Teaching & Learning

Musings on Moodle part 3 – Embedding Moodle activities into your face to face teaching

Light for LTI by Helen Page www.helenlouisepage.com

Students are expected to do a substantial amount of their learning outside of the classroom and technology such as Moodle can be used to engage with resources and carry out active learning. All too often staff and students use Moodle to simply access and download material. However good use of the different activities and features can enable more interaction outside of class in order prepare students for in class activities and support students to develop peer learning.

Embedding Moodle activities into your face to face teaching can be aided by introducing them at the outset and referring to activities in lectures and classes. Student engagement can be encouraged by ensuring that activities relate to course content, referring to readings, lecture content and seminar discussions. Participation should be expected (set out as a course requirement) and contributions should be encouraged and supported through teacher engagement. Some examples of successful activities used at LSE include;

Pre-course discussion activities:

These help start to develop a learning community but also get students used to contributing and participating online.

Ice breaker
Students are asked to introduce themselves and say a bit about their background and why they are interested in studying the topic.

Resource discussion
Students are required to watch a short film clip or other relevant resource and post some thoughts about it onto a group discussion forum before the first lecture.

Preparation for lectures and seminars:

These encourage early engagement with course readings and help students to be more prepared for face to face discussions and activities. Participation can be encouraged by making contributions count towards assessment.

Blog posts
Students have to write one blog post in response to the allocated week’s readings. All students should visit the blog before coming to class and make a comment on the entry posted for that week. The blog entries are then viewed at the start of the seminar each week before moving on to a more general discussion of the week’s topic.

Presentations
Require students to post or even record presentations before class. Other students must come ready with questions.

Discussion forums
Teachers can post answers to common queries and reach the entire cohort or class rather than having to send multiple individual emails. Relevant items of interest can be posted by teachers, talks, news items, interviews and students can be encouraged to share their own questions and discussion topics.

Collaborative (students as producers) activities:

These encourage students to apply their learning to create and collaborate. Asking students to re-contextualise or critically evaluate theory and concepts develops deep learning skills.

Wiki’s
Students work in groups or individually to write wiki entries.

Glossary
Students are asked to add glossary entries. These can be definitions of key concepts or relevant images, videos or news stories.

Assessment and feedback:

the majority of activities already mentioned can be used as part of a formative or summative assessment but there are also specific activities that enable e-assessment.

Quizzes
These can be used to diagnostic purposes before courses start or to test understanding of key concepts at various stages throughout a course. Feedback can be given immediately within Moodle so students can complete at their own pace and reassess understanding as many times as they want. Common areas of misunderstanding can be reviewed in seminars and lectures.

Peer assessment and feedback
Students are required to submit an assignment online and then use marking guidelines and or rubrics to grade and give feedback to a peer. Teachers review the work and feedback. Final marks take into account the peer feedback and the peer marking activity. Students gain a greater understanding of the marking process and find marking another’s work allows them to reflect on their own assessment.

Collective feedback
Teachers provide collective feedback for the cohort/class that goes over some common mistakes and provides model answers. Feedback can be given via video, audio, or text. Model answers can be annotated to illustrate links to marking guidelines or learning outcomes.

Course evaluation and student feedback:

Allows teachers to find out what students views on what worked and what can be improved. Activities can be used in conjunction with course restrictions to ensure engagement, for example students cannot upload an assignment until they have completed the activity.

Questionnaires
These can be used to gain feedback on your own teaching. Responses from students can be anonymous.

Quick poll
These can be used to answer one specific question. Students can only see the overall responses once they have submitted their individual answer.

Hot topic
Students can post questions for lectures and rate each other’s questions.

To see more examples of embedding Moodle activities into face to face teaching see our Moodle portal. If you have any queries or questions about how you can use Moodle in your teaching see our Moodle guides, book a training session or contact LTI.Support@lse.ac.uk;

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October 4th, 2016|Assessment, Moodle, Teaching & Learning, Tools & Technologies|0 Comments|

Picture by Chris Bull
www.chrisbullphotographer.com
679/16
ALT Conference day two.

