Tag Archives: sharing practice

What do students want? An insight from the ALT Conference 2023

September 8, 2023Pedagogyaccessibility, improved UX, participation, sharing practiceElizabeth Walkden

From 5^th September to 7^th September, Tim Ellis and I (Liz Walkden) attended the Association of Learning Technologists (ALT) Conference. ‘Student Voices: Shaping the Post-Pandemic Campus’ was day two’s keynote session. The purpose of the session was to emphasise the importance of the student voice and to encourage collaboration between policy makers, educators, and learners. It gave us first-hand insights into the experiences of learners following the pandemic. The students studied at three different universities so their opinions and views may not reflect the views of all students or those studying at Lancaster. We heard from a second-year student, a third-year student and a recent graduate. They gave candid accounts into the difficulties that students faced during their time at university. I wanted to share with you three takeaways that I had from listening to the panel’s experiences which readers may find ‘food for thought’.

One of the things that most stood out was the students’ discussions around ‘digital shock’. The panel acknowledged that the technological understanding and knowledge required at university is much more advanced than what was required of them only a couple of months before when they were finishing their A-levels. One member of the panel wanted lecturers to know that most of their previous learning had been done on pen and paper and that they only received their first laptop when they went to University. To this student, typing was hard and so they used a notebook instead of a laptop in lectures. The student felt this was isolating because everyone else was using an electronic device. The student also then said that engaging with the learning materials and the assignments was also very difficult and that there was an assumption that students would be able to use technology easily.

In addition to the lack of ‘know-how’ when it came to the technology required, students also felt isolated by the access that they had to technology. The student who had recently graduated was frustrated by the fact that she wasn’t told about the possibility of borrowing a laptop earlier and she had been struggling to work on a slow and unreliable device. Another student was frustrated that the Chromebook they had been able to afford to buy did not actually have the right processing power for the technology that they were required to use on their course. One student said, “you feel silly when you don’t have the right technology”. We want students to be digitally literate and able to use technology in their future career with confidence but how do we encourage this and help students to navigate this digital world? The students had some suggestions:

Make the technological requirements of a course clear very early on. Students will be buying new devices before they join the University and should be forewarned if the software they need to use has certain device specifications or needs a certain level of technical ‘know-how’. This would help prepare students and prevent a sense of digital isolation.
Signpost where students can get help. Students struggled to find the information on central websites or portals and often felt lost. The panel suggested that lecturers put up a slide at the start of a lecture while waiting for everyone to sit down which could highlight help, important opportunities, or give answers to frequently asked questions.
Don’t assume that all young people are confident in their use of technology.

The second thing that students were keen for us to understand was how difficult and intimidating they find it to ask questions and get support not only from their lecturers but also from each other. They felt there was an expectation that they would be able to contact other students, work together and speak to the lecturers easily. Some students did manage to set up WhatsApp and/or Snapchat groups. However, they knew that not all the students in their cohort were in these groups and that they didn’t know all their fellow students. A variety of suggestions were made that could help students to collaborate and feel supported at university:

Continue reading What do students want? An insight from the ALT Conference 2023 →

10 Things that you probably didn’t know about LinkedIn Learning

August 29, 2023Sharing Practice, Uncategorizedlibrary, LinkedIn Learning, sharing practice, teaching toolElizabeth Walkden

Written by Andy Holgate, Library Digital Skills Developer

In this blog post I’ll be talking you through some aspects of LinkedIn Learning that you may not know, and if you did know them, you get a bonus point for each (no prize unfortunately) but before that let me explain what LinkedIn Learning is.

LinkedIn Learning provides access to over 18,000 online learning courses, taught by industry experts. It is video based, and courses range from a couple of minutes to several hours. It is available to staff and students at Lancaster Bailrigg, Ghana and Leipzig campuses. LinkedIn courses support skills and personal development across a broad range of topics, particularly in the areas of technology, business, and creative skills.

You can access the ASK LinkedIn Learning Guidance or go directly to the Lancaster LinkedIn Learning Sign in page.

You do NOT need a LinkedIn Account to access LinkedIn Learning.

Just because they share the same name, does not mean they are the same platform. Ask yourself does a Red Panda look the same as Giant Panda? They are however both called Pandas. LinkedIn is the social media platform; LinkedIn Learning is a learning platform – they both do very different things and provide different services.
You can of course connect your LinkedIn social media profile with your learning profile if you wish or you can take courses without posting to the world about it.

There is a quality control process for content.

