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March–May 2003

Journal

This edition of the Teaching Fellows Journal has been restored from an archived online edition, hence the simplified form.

Edinburgh Napier University is a registered Scottish charity. Reg. No. SC018373

ISSN 2050-9995 (Online)

Please note - Some links and content within this document may now be out of date.

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EditorialStephen Bruce, Academic Development Adviser: Online Learning, Educational Development, contributes this quarter’s editorial

Supporting learning, teaching and assessment at Napier with WebCT

For many academic and support staff at Napier, WebCT is a topical issue at present. Frequent comments range from ‘What is WebCT?’ to ‘I hear that so-and-so is teaching her module with WebCT’. With a major uptake of this initiative expected, I’ll outline just what WebCT is, how we at Napier have reached this point and what support is available.

Between September and November 2001, against the 1994—2001 background of SHEFC initiatives in learning technology (note that clicking on these links will open a new browser window) and against the emerging Quality Enhancement and Knowledge Economy initiatives, EdDev surveyed Napier staff attitudes and use of the WWW in teaching.

The survey sought to:

• identify attitudes within Napier to using the WWW in teaching, learning and assessment

• quantify the different aspects of the WWW used in Napier delivery

• appreciate staff concerns regarding the use of the WWW for learning, teaching and assessment.

Results were released to the whole university in February 2002 with 12 recommendations made. For the purposes of this editorial I’ve cherry-picked just two of these.

Recommendation 1

A template/templates to be used within an MLE/VLE is needed, ie accessible software to facilitate elearning which operates across all the institution.For the three years prior to purchasing WebCT, Napier was using the conferencing software FirstClass to support elearning initiatives. While FirstClass is an excellent product for its specific purpose (a structured emailing system for online communication), WebCT offers a greater variety of integrated tools that can be employed by the institution as a whole.

So just what is WebCT?

Contents2 Editorial

4 Eureka!

4 Reports

5 Review corner

6 Web spotlight

Edition Editors

Angela BenziesSenior Teaching Fellow and Senior Lecturer in Academic Practice

Coordinator of the Teaching Fellowship Scheme

Margaret Nairntfj Web Editor and Publications Officer

Educational Development, Bevan Villa,Craighouse Campus, Edinburgh

Current enquiries to:Office of the Vice Principal (Academic)Sighthill Campus, Sighthill Court,Edinburgh EH11 4BN

Email: tfj@napier.ac.uk

http://www.url.napier.ac.uk/tf

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• Structure, function, content This full-day course was skills-based. Staff had an opportunity to create structured areas in a WebCT ‘module’, add a number of the WebCT tools such as email, calendar, discussions, and upload learning content and add value by further embedding relevant tools.

For the remainder of the semester I and newly appointed EdDev staff will be running half-day sessions which will be a compressed version of these two courses. Therefore staff unable to attend the inter-semester week sessions will receive an equivalent training opportunity. Complementing this are the learning technology workshops available through the EdDev staff development programme.

It is vitally important that staff are continually supported and so all sessions will end by establishing contact with one of the new EdDev online learning advisers who will assist you with your ongoing WebCT developments. One-to-one support is desirable and we’ll do our best to provide it.

Visit the Napier Education Online (NEO) section of the EdDev website where there are a number of supporting resources including:

• pedagogic models of WebCT usage for campus-based and distance learning

• staff and student WebCT guides in word format

• links to other web-based educational software.

You can also access a WebCT demonstration course ‘Teaching with NEO’ which showcases interactive tools. Simply click ‘Login’ and enter your ID (eg pf52) at the ‘matriculation number’ box and ‘webct’ in the ‘password’ box.

If you would like to attend a training session, then simply fill in the online booking form.

Clearly there are lots of issues around the whole idea of web-supported education. Take heart from the fact that WebCT is a surprisingly easy system to use and is flexible enough to accommodate many approaches to teaching, learning and assessment. Take heart too from the fact that our new advisers are delighted to join a university that is tackling web-supported learning in a strategic way.

1 Conole G and Oliver M (1988) A pedagogical framework for embedding C&IT into the curriculum Alt-J 6(2) 4—16 •

WebCT is an abbreviation of ‘Web Course Tools’ and that gives a clue to its functionality. It is a web-based system, accessed via a browser such as Internet Explorer, which supports learning, teaching and assessment activities using up to 35 pre-programmed tools. A popular initial route is for staff to upload learning materials into their