Peter Bryant is the Head of Learning Technology and Innovation. In this post (which is reposted from his personal blog he debates what makes for good teaching in a digital age and advocates for a debate about the right questions, not the wrong technology.

Some strange things seem to be happening in the learning technology and T&L debates at the moment. There appears to be a growing presence of an anti-tech resistance, challenging the efficacy of technology (and those who use it). Some of these ‘think pieces’ question the motivations of those using technology in their class (both students and teachers), demean the status of social media as an active and fertile ground for intellectual debate, try and institute blanket bans for the good of the learner and actively argue that we need to ‘get back to chalk’. These have become battle lines in a fake war between protectors and challengers, defenders of the faith versus the barbarians at the gate. The innocent victims in all this posturing and puffery are the engaged teachers and learners (thanks @antonycoombsHE for the input). We can see the small bubbles of evidence for this assertion increasingly breaking through to the surface Let’s take Facebook as the canary in the coal mine:

There are universities who ban Facebook from fixed PCs in labs and student spaces (on the suggestion of other students, apparently)
The continued resistance (and active calls to ban) the use of student devices in lectures and tutorials, because of the assertion that ‘they will just be checking their Facebook’
On the other hand, a lot of Facebook led pilots at a delivery or curricula level have failed because students don’t like ‘their’ Facebook being hijacked for learning (although there is a lot of evidence that they are stopping using Facebook entirely, or use it to talk to each other, not the teacher!)
Universities wanting to hold some sway of what their staff say on social media to present a unanimity of opinion (including Facebook).

In the end, these are pointless battles in an entirely distracting conflict. We are arguing about the toss and not about the game. It doesn’t matter what devices are in their hands. What matters most is good teaching. Does it matter that you have a pair of red shoes on? No. What matters is that they make you feel good. It matters that they help people identify or find you. It matters that they stop that puddle you stepped in from making your socks a squidgy mess. What matters is the experience that people participate in. Good teaching at its heart is the creation and facilitation of experience. There is an old marketing truism that I have always found insightful. People don’t buy ¼ inch drill bits, they buy ¼ inch holes. Good teaching is not the fact that someone has a MacBook open or that you have created a PowerPoint slide or even that you have knowledge that you believe someone else needs to become an expert. Good teaching creates environments and conditions for learning experiences to happen. And the creation and nourishment of any experience is a product of a complex interplay of environmental factors. Good teachers hold and move the faders on those factors in order to achieve some form of synergy. Technology is without doubt one of those factors but by itself is like breathing only the nitrogen part of the air.

Good teaching is device/platform/OS agnostic
The kind of devices that people use or the sometimes desperate need to find a use for a piece of technology in teaching (Pokémon GO, it is the new Snapchat) become the easier conversations to have, especially amongst learning technologists and educational developers. Yes, the type of technology being used can and does influence the experiences people learn from. And yes, if the technology doesn’t work it can impact on that experience as well. And yes again, maybe a new platform or social media will seed good ideas and promote innovation. None of these assertions are wrong. But (and there is always a but), by themselves they are the less confronting conversation to have, because they are ignoring the elephant in the room. Good teaching is a hard thing to do. Good teaching is a challenging and emotionally draining thing to do. Good teaching lifts you high and can smack you down, sometimes in the space of a single class. Good teaching sees devices and uses them when they can contribute or challenge or transform what you are trying to do in your class.

Denial is not an instrument of good teaching
Making someone turn a device off in order to help them learn is not a critical approach to teaching. I used to work with a teacher who brought a bucket of water into his classroom and said ‘if I hear a phone go off, it goes into the water’. Why have we become so afraid of a phone? Sure, you may want a debate or discussion that asks people to engage, visually and actively. But what kind of learning can devices help with? Learning about how people learn. So, what actually goes on behind that sea of glowing white apples you see in your lecture? Have they all got Facebook open? Probably. Are they chatting with their mates? Yeah. Are they looking up words and definitions on Wikipedia? Almost certainly. How about providing them with a backchannel for conversation using a twitter hashtag, so that you can answer questions. How about providing them with a list of sites where they can check up definitions of words that match the kind of materials you use. Denial just leads to resistance and rebellion. Nothing good will come of it.