One of the questions I’ve faced when I’ve been speaking to staff about LinkedIn Learning is “How do we know the quality is good before we take or recommend a course?”, and it’s a very valid one. First of all those who are teaching courses have to apply, they then go through an interview process and if successful are assigned a producer and script editor (remember it’s video learning).
They are then flown to the company studios in Geneva or Chicago and recorded, they receive payment and royalties based on how many people watch their courses so it is in their own interest to make it engaging.

Have a look at some courses, check out the teachers background, ultimately you have the choice (like you do with reading an academic textbook) of deciding if it meets your high standards.

You can learn a wealth of new skills.

Now you probably guessed that you could visit LinkedIn Learning for your professional development and learn how to create pivot tables in Excel, create amazing presentations, or start coding with Python but did you know that you can also learn how to play acoustic guitar , use your phone to take creative photos of your pets, learn how to paint or learn to speak Spanish and much more.

Keeping up to date with the latest trends.

Let’s face it, in the summer of 2023 there is probably nothing more terrifying than being in a work team meeting and hearing “Right what are we doing about AI?”. If you are anything like me (and old like me) your palms will start to sweat as you nervously look at your feet and instantly think of a Terminator movie.
LinkedIn Learning updates and adds over 50 courses each week and it has loads of easy to understand and digest content on AI. Have a look at the course AI Trends which was updated on the 24^th August and stop looking nervously at your feet.

Supplementing curricular teaching.

You can enhance your students experience by letting LinkedIn Learning work for you.
LinkedIn Learning is a great all-in-one solution for enhancing all types of education. From soft skills to software, there’s a course to add (not replace) value to any academic program.
It can be used to teach technical and presentation skills outside of the classroom, flipping the classroom and supporting hybrid learning. Maybe think about using it with pre-arrival students? Courses and videos can be linked to from Moodle.

Save the department some money?

If you are a line manager, it may come up in a staff member’s PDR that they would like some development, rather than send them on an external course, why not first have a look to see what is available in LinkedIn Learning – the department would save on course fees, travel etc.

Enhance your career prospects.

So I had better whisper this one, if you want to take a step up the ladder or indeed go in a completely different direction have a look at LinkedIn Learning. There are courses on writing your CV, writing a cover letter and mastering common interview questions.

If you decide that you have had enough of being a librarian and you want to be a Social Media Manager then you can follow the Role guide which will give you a variety of courses to start you on your journey and suggest learning groups that you can join on LinkedIn, so that you can interact with peers in that industry. So what are you waiting for, enhance your skills and develop your career BUT please stay, we like you. Continue reading 10 Things that you probably didn’t know about LinkedIn Learning →

Making your Moodle space more interactive with H5P

August 11, 2023Moodleaccessibility, interactive, Moodle, sharing practiceElizabeth Walkden

At our last DLT event in July, we showcased several plug-ins and activities for Moodle. One of which was the H5P activity. So, for those who missed the session, and want to look at revamping their Moodle spaces for the new academic year, this one is for you!

What is H5P content?

H5P is an abbreviation for HTML5 Package. It is free open-source content that enables educators to create engaging content that can be integrated into Virtual Learning Environments such as Moodle. There are over 50 types of activities to choose from! This includes flashcards, Cornell Notes, interactive videos and books, diagram hotspots, charts and, when we are feeling Christmassy, advent calendars. On the H5P.org website you can find some examples of H5P activities such as an interactive video on smoothie making to show you what is possible. The DLT team have also set up a Moodle H5P demo site which Lancaster University staff can view. Students can access H5P activities easily and quickly through Moodle and you can keep an eye on engagement through activity completion and the reports.

How does it improve engagement?

These activities can also be used as part of a strategy to improve the online experience for distance learners. The H5P plug-in is part of the ‘gamification’ set that is available in Moodle. It aims to enhance engagement and motivation by creating similar experiences to those when playing online games. For example, H5P activities such as the memory game, virtual tours, interactive timelines and even crosswords and quizzes make learning more enjoyable for students.

By using H5P activities, course content can be broken down into manageable pieces and learners can complete the activities at their own pace. This is important to ensure that learners don’t feel overwhelmed and feel a sense of achievement as they work their way through their course content.

These types of activities are also particularly good in higher education as retrieval practice (the practice of remembering) and feeds into teaching learners how to learn and what works for them. They can also be used in the lead up to exams to help students with their revision. For more information on retrieval practice, Tom Sherrington’s ‘Kitchen Pedagogy 2:2’ video is a great introduction and you can find lots of information on his website.

How do I start creating some material?

H5P activities are created and stored in the content bank area of Moodle. It acts as a repository and allows individual H5P activities to be reused multiple times. You don’t need to reinvent the wheel and can use resources that you already have. For example, you could use a YouTube video and make this interactive or use some presentations that you already have and turn these into an interactive book.

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