we can build our own views, are increasingly valuable. This functionality will enable key staff such as personal tutors or learning support tutors to view student feedback as a whole (rather than in silos) to spot key areas to help students improve their academic work.

To round out where I started with this post, providing similarity checking is an important part of modern assessment – but it is a problem that has already been solved, multiple times.

If we make assessment more authentic, more flexible and more collaborative there will be less need for plagiarism detection because students will be demonstrating more of the attributes we want them to leave University with. I accept this is perhaps an overly idealistic viewpoint, as there are a lot of students to assess each year, but this is more reason to explore flexible assessment solutions that can make the lives of academics and students a bit easier.

Three different coloured text boxes with the titles of each step

Situational judgement assessment

August 17, 2020 / / 1 Comment

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.  

An iPad laying on a table so you're looking at it flat on. On the screen is the titles of the new training sessions

TEL Training Workshops and Bespoke Sessions

August 3, 2020 / / 0 Comments

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

Part of the edge of a table with a laptop opened with a hand placed on it as if using the laptop

Guest Bloggers: Emma Cripps and Rama Hilouneh – Content Capture: Supporting Learning Outside the Classroom

July 6, 2020 / / 0 Comments

By Emma Cripps, eLearning Coordinator in the Graduate School, and Rama Hilouneh, elected Learning Experience Officer at the Students’ Union.

Content capture, as defined by the University of Portsmouth Content Capture Policy, is “the digital production/capture of… content for the purposes of enhancing learning and teaching practices…”. 

Whilst to many, this may be in the form of a recording of some, or all, of their taught sessions, to others it could be the production of a written or audio summary, a how-to guide, or a summary of points made by students during the session. There are many options for capturing what takes place during the variety of taught sessions we offer our students, but what the Content Capture Policy ensures is that all students have access to learning from these sessions, whether they were physically able to attend or not. While the Content Capture Policy was developed before the coronavirus pandemic, it has become particularly relevant as we prepare for a blended and connected approach for Teaching Block 1 in the new academic year.

Through various consultation and feedback mechanisms with both staff and students across the University, the Content Capture Policy, which was recently considered and approved by the Academic Council and will now be implemented, is the result of over two years worth of discussion, revision and ultimately, an understanding that not all taught sessions in their entirety are suitable for recording. However, our diverse student population are asking for a mechanism that allows them to engage with taught sessions after they have taken place, whether that be to revisit, revise, or experience it for the first time. 

Rama Hilouneh, elected Learning Experience Officer at the Students’ Union (UPSU), and member of the Content Capture working group, has contributed to the Content Capture Policy, and long-term project, which originally arose from a UPSU elected officers manifesto point. “The working group, created by Dr Harriet Dunbar-Morris, has included the Students’ Union through each step, and actively listened to our input. This is particularly important, where the elected officers have changed over a number of years, yet are still included in this long- term project. From a student perspective, the world has become that much more technology-driven and information is just a click away. Yet, at times as an institution we have fallen behind in accommodating what this new generation of students expect from us, with inconsistencies in access to learning material within, and across, courses. 

“Yes, the presence of students in a lecture brings about a whole different learning experience with the opportunity to engage and ask questions as you receive the taught lesson. However, with the number of students entering higher education not only increasing, but also diversifying, the ‘type’ of student we attract has changed. University is no longer a place for academia alone, but an experience to advance a wide range of developmental skills and extracurricular activities. In addition, the majority of students work part time jobs, with some holding caring responsibilities, living a distance away from university or taking care of younger children and upholding a family. This begs the question as to what true engagement is in the age of technology. Regardless of the student’s circumstances, staff are able to provide resources and support through essential content online, and improve the overall student experience. This is why I view the Content Capture Policy as a step forward for us as an educational institution.”

For students, the ability to review material after a live session has taken place is extremely valuable. A survey carried out by the University, in partnership with the Students’ Union in 2018, found that over 85% of the students who responded use captured content, such as recordings, for revision, and recapping or revisiting complex concepts. There is also evidence within the research literature of the benefits students gain from revisiting taught sessions, including being able to review complex material, create detailed notes, and support the completion of assignments. 