Good teaching is enabled by good communications. Technology changes the way we communicate
I am not describing all technology as simply instrumental tools, without power to influence good teaching. The way technology is used to collaborate, share, critique, engage (this list is endless) shapes the way we communicate. Creativity is democratised. Identity is fluid. Spaces are safe and dangerous. Risk is minimised and multiplied. People learn differently. To ignore social media and its transformative community of practices would be a dangerous ignorance. That doesn’t mean we have to all communicate through twitter in 140 characters, nor does it mean that crowdsourcing and Yelp recommendations will replace academic knowledge as the purest form of thought. But it is in those very defences against using technology that one of the most fundamental tensions in higher education lies; you are either with us or against us. It is a polarised debate, with no middle ground and a series of entrenched positions backed with rigid institutional structures and policies and with all the risk dumped heavily on the shoulders of students. If they choose to deny themselves the use of technology to live their lives, will that help them pass? How strong is the gravitational pull of a 2:1? Does the view of Professor Dr Jones requiring them to only use printed book sources for their essay outweigh their need for employable skills? So, how do they respond? They tell us to use our technology better; we want better PowerPoints, we want the VLE to do stuff to help us learn. And when we can be left on our own to study and prepare and learn (like we are for 90% of our HE experience), we will do things our way. We will use social media, we will chat with each other using whatever apps we like, we will share cool stuff and be visual and we will communicate and engage with people all over the world sharing knowledge, experiences and expertise. Because that is what we do. That is how we communicate and live our lives.

It doesn’t matter what is in their hands, it will be there and it will be used. It is none of our concern whether it is in their hands or not. Knowing it is in their hands empowers both them and us to make better learning experiences.

Title image from https://www.flickr.com/photos/karolfranks/7266270182

Reposted from The DIGITAL Stranger

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September 30th, 2016|innovation, Teaching & Learning|0 Comments|

Musings on Moodle part 2 – layout and design

As the previous blog post in this series indicated students often experience dissatisfaction with inconsistencies among layouts and types of information provided on Moodle courses. With over 1,307 standard Moodle courses and an additional 172 Summer School courses on Moodle there is a huge variety in approaches to using Moodle. The most common complaint that students have is not being able to find material. Setting up a well structured course design can avoid this problem.

Clear signposting

Your course should have an intuitive logical structure, this can be linked to the course structure (course topics) or face to face teaching (week 1,week 2) but it should be consistent and easy to navigate. Keep assessment information in one place and use clear titles and labels (see more on labels below). You may want to include a simple statement on how students are expected to use the course or particular resources and activities.

Avoid the ‘scroll of death’

Moodle courses can all too often develop into extremely long page of resources and activities with users finding they have to scroll down and endlessly search to find anything. Several of the new themes such as ‘collapsed topics’ or ‘grid’ format help to signpost and divide up your Moodle course in easy to navigate sections. (A guide to different Moodle formats can be found on our Moodle portal).

Use labels
It is always worth using labels to identify different aspects of your course. Labels can be images as well as text, remember to use creative commons images and attribute appropriately. When providing titles for resources and activities make sure they are clear, consistent and work out of context, generic titles like ‘summative assessment’ can cause confusion.

Make it accessible

Any images should contain a description for screen readers. Different colours and fonts can be useful to make distinctions between information but make sure they can be read clearly and will work on all devices. Check out the Government Digital Service guide on the ‘Dos and don’ts on designing for accessibility’. When adding files or links make sure that you select ‘automatic’ for the display option under appearance settings to allow for pop up blockers or devices that will not download files.

Remove clutter

A cluttered course can be difficult to navigate. You may want to use the book or lesson activities to group resources together. Make sure that you update your course each year, are the resources from 3 years ago still relevant? Do the links to external resources still work?

