Collaboration via Learning Space

Collaboration via Learning Space

In this article, Digital Learning takes a look at a shared space within the Learning Space built for the School of Film and TV.

Collaborative learning will not be unfamiliar to our students, indeed it’s built into the curriculum in ways students will recognise such as group work and projects. These collaborative opportunities will be common to arts subjects and are especially relevant for those studying Film and Television where working inter and intra-disciplinary is vital. (more…)

Keeping Connected – Developing distributed team working practices

Keeping Connected – Developing distributed team working practices

As a relatively new arrival to the team (3 months in) I felt it might be good for me to share and briefly discuss this article capturing the excellent work that has gone on at Falmouth developing an excellent environment for online working. Having had mixed experiences in the past with working remotely and the support I received, this was an important consideration to me joining this team at Falmouth and how it would impact requirement of my role in coordinate the work of the Learning Technologists team.

Amy Sampson, as leader of our department has worked hard over the last few years putting together a number of “ways of working” which have been adopted and are now our norm. Our department has been growing rapidly with some of us working fully remotely and this work has been key to our success so far and will be more so going forward.

I am a passionate believer in the importance of staff being supported and empowered in order to be happy in their work and productive too and I have found since working in Falmouth that this work has helped significantly in achieving this working predominantly online within a growing department.

Read more about Amys’ work here in this JISC case study: https://digitalculture.jiscinvolve.org/wp/2022/03/09/keeping-connected-developing-distributed-team-working-practices/

MURAL: Digital Learning’s top tips for facilitation

MURAL: Digital Learning’s top tips for facilitation

As we reflect on a successful roll out of MURAL across all 9 departments, we continue our series of posts with our practical top-tips for facilitation.

1. Start simple

MURAL has brilliant functions for slick facilitation and media-rich contributions from students and staff, but we recommend you start simple and ease your students (and yourself) into using a new tool.

By starting simple you’ll remove barriers to engagement and ensure learning and progression can be accessed by all.

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5 Things We Learned From Meeting MURAL

5 Things We Learned From Meeting MURAL

A few weeks ago we invited all of our colleagues at Falmouth University to an event presented by the team behind MURAL. For those not in the know, MURAL is a digital tool that enables collaboration online between staff and students. It allows users to easily share ideas, images and designs for brainstorming and teaching purposes!

When our account manager from MURAL, Sasha, offered to run a session with Falmouth it was too good of an opportunity to turn down! In this post we want to share five things we learned from the session which may also help take your facilitation to the next level!

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What does a Learning Designer actually do?

What does a Learning Designer actually do?

The Learning Designer is a relatively new role at Falmouth and is often referred to as an academic developer’ in our community. Our responsibilities mostly involve being the voice of the intended person a learning activity is being delivered to. Through our experiences and research, we advocate for good practice, proven pedagogical practices, and the learner’s motivations. 

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Additional Learning & Teaching Applications Now Available to Staff!

Additional Learning & Teaching Applications Now Available to Staff!

Overview

We’re now 8 weeks into the study block, and from all of us here at the Digital Learning team, we hope that the year has got off to a great start for all of our colleagues. This is just a quick blog post to remind you that we have some excellent additional learning & teaching applications available for you to use in your teaching. These tools are MURAL and ThingLink, and both offer an extra level of interactivity to further enhance engagement between staff and students.

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Learning Space Upgrade and Changes to Staff Permissions

Upgrade

We have upgraded Learning Space to version 3.7.3 of Moodle. There are some improvements to Forums including private replies and the ability to lock discussions, but no major new features.

Adding staff to module areas: a change in process

The process for adding staff to any module or course area now needs to be performed by Educational Technology. Should you or a member of the staff team wish to have staff access to an area you need to get in touch using the email address etsupport@falmouth.ac.uk.

Previously staff were able to add staff to areas themselves and this update means a change in the current process of staff access to Learning Space.

Adding audio or video directly

This is an opportunity to remind you of an existing feature that appeared 6 months ago: you can record sound or video directly into any editing box (e.g. in labels or forum posts).

Moodle editor showing location of buttons for recording audio and video

 

 

Electronic Management of Assessment update

The Electronic Management of Assessment project ran an informative pilot in Study Block 2 of last year with a small pilot over Study Block 3. The outcomes were not as conclusive as we would have hoped so we are running a larger, but more focused pilot over the 19/20 academic year. 

The focus is concerned with the constructive alignment between the learning outcomes and assessment criteria., but with a larger set of tools to work with. The Assignment tool within Learning Space gives the option of including a rubric however through the pilot in SB2 we found that it is not fit for Falmouth’s purpose. Therefore, we have changed the use of the Assignment tool to attaching feedback sheets to the feedback area; the caveat is that the feedback file needs to contain a rubric which displays the learning outcomes aligned with assessment criteria, with a clear identification of the student’s level of achievement of the learning outcomes. This means that where subjects have an effective way of creating feedback for their students currently, you can utilise the centralised tools to disseminate the feedback to your students without having to use email or other non-supported methods.  

During this period of the pilot we will be analysing the various methods you currently use across the institution and determining the best template to provide for a supported process going forward. 

The aim of the pilot running in this study block is to ensure that the tools are fit for purpose within the remit of Falmouth’s requirements. We are also piloting assessment feedback principles and guidelines to support this process. We will be gathering feedback from staff and students to determine their appropriateness and how they will fit into the future of EMA. 

In the background we are in preparations to start development work on automating the process of submission link creation. We are really grateful for your help with ensuring a more robust and consistent experience for the students by creating submission links within your modules according to the guidance being sent out from SPA. This really helps the students to identify the correct submission areas, and it helps professional services staff to support both students and academic staff when enquiries are made.