Report – Social media round table May 2017

When King Arthur sat with his knights in Camelot around his round table, would technology have impacted on the stories that make up his legend?

Round table meetings being arranged on What’s App, pulling Excalibur out of the stone captured on Periscope, the Holy Grail quest having a hashtag on Twitter and Arthur’s relationship status with Guinevere being updated on Facebook.

These were the strange images I was conjuring up when I was invited to the first Social Media round table, hosted by my eLearning Unit colleague Alex Spiers. Having worked alongside him, absorbing his knowledge and enthusiasm for mobile technology within higher education, he was a worthy Arthur to lead this session. My role felt like Arthur’s follower in Monty Python’s Holy Grail, running alongside and banging two coconuts together.

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Our Camelot was the Central Teaching Hub and our round table was a series of them in the GFlex. The worthy knights appearing for this summit came from a variety of backgrounds in the University.

The Library was well represented, digital leads from communication teams, teaching staff, PhD students, Education developers, study abroad, marketing and alumni staff.
This was all found out by our introductory task of going round the table and introducing ourselves to the group, with a description of why we were there. My own use of social media has been driven by my professional work.

I’ve never been a user of Facebook, but do use Twitter to keep connected to news and colleagues in eLearning and higher education. I also use LinkedIn to keep connected with people I’ve worked with in my career.

The reason I attended was to see how people were using social media in their own teaching, how it affects their own professional lives and to see if anyone was carrying anything new that I wasn’t aware of.

My reasons were echoed by everyone in the room and it seemed Twitter was the preferred tool of everyone when using social media. Hashtag for the day was #LIVUNISOCIAL, which helped keep us all connected in the virtual world of Twitter. We were all well fed with a selection of Tunnocks biscuits provided by Alex and Joanna from Education Development.

2017-05-05 10_25_55-#LIVUNISOCIAL - Twitter Search
Alex presented the group with a nice exercise of using our mobile devices in using Slido, which required us to login to a website, input a unique code and start using our mobile devices as a clicker and answering questions on our social media usage.

With Alex leading the pace and topics of discussion, it emerged that many people were using social media for communication, in particular targeting students. Whether it’s the whole student body, a group such as a class, or even potential new students – people put a lot of thought and effort into communicating.

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Twitter was the highest percentage from the Slido poll, followed by Facebook, Instagram, Youtube and LinkedIn. I was shocked that there were no users of Periscope, considering the high percentage of Twitter users, that nobody had used the video streaming app which complements Twitter.

slido pool types of sm
But that’s the point of this session, in time we will probably identify or see the opportunity a technology like Periscope can be used in higher education. The same can be said about other emerging apps like SnapChat and will be interesting to see in the future if these apps are used more widely.

For this session, the discussion revolved around mainly Twitter, how people were in control of departmental accounts and evaluating the pros and cons of communicating this way. Staff were sharing a department account under one name, yet to their audience the students see it as one unified voice, which was interesting to see how it was maintained.

The famous ‘laminated tweets’ provided by the library were fun to read and analyse too.  Some users used Canva to design their tweets which I hadn’t come across before and instantly bookmarked.

2017-05-05 10_27_27-#LIVUNISOCIAL - Twitter Search
Voices from marketing and communication raised interesting concerns about associating social media accounts to the university and what staff should be aware of publishing. In general, people were focussing on the fears of how they are perceived on social media, mainly by how students view them.

The emergence of new apps such as SnapChat was an interesting discussion. A member of the library suggested that as they were not a user of SnapChat, the use of it and language can come across as forced to the audience which were students.

With further sessions planned later in the year, attendees will be invited to hear people present case studies and their own experiences in using social media. But for this session, I enjoyed the open discussion of people sharing stories, ideas and networking.

It was opened up to the group of what they would like to cover in the future, again we used Slido to comment and then it was displayed to the group.  Common themes were understanding institution policy, how to implement social media in teaching practice, how to generate consistent content and how to share good practice.

I did feel the session met my needs, I made some good connections across the university and gained a better understanding of how colleagues were using social media in their own working lives. It was fun afterwards to check out the #LIVUNISOCIAL on Twitter afterwards to see how others felt the session went.

I’m looking forward to the future social media round table session and investing sometime in the emerging social media apps our future students will be using. Hopefully I can see my role change from coconut banger to possibly Galahad.