Apply restrictions

Access restrictions can hide and then reveal activities so students cannot progress until they have met certain requirements.

Groups and groupings can ensure that students only see material that is relevant to them. Class groups are created automatically from timetable information so using the groups option in activities allows teachers to view student participation by each of their class group.

Activity completion
One way signpost the suggested or compulsory activities on your course is to use the activity completion feature. If you can combine this with course completion it provides students with a clear indication of how they are progressing on the course and can give you a quick snapshot of how students are engaging on the course.

Mix it up

Using a variety of resources; images, video, tv, web, audio, can keep students interested and engaged in course content. Alternative formats can allow for different approaches to study (listening to a podcast on the commute) and help students to apply concepts and theories from classes and lectures to real world case studies and develop critical thinking skills.

Similarly a mixture of activities can develop students understanding and indicate that they are expected to be active learners. See post 3 for more details on how to embed moodle activities into your face to face teaching.

To see some examples of good Moodle design see our Moodle portal.

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September 27th, 2016|Moodle, Teaching & Learning, Tools & Technologies|0 Comments|

Musings on Moodle Part 1 – the standardisation or baseline debate

Over the Summer LTI had a lively email discussion on the pros and cons of Moodle baselines and the issues raised prompted this series of blog posts on making more of Moodle.

Ways to standardise the VLE

Some institutions use a baseline or template to ensure that all courses have a bare minimum of features and some degree of consistency on the layout and content. For example, UCL introduced a baseline in 2011 after consultation with students indicated that they found inconsistencies with layout, navigation and types of information available on Moodle. York St John University introduced University wide minimum expectations in 2015. Research into sector wide opinions and approaches to baselines carried out by Peter Reed at Liverpool University indicated that there are three common approaches to creating standardised VLE’s (simple checklists, detailed checklists, and detailed rubrics).

What to include?

Peter Reed’s (2015) research indicates a growing number of UK HE institutions have opted for some kind of standardisation of the VLE (of the 24 institutions that responded 75% already had some form of minimum standard and 25% were looking to introduce some minimum standards 21 March 2014, http://thereeddiaries.blogspot.co.uk/2014/03/sector-wide-subscription-to-vle-minimum.html). But then the obvious question is what a best practice VLE should look like? Internal surveys at Liverpool indicated that while staff and students often favoured the introduction of minimum standards there was some inconsistency regarding what should be included in a course. Students appeared to be most interested in accessing quite practical course information and resources (Lecture Notes (95%); Past Exam Papers (93%); Further Reading (88%); Timetables (86%); Module Leader Contact Details (83%)) rather than learning activities. However analysis of what students do on the VLE has indicated that when such material are available they are not always accessed. Which brings us neatly to the main issue that LTI have with introducing a baseline or checklist at LSE;

Simply including certain tools or resources on a Moodle course does not guarantee that they will be used, either by students or staff.

Every Moodle course could be automatically set up with a discussion forum (just as the course announcements feature is a default in all courses) but simply having a discussion forum available does not mean that it will be used well or at all. Measuring how well tools are used is fairly difficult to ascertain but analysis of how much tools are used indicates that currently discussion forums are often set up and then remain empty.

Improving the learning experience

Over the years LTI have debated the pros and cons of developing a template or best practice for Moodle courses and have researched the differencing opinions across the sector. As learning technologists the LTI team are most interested in using technology to enhance teaching and learning. Devising a long list of requirements for every course can easily turn into a bureaucratic tick box exercise that adds more to teachers workloads than improving students experience of Moodle. A good learning experience needs to consider the design of the course i.e. navigation, usability, consistency etc. (see post 2) and how activities can be used to contribute to the learning objectives (see post 3).

Although a baseline can be useful, especially for online only courses, LSE Moodle editors currently have the freedom to choose the structure and content of their Moodle courses and LTI encourage best practice and offer training, advice and guides on using Moodle. The best way to ensure that a Moodle course is well used is for the teacher to be engaged with the editing to ensure that it is relevant and useful for students.