There is of course diversity in how students use captured content, and staff within the University have raised concerns over the impact capture may have on attendance and engagement at taught sessions, something which is discussed at length within the research literature. Whilst there is evidence that the introduction of lecture capture can have a negative impact on attendance, there is also evidence that there is little impact, or that this impact is inconsistent, and other variables such as individual levels of motivation, and other academic pressures influence a student’s decision on whether to attend a lecture. 

The aim of content capture within the University is not to replace live-taught sessions, but to supplement them, something which will need to be communicated with students in order to help them understand that attendance and engagement at timetabled sessions is still important. The Content Capture Policy also acknowledges that “not all teaching styles nor all formal teaching sessions are suitable for recording”, giving staff a choice in how they capture and share the core content of a taught session. It is important to remember though that the core content of every formal teaching event that takes place needs to be captured, and some of the different ways staff have already been doing this will be shared in future blog posts and support materials. As our students try to overcome new and perhaps unexpected challenges, such as additional caring responsibilities, or inequalities in access to equipment or the internet, the capturing of content from formal teaching events is going to be key to ensure that no student is disadvantaged.

As a University, the ability to capture and record content has been available for many years, with staff already using creative ways to share material from taught sessions. Whilst there may be some additional work required to develop skills when choosing to use technology to capture content, many staff have already developed these skills, especially over the last few months in response to the challenges faced with teaching in lockdown. Training and continued support will be provided for staff as part of the Learning and Teaching Opening Campus Workstream, and we will be sharing some of the creative ways in which staff have been capturing content from their teaching sessions, including at the TEL Tales: Blended Learning Festival from the 13th to 17th July 2020.

  The Content Capture Working Group is aware, and understands the concerns raised by staff in relation to the new policy. Whilst this post can’t address all of these, it is hoped that the continued discussions, training and support around this policy will allow staff to make informed decisions, and allow all our students to benefit from taught sessions, even after they have taken place. Look out for future blog posts where we will be sharing more resources, guidance and support in relation to content capture.

Credit Image: Karolina Grabowska from Pixabay

Fiona Cook Feature Image

Guest Blogger: Fiona Cook – Introduction to Tel Tales

May 4, 2020 / / 0 Comments

Hi, I’m Fiona Cook and I am the new Research Associate for the Department of Curriculum and Quality Enhancement (DCQE). 

I have joined the University after nearly four years, across three roles, at the University of Portsmouth Students’ Union (UPSU). My latest role at UPSU was Insights Lead and I was responsible for leading all consultation, research, benchmarking, and data management, and for supporting GDPR compliance. Previously, I worked for the Student Focus team which covered areas such as academic representation, quality assurance, and collaborative partners. I have also worked in FE where I supported multiple departments including all HE provision. 

I have joined DCQE to support the University’s work on widening access to and participation in HE and enhancing the student experience. My role focuses on projects across the University that support the Access and Participation Plan, particularly those around BAME students, WP, innovation in learning and teaching, and student voice. When I saw the posting for my new role it seemed like the perfect opportunity to bring together my experience and interests! 

My previous roles at UPSU means I have already worked closely with the University, and DCQE, on similar projects including content capture, the NSS, the student charter, and the TEF. Working within the Student Focus and Insights teams means I have a lot of experience with student voice, and I thankfully already know quite a few of the many acronyms used in this area. 

I think student feedback is crucial in the development of both strategic and operational planning, and I’ve been able to share my work on using data to drive the student experience at conferences such as the University’s Learning & Teaching Conference and Qualtrics X4 which was one of the highlights of my career to date! The relationship between the University and the UPSU Insights team was also mentioned in the newest APP, demonstrating the importance of collaboration and inclusion.

I am keen to support access and participation through equity of opportunity, and I am excited to continue to contribute to this in my new role. I hope to bring my experience of these key areas and use it to support the development of University activities, whilst also developing my own research and analysis skills. 

It’s quite strange that after just over six weeks into a new role I’m now working at home daily. I shared some of my top tips for remote working on LinkedIn, and it’s been really useful to access the TEL resources as I adjust to regular video calls and life online.

Outside of work I am interested in dancing, politics, and baking – although I made my sister’s wedding cake last year so I’m on a slight hiatus. I’ve also recently adopted an eight-year-old cat called Mimi. 

Feel free to connect with me on LinkedIn. 

Fiona is based in Mercantile with AcDev and the Tel team.

Welcome to the team, Fiona! We look forward to hearing more about your projects in the not so distant future on Tel Tales.

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