Ben McGrae

Twitter Moment

Slides

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Social Media Roundtable #LIVUNISOCIAL

#LIVUNISOCIAL presentation slide

Social media in education expert Eric Stoller has suggested that “from student recruitment to alumni relations, social media has a place at every step of the student journey” https://www.jisc.ac.uk/news/why-educators-need-social-media-07-jul-2015  

We couldn’t agree more. At the University we have some fantastic examples of using social media which need to be disseminated more widely across the campus. So following a chat on Twitter (see below), staff from the e Learning Unit in the Centre for Innovation in Education (CIE) and colleagues in the Central Teaching Lab (CTL)  decided to set up a social media meeting together. The meeting will take place on Tuesday 2nd May 3pm – 5pm. For more details and to register contact eddev@liverpool.ac.uk 

I should also mention that this idea and name was inspired by the excellent work going on at my alma mater: University of Glasgow.

This inaugural round table event is aimed at University of Liverpool staff using social media to support and enhance the student journey. We’ll bring together examples of good practice and also explore new ways these tools can be used. Bring an open mind and a creative approach.

If you would like to book a place contact eddev@liverpool.ac.uk

Places are limited. There will be cakes.

Follow online #LIVUNISOCIAL.

Black Sabbath to Busted – Report on Blackboard Enhanced Assessment and Feedback Event

Leaving home under an early-morning starry sky and up over the misty, snowy Pennines to Sheffield, I wasn’t sure what to expect from the Blackboard Enhanced Assessment and Feedback day to which I was travelling. I had a sketched outline of the themes for the day ahead but not much more, namely that we would engage in some way with:

Assessment and feedback – an institutional perspective

  • Examination of key drivers and challenges (reputations, quality of process, quality of data, legal, business efficiencies, risk etc.)
  • Placing use cases on a confidence/effectiveness model
  • Highlight relevant Blackboard solutions

 Assessment and feedback – innovation and organisational change

  • Identifications for drivers for change
  • Gap analysis of practice and stakeholder experiences
  • Prioritisation of opportunities for change
  • Highlight relevant Blackboard solutions

This kind of workshoppy day from Blackboard was something I hadn’t experienced before, so I was propelled by curiosity as much as that it seemed relevant to the work that our team are currently leading on e-submission and e-feedback at Liverpool. What I got was a useful day of frank discussion and sharing of experiences, ideas and commonalities, which was mostly reassuring, with colleagues from other institutions in the kind if depth you don’t often get. This is especially useful for a sense of the bigger picture in HE, to talk about the differently badged or described but largely similar activities, structures and strategies that are top of our agendas at the moment, e-submission and e-marking being one of Liverpool’s current strategic TEL focus. One universal and rapidly-emerging area of concern that became evident on the day was a need for a variety of programme-level views of assessment activity in the VLE for academic and administrative staff and students. This is a long-requested feature from Blackboard usergroups that’s time has come with the adoption of e-submission and e-marking policies across the sector of late and I hope this was the main takeaway message for the Blackboard team.

The event was run by our regional Blackboard Customer Success Team, in partnership with the BB North user group, recognising a need for a more extensive exploration of particular issues that get raised at user group meetings, where the format doesn’t allow fuller discussion. Whilst advertised as intended for senior leaders, learning technologists, TEL managers and academic staff, the majority attending today were learning technologist types. It was instructive to hear that on the previous day at Edinburgh a couple of PVCs had attended, sending some very positive signals about the depth of an institutions’ engagement and intent with the actual tools that students, academic and professional service staff use as a part of their everyday life at the University.

Music, sweet music…

Our first activity was to introduce ourselves telling the room the first piece of music that we had ever bought. An astonishing array of formats and first loves was paraded, from Now compilation tapes to Avril Levigne downloads, from Osmonds vinyls to Busted CDs. Blackboard’s Alan Masson and Gillian Fielding all admitted to their first purchases, but I’ll spare their blushes here. Top-trumping all these, however, was Blackboard’s Steve Hoole, whose overnight Novotel stay featured a vinyl deck (remember these, kids?) and a selection of Sheffield synth heaven albums to spin the night away.

Structure of the sessions

The morning and the afternoon were structured in a similar way so that we would first ‘brainstorm’ our thoughts in groups on a set of e-assessment themes, then work together on some specific ideas from those and bring something interesting back to the room. We’d finally end with a discussion of the potentially useful tools in Blackboard that could be a part of the thinking for some of these. I initially thought this last element was going to be a sales pitch but it was pleasingly nuanced in that the Blackboard team wanted to hear stories of how people are using these tools, where they’re working well and what the gaps are. A very clear point made more than once was that the recent Blackboard activity in developing the assignment tool to offer dual marking, moderation and anonymous marking had been excellent but it now seemed that the Blackboard focus had moved on from this, whilst the toolset still needs work, that there had only been one iteration of the process. Also that this process of close consultation should be constantly repeated for other areas as our needs are constantly evolving, not just for assessment.