See our guides on how to use Moodle for teaching and book a one to one training session via the training and development system.

References

Peter Reed Staff & student perspectives on introducing minimum standards VLE, November 12 2013

http://thereeddiaries.blogspot.co.uk/2013/11/staff-student-perspectives-on.html
‘Hygiene factors: Using VLE minimum standards to avoid student dissatisfaction’ Peter Reed and Simon Watmough E-Learning and Digital Media, January 2015 vol. 12 no. 1 68-89. Published online January 29, 2015, doi: 10.1177/2042753014558379

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September 20th, 2016|Moodle, Reports & Papers, Teaching & Learning, Tools & Technologies|0 Comments|

Making more of Moodle

Here within LTI and in the wider learning technology community there has been a longstanding debate on how to make more of Moodle and ensure that it is used to it’s full potential as a learning tool. In an ideal world the VLE(1), in our case Moodle, plays an essential part in the learning process, allowing students to go at their own pace through material, test their understanding of key concepts or theories, work with others to develop and produce content, gain feedback on their progress and build a learning community. Online course features should interweave with face to face teaching, link to the course learning outcomes and follow a clear sequence of activities which build on each other and are referred to in lectures and classes. That is how it could be used, but how is it currently used at LSE and what can we do to improve things?

In these three blog posts I have explored the issue of how we can make more of Moodle. These short Musings on Moodle are grouped under the three themes of standardisation, layout and design and embedding Moodle activities into face to face teaching.

Part 1 – the standardisation or baseline debate

Part 2 – layout and design

Part 3 – embedding Moodle activities into face to face teaching

(1) Virtual learning environments (VLE’s) are online interactive platforms that are designed to support educational courses, by providing a consistent way for staff and students to store and access resources and tools. These online learning spaces allow teachers and students flexible access to material and provide ways of communicating and assessing collaboratively and individually. Here at LSE we use Moodle as our VLE with the aim that it will support ‘blended learning’, (a combination of online and face to face learning).

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September 20th, 2016|Moodle, Teaching & Learning, Tools & Technologies, Uncategorized|0 Comments|

LTI in the spotlight

Last week staff from LTI attended the Association for Learning Technology’s annual conference (ALT-C 2016). It was an eventful three days at the University of Warwick for the team, with five of us presenting a total of 4 papers and one keynote. And oh, we also won the Learning Technologist of the Year Awards!

Learning experiences and virtual learning environments: It’s all about design!

A design for learning; Learning Experiences for the Post-Digital World – Peter Bryant

In the first part of his presentation, Peter described his new approach to teaching and learning whereby seven learning experiences (found, making, identity, play, discontinuity, authenticity and community) can “shape, influence and enhance the opportunities for students to learn, to share learning and to teach others in a post-digital world”. Participants then discussed how existing learning technology tools could be used to create such learning experiences.

You can find a summary, reflections and slides from Peter’s presentation on his blog

Good post: we’re not using technology to its full potential. We’re using it to do old things in new ways. https://t.co/PO4vgXe831

— Tony Burke (@TonyBurke1) September 9, 2016

Innovating from the Outside In: a Creative Hub to Change eLearning Practice- Sonja Grussendorf

Sonja introduced the audience to LTI’s “creative hub”, a project bringing together film makers, artists and designers, and how it is being used to design a VLE that can “accentuate communication between participants; support independent learning, collaboration and student creativity; facilitate peer learning and peer assessment and deliver ongoing, two-way feedback opportunities.”

very well thought out and presented session from @authenticdasein #altc

— Sheila MacNeill (@sheilmcn) September 8, 2016

Physical teaching and learning spaces

Learning Spaces: Roles and Responsibilities of the Learning Technologist – Kris Roger and Sarah Ney

While Sonja was presenting on virtual spaces, Kris and myself discussed physical teaching and learning spaces. More specifically, we reflected on a recent project to develop new active learning spaces at the LSE that made us wonder about what our roles and responsibilities as learning technologists were in the design of learning spaces.

Thought-provoking presentation by @KrisEdTech & @SarahNeyLTI #WhatIsSpace #WhereDoWeLearn #altc

— Elaine Brown (@ElaineBrownARU) September 8, 2016

Copyright and eLearning: who else but Jane Secker?

Jane presented a paper AND a keynote at ALT-C this year!

CopyrightBuddies Lecture Capture: Risky Business or Evolving Open Practice? co-presented with Chris Morrisson, Copyright Licensing and Compliance Officer at the University of Kent.

Jane and Chris presented the findings from a recent survey on institutional attitudes towards intellectual property issues in relation to lecture capture and contents used in lectures. They also reflected on the relation between good policy and good practice and how to support staff in implementing and encouraging it.

Keynote: Copyright and eLearning: Understanding our Privileges and Freedoms

Jane presented an entertaining, fun, moving and very interesting keynote on how a better understanding of copyright can empower copyright users and educators.

You can view Jane’s full keynote on youtube:

Last But Not Least: We won!

LTI was presented with the prestigious Team Learning Technologist of the Year Award last Wednesday for their work around Students as Producers. The award recognises “outstanding achievements in the learning technology field and the promotion of intelligent use of Learning Technology on a national scale”.

“LSE are proud to be selected as the Learning Technology team of the year, especially in its 10th year. This recognition by our peers is a celebration of the innovative work being done by academic and LTI staff to better the student experience and provide more opportunities for engaging, positive and transformational education with technology.” Peter Bryant, Head of LTI

Here are a few pictures from the evening:

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September 13th, 2016|Announcements, Conferences, copyright, Ed-Tech news and issues, Teaching & Learning, TEL Trends, Tools & Technologies, Uncategorized|0 Comments|

Changes to turning point

TurninPoint The voting software Turning Point is being upgraded and the clickers will no longer be compatible or supported by turning point. This means that if you want to use voting activities in your teaching you will have to ask students to bring their own internet enabled devices.

The new software is currently being tested by IMT and will be moved onto the school build shortly. In the meantime the old version of Turning Point is still on school pc’s and will continue to work until the upgrade takes place.

More information on how to get an account and guides on how to use Turning point to effectively will be available on our website soon. If you have any queries please email LTI.Support@lse.ac.uk

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September 9th, 2016|Announcements, Teaching & Learning, Tools & Technologies|0 Comments|

Crowdsourcing for Massive Engagement

London School of Economics and Political Science embarked on a crowdsourced, gamified approach to education and citizenship, harnessing the massive open online space to engage a community of learners in writing a model UK constitution.

The project is a Campus Technology Innovators Award winner for 2016.

Please visit the Campus Technology website to read more about this innovative project which was led by LSE Professor Connor Gearty of the Institute of Public Affairs (IPA) in partnership with Learning Technology and Innovation

More information on the project can be found on our blog

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August 22nd, 2016|Announcements, Constitution UK, Ed-Tech news and issues, Events & Workshops (LTI), innovation, Projects, Teaching & Learning, Tools & Technologies|0 Comments|

What is a Learning Technologist and How to Make it Known to Your Institution?

On Tuesday my colleague Kris and I ran a workshop at the University of Greenwich’s APT Conference. The theme of this year being “gaps”, we thought it would be interesting to work around the gaps in the perception of what a Learning Technologist is and does. These gaps can be found in the profession itself and amongst the various stakeholders in teaching and learning, be they teaching staff or teaching and learning support professionals. This provided the basis for another discussion between the participants on implementing an “action plan” to share their understanding of the job within their institution.

What is a Learning Technologist?