Morning Session – what’s needed to enhance assessment and feedback practice?

For the morning, we’d thought about quality, processes and workflows and where the opportunities for enhancement lay. We chucked all of our ideas at the first Padlet below. You’ll find all of the issues that we have encountered in the course of our work as learning technology developers and as part of the University’s EMA project, from how to handle video submission and feedback, to combining some functionality of Blackboard assignments (group tools, double marking, staged release of feedback, etc) with that of Turnitin assignments (Originality Checking, GradeMark, offline marking). In fact, this was another big ask on the day, that Turnitin and Blackboard align/integrate their products in ways that will help us, as you will gather from some of the posts in this Padlet.

Made with Padlet

What leapt out at me was a so-far un-encountered issue at Liverpool of needing a read-only external examiner access to modules. In some institutions administrative staff are packaging up content and assignments into a special section of a module, which only the external has access to, and making the rest of the module inaccessible to them. This is to meet an anxiety around externals potentially changing grades and altering content, but it costs hours of administrative time, essentially duplicating what’s already in the module, so re-introducing at a later stage of the assessment cycle serious administrative burden that the electronic submission process had originally taken away from the front end. What’s needed is a read-only access enrollment level, which is another development idea for the Blackboard team to add to the suggestions box.

Moving on to the next activity in groups again, we were tasked with listing and describing up to five assessment and feedback enhancements that would have significant benefits for the listed stakeholders and the degree to which it would require resource. This photo shows our effort…

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…and for those who aren’t adept at reading the handwriting of people who spend their whole day attached to a keyboard our five enhancements (all pretty standard) were:

  1. External Examiner Access – read-only access for external examiners or a similar idea.
  2. Student Assessment Journey – programme level views of student assessment activity for students and staff
  3. Flexible innovative assessment – making the assessment and feedback tools at all points in Blackboard, not just for assignments, so that you can start thinking about using any tool for assessment purposes.
  4. Double marking – further work on the current functionality to take it to a robust, fully-usable level.
  5. Programme Level Assessment – looking at assessment practice across entire programmes and thinking about programme-level learning outcomes.

Hearing back from the rest of the room we discussed in more depth some of the already described above (external examiner access, programme-level views of assessment) and the Blackboard team promised to send round some case study examples of good practice for external examiner processes using Blackboard tools. In a discussion around whether and how institutions were using the Delegated Grading functionality, which was designed for UK HEIs, again the Blackboard team said they would gather together some case studies of where these are being used well. The feeling from the room was that this kind of functionality should be available across all assessment tools rather than locked to a single tool.

A few other interesting discussion points to end the morning session were that many institutions are thinking at programme level about replacing traditional assignment assessment. Video assignments and feedback are rapidly on the rise but also causing headaches as infrastructure and policy isn’t keeping up.

Afternoon Session

As I said, the afternoon session followed the same structure. So our post-lunch digestif activity was another Padlet , this time thinking about innovation and new practices that would enhance assessment and feedback in our institutions. I’ll let the Padlet do the talking so scroll around to see the ideas. I was interested in things like students being able to select the kinds of assessment that they wanted to do, and learners and academics developing assessment literacies through feedback dialogue and feed-forward as a continuous process.

Made with Padlet

As in the morning, next was a group task, where we were asked to think “aspirationally” about how we imagined assessment could look, if we had a free rein. What change or innovation in assessment and/or feedback would have significant impact and how would it benefit learners, tutors, courses and institutions? Essentially we were encouraged to go wild in the aisles of transformative assessment practice.

Our group went Back to Basics and offered the transformative potential of programmes where learning outcomes were mapped to assessment.  Well, someone had to. Other groups had some tidy, Tomorrow’s World ideas including:

  • An assessment wizard which built the kind of assessment you wanted with one view for staff and students (no more multiple systems or at least hiding these from you).
  • A tool that surfaced programme level assessment data.
  • A tool for personalised feedback and assessment routes – feedback raises flags on further help students can get and other staff can see that in later assessments.