In the first part of the workshop, a mix of learning technologists, teaching staff, educational developers and other teaching and learning support professionals were asked to write their own definition on a post-it note, the colour of which depended on their job. They then discussed and compared them. It was interesting to note that participants, of all roles, mentioned the technical but also the pedagogical aspects of the job, highlighting the relation between teaching and technology. A few examples:

“Explores pedagogical aspects of technology to aid and support teaching, learning and assessment” – Learning Technologist

“Those who use technology to enhance the learning experience” – Teaching staff

“To explore and share practice, research strategy, etc. for how technology can motivate, support and enhance learning” – Other teaching and learning support staff

However, it was also pointed out that there was “a perceived lack of visibility from learning technologists in comparison to other support staff”. When asking a teacher about it, he agreed that he did not know much about the learning technology provision in his institution.

In his chapter from David Hopkins’ “The Really Useful EdTech Book”, Wayne Barry* concludes that the challenge for learning technologists is “how we engage with ourselves, our institutions and the wider public and make them aware as to who we are what we are and what we do“. How do we do that?

Spreading the message across the institution

The role and situation of learning technologists varies greatly from one place to another so it is crucial to a) define what a learning technologist is b) ensure that it is known across the institution. The second part of the workshop focused on this issue.

Remaining in mixed profession groups, participants reflected on and discussed ways to get the message across to the right people. They considered the “who”, “what”, “how”, “when” and “where”, they produced a mindmap summarising key action points. Here are the highlights:

From the top down:

voice at a departmental and more senior level
institutional strategy

2. At individual/team level: being proactive instead of reactive

physical presence (events, training)
comms plan in place

Click on the picture for the outcomes of the two activities

The focus was different for each group with this activity, which may be explained by the various roles and different levels represented in the room, as well as the team and institution they come from. The aim of the activity was not to provide a universal solution on how to address the visibility issue -as it was not to provide a universal definition of the learning technologist. Rather, it was an opportunity for any staff involved in teaching and learning to discuss the many options to address it.

We hope that it proved useful to the participants and provided – and provides for anyone reading this- an option as to how to engage the various stakeholders in a discussion to share their understanding of what being a learning technologist means to them, find a common ground and ensure that it is made explicit at the institutional level. It certainly did make us reflect on all of this!

At the LSE

At LTI, we also think that engaging the stakeholders as much as possible in what we do is key for them to understand who we are and how we can help.

Our team works mainly with academics and teaching staff. In addition to answering their queries and providing the relevant support, we also encourage them to pilot, test and implement projects aimed at exploring the use of technology in teaching and learning through a grant scheme.

We also engage with students through the SADL (Student Ambassadors for Digital Literacy) programme, a staff-student partnership to improve their digital literacy skills, in collaboration with the Library and Teaching and Learning Centre.

Another route is dissemination of successful technology-enhanced projects and recognition of the work of TEL champions behind it. Our series of case studies, LSE Innovators, highlights the people who are leading and living innovative practice in their teaching.

What now?

We would love to hear from anyone involved in teaching and learning about their own definitions and suggestions/experience on sharing it within their institution. Please leave us a comment at the bottom of this page or use #LTRoles on Twitter.

For those interested in knowing more about the profession, we recommend to read David Hopkins’ “The Really Useful EdTechBook” (free PDF download) as well as his blog posts entitled “What is a Learning Technologist?”.

For an alternative to the “top down” and “bottom up” approaches, have a look at Peter Bryant’s post on the “Middle Out” approach (no, we are not biased!).

Slides from our workshop

*Barry, W. (2015). “‘…and what do you do?’: Can we explain the unexplainable?”. In: Hopkins, D. (Ed.). The Really Useful #EdTechBook. London, England: CreateSpace, pp. 23-34

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July 11th, 2016|Conferences, Ed-Tech news and issues, Teaching & Learning|0 Comments|

Tablets in Teaching and Learning: Marking and Feedback

In 2014, teachers from LSE’s Language Centre started exploring the use of technology to mark and provide feedback on students’ written work. After trying out three tools (Moodle, iPads and annotation apps, Snagit) with her colleague Catherine (see blog post), Lourdes Hernandez-Martin decided to focus on the use of iPads and worked on the project with Mercedes Coca.

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