And as per the morning session the Blackboard team led a discussion on how their products could work to do some of these things. One thing they did bring back to my attention was the Goals and Outcomes system which has a new dashboard view of the data and I think it would be opportune to review this in the light of programme development work that is heading the way of our team, as this could present an opportunity for offering programme-level views of progress through modules.

The end

So not a sales day, not your regular product roadmap/roadshow day, this represented a deeper dive into Electronic Management of Assessment, including the Blackboard tools that can be a part of that that environment. The Blackboard team wanted the day to be about sharing practice, raising awareness of what Blackboard tools we have already and encouraging us to get the best we can out the Blackboard tools and products that you have and I think this was more than achieved on the day. Thanks to the team and to the Bb North UserGroup for arranging and hosting. I had some very useful conversations (which is pretty much usual for the BB North User Groups meetings) and plenty from all of the above to take back for the project board overseeing the implementation of an e-submission policy at Liverpool.

What music did I first buy? The Muppet Show album. And I’ve never needed any other in my life…

Dan

Winter School 2017 report

winter-school‘Brilliant, engaging, authentic – thank you!’

This year’s Winter School, our sixth, has been the best attended of any we have run so far which was really pleasing for the team. We’ve met lots of new colleagues over the two weeks and been inspired by the kinds of things people want to do with technologies for their learning and teaching. Feedback from the sessions has given us some great ideas on how to develop our workshops and also the kinds of things people would like to find out more about, that’s why we collect it, so we’ll be scheduling in workshops on Evernote and technologies for polling over the next few months for starters. To keep up to date with when workshops are running you can follow us on Twitter (link below), follow us on this blog, keep an eye on the University Announcements page and also search the CLL Booking page here.

‘Lots of showing and sharing of experiences – colleagues sharing their use of various tools… Learning about those tools and trying them out.’

Our aim is to make the Winter and Summer schools a mix of introductory and more exploratory sessions, providing opportunities for staff to extend themselves. In the feedback we get, staff report a valued feature of the sessions is the opportunity to try out new tools and systems, to discuss the strengths and limits of these, how these can be trialed and then made a part of learning and teaching practice, and to share and learn from what colleagues in other schools and departments are interested in and are doing. We are also delighted to read about the wider impact and reach our sessions have in a range of contexts, from enriching personal practice, to staff championing in schools and departments the ideas and knowledge they gain, to applications for research groups.

‘I came to build up professional knowledge and skills for my own personal development and I think this will definitely come in useful in the future.’

‘This will quickly enable myself and other module leaders to elevate the skills of our students…’

Immediate use to help a research collaboration (2 UK sites, 2 European) meet and collaborate. I will include this system as a way of indicating how we will collaborate – thus strengthening a bid for funding. I will explore using this for T&L in a European meeting to demonstrate some of our T&L content.’

Another way we’ve responded to the feedback we get has been developing an advanced session on using Twitter, following a brace of well attended introductory Twitter sessions over the summer. We ran this in the winter school and knowing that it is crucial to include local examples of good practice we enlisted the help of Zelda Chatten, who is part of the team that supports the Library’s social media presence. Between us we were able to share practical tips and useful advice about our experiences using Twitter.

This was a fruitful partnership which extended the range of sessions we run collaboratively (we also run an Adobe Connect session with colleagues from CSD) and one which we will repeat and continue to build on, for example we are planning to develop a session jointly-run with CSD colleagues on Stream Capture.

‘The opportunity to explore some very useful tools in a supported way – I left with some great ways to make my slides more visual and engaging and will pass these tips onto others.’

It was also the first time we ran the session ‘Engaging learners visually’ in which Alex and Tünde shared a few tools that you can use to create more exciting, visual slides, including Notegraphy, Piktochart, Prezi, Haikudeck and some features of PowerPoint. We discussed accessibility considerations when putting together pictoral slides. Judging from the attendance and busy keyboard-working during the workshop, it was a lively and useful topic to cover!  We will definitely run this workshop again.

‘Hands-on guidance through the set-up, recording, stream process. Also love the well-scaffolded and visual resources laid out on the VITAL page. Great!’

If you attended one of our the Winter School sessions you will be enrolled on our Workshop Resources module in VITAL which will contain at least the slides from the sessions and usually further links and support resources on all of the sessions we run. Our Summer School will be running from Wednesday 7th June until Friday 16th June 2017 and some sessions are already scheduled in to run and are bookable here: https://www.liverpool.ac.uk/cll/booking/

‘Thank you – terrific, inspiring session!’

Thanks to everyone who came along and engaged so positively. We derive much inspiration and learn so much from all of our sessions, which we always strive to make a collaborative venture. But for now, the decorations are stowed back in the loft, the last green triangle Quality Street has reluctantly been scoffed, and the jumper from Santa exchanged for a Star Wars onesie, it can mean only one thing; the eLearning Unit Winter school has been and gone and the festivities over for another year. Hope to see you at the Summer School!

The eLearning Unit team

 

Old and New: Highlights from the Durham Blackboard Users Conference 2017 #DURBBU

Total Architecture

As I’ve said elsewhere, I’m no stranger to the Durham Blackboard Users Conference (now in its 17th year!) having attended and presented on number of occasions. However, this was my first visit in my new role at University of Liverpool and also the first visit to the new location at the Durham Business School. Very impressive venue located a little further out of town but close to the excellent Oriental Museum.  The conference began with a warm welcome from the new VC Professor Stuart Corbridge. Then we were back on familiar ground with Malcolm Murray introducing us to the conference theme (Better Assessment & Feedback) and using the Lego figures to settle us into a great couple of days.

The Keynote was delivered by Dr Susie J Schofield from the University of Dundee. Translating evidence-based principles to improved feedback practices” using the “interACT” study she co-authored. The main focus of the presentation was a review of the literature on a range of feedback models and principles (Gibbs, Nicol, Carless, Barton) and draw out some commonality. She shared the view that students can avoid bad teaching but they cannot avoid bad assessment. Stating how a shared understanding of assessment criteria is crucial to student success. I wonder how often there is the time and space in the curriculum to allow students to get a real grasp of this.  Sounds like a good opportunity for students to get involved and co-create their own assessments and criteria.

Wayne Britcliffe presented us with a useful overview of the breadth of tools being used at the University of York, to support assessment and feedback. Many of which are familiar to Blackboard users, although it was interesting to hear that they are a Google University He also shared some useful tips in and a few ‘gotchas’ This was a thought provoking and refreshing topic as it sums up the learning technologist experience at the moment. We are all dealing with similar issues and complexities of electronic assessment. This has certainly been the case for me. A deeper understanding of electronic submission and e-marking approaches have been at the centre of my working practice particularly as these methods gain wider adoption within institutions.

Patrick Viney from University of Northumbria presented a novel approach to using PebblePad V5. Not as an ePortfolio but to manage the dissertation proposal process for over 800 undergraduate students. A common problem to many institutions. The process was based on the workbook functionality in Pebblepad. This allowed students to submit proposals electronically and and select keywords to identify the topic and allow it to matched to an appropriate supervisor.  The effect of this change resulted in a speedier matching of supervisors to students. Reducing time taken from 2 weeks to 1 day! As well as time saving befits, this approach is paper free and auditable. Non submitters can easily be identified and contacted. I’m sure this process could be adapted to support a range of subjects at our insitution, and perhaps lead to greater adoption of the system.  Kudos to Partick for going live into the Pebblepad to demonstrate it. Always valuable to see it live if possible.
I’ve always been a big fan of screen-capture and I use screencast-o-matic a lot these days, since Screenr passed away a few years ago. I’m also very interested in visual learning, so I was keen to hear how University of Reading Lecturer, Emma Mayhew, used this technology to enhance student assessment.  Using Camtasia she developed a range of study support videos which quickly gained popularity, so she ended up creating more and using other tools such as Powtoon to get the message across.  Then applied this to her feedback on assessment. The video feedback reminded me of the useful qualities of audio feedback. Students get more feedback – quantity and detail, but also feed-forward suggestions about what can be done better next time. Staff demonstrate empathy and encouragement more clearly, but also visually identify issues where the student needs help. The process is necessarily efficient for the lecturer but is overwhelmingly receives positive responses from the students. An excellent presentation from an enthusiastic academic making positive changes.

Finally,  it has always been a bit of a tradition for Blackboard to share new advances in their technology at Durham. Nicholas Matthij was excited to share the work he’s been doing on a new product called Ally. This is another Blackboard acquisition and looks to be platform agnostic. The functionality that Ally provides is to make  course content within the VLE more accessible. The tool guides academic staff on how they can make their content more accessible and offers alternatives while keeping the original files. Clever eh? In addition it also has an interesting analytics dashboard that could make it easier for staff to recogise popular content and patterns of use. Developed in part as a response to the changes in legal requirements,  Blackboard will make this service available in Q2 2017. Sadly this will not be appearing in the product as standard but can be purchased separately.

Anyone that is using Blackboard or its associated products would be well served in attending this conference. I know I always have been. Its not just because I keep winning prizes (iPad mini in 2012, £50 amazon voucher this year), although that helps! The community is the crucial element of the conference. Enthusiastic people presenting, sharing and openly talking about issues they care about to help change and make things better. Now that sentiment never gets old.

Other blog posts
 Alex

Winter School 2017 – Week 2 Workshops – 16th – 20th January

The Winter School began today with a great session on engaging students visually in lectures with loads of ideas for presentation materials. There are a number of other sessions in the first week , which you can read about here and still book the last few places here.

This year we are also running a second week of sessions (Monday 16th to Friday 20th January) looking at technologies for learning and teaching beyond VITAL and a number of which are designed to tie-in with the online Bring Your Own Device for Learning 2017 events. All sessions listed below and bookable at: https://www.liverpool.ac.uk/cll/booking/

  • Monday 16th Jan – An introduction to Twitter (2 – 4pm)
  • Tuesday 17th Jan – GoMobile user group meeting (1 – 3pm)
  • Wednesday 18th Jan – e-submission and e-marking workshops
    • An Introduction To Electronic Submission Of Coursework (9:30 – 11am)
    • The Turnitin Assignment Tool For e-submission (Part 1) And GradeMark For Feedback (Part 2) (12 – 2pm)
    • The Blackboard Assignment Tool For e-submission (Part 1) And Feedback (Part 2) (2:30 – 4pm)
  • Thursday 19th Jan – Student as co-creators (11am – 1pm)
  • Friday 20th Jan – Advanced Twitter (2 – 4pm)

Finally, after these two weeks are a couple of events which might interest you.

  • Wednesday 25th Jan – Building good VITAL modules – a practical session looking at ways of building on the VITAL Baseline to create well-designed modules.
  • Thursday 26th Jan – eLearning Network meeting. In this meeting we will be getting a first look at the new Turnitin Feedback Studio.

All sessions bookable at: https://www.liverpool.ac.uk/cll/booking/

winter-school

Winter School 2017 diary dates

winter-school

A quick post to let you know about the eLearning Unit’s 2017 Winter School. All sessions bookable at: https://www.liverpool.ac.uk/cll/booking/

We’ve scheduled the first full week of sessions as listed here.

  • Monday 9th Jan – Engaging Learners visually in lectures – tools, tips and tricks (1 – 3pm)
  • Tuesday 10th Jan – VITAL Essentials (10am – 12pm)
  • Tuesday 10th Jan – An introduction to Technology Enhanced Learning (13:00 – 16:00)
  • Wednesday 11th Jan – Running webinars and online classrooms with Adobe Connect (10am – 12pm)
  • Thursday 12th Jan – 2nd annual Pedagogic Research Conference (all day)
  • Thursday 12th Jan – Turnitin GradeMark (2 – 3:30pm)
  • Friday 13th Jan – Stream Capture for lecture capture and screencasting (1 – 3pm)

This year we are also running a second week second week of sessions (Monday 16th to Friday 20th January) a number of which are designed to tie-in with the online Bring Your Own Device for Learning 2017 events. All sessions bookable at: https://www.liverpool.ac.uk/cll/booking/

  • Monday 16th Jan – An introduction to Twitter (2 – 4pm)
  • Tuesday 17th Jan – GoMobile user group meeting (1 – 3pm)
  • Wednesday 18th Jan – e-submission and e-marking workshops
    • An Introduction To Electronic Submission Of Coursework (9:30 – 11am)
    • The Turnitin Assignment Tool For e-submission (Part 1) And GradeMark For Feedback (Part 2) (12 – 2pm)
    • The Blackboard Assignment Tool For e-submission (Part 1) And Feedback (Part 2) (2:30 – 4pm)
  • Thursday 19th Jan – Student as co-creators (11am – 1pm)
  • Friday 20th Jan – Advanced Twitter (2 – 4pm)

Finally, after these two weeks are a couple of events which might interest you.

  • Wednesday 25th Jan – Building good VITAL modules – a practical session looking at ways of building on the VITAL Baseline to create well-designed modules.
  • Thursday 26th Jan – eLearning Network meeting. In this meeting we will be getting a first look at the new Turnitin Feedback Studio.

All sessions bookable at: https://www.liverpool.ac.uk/cll/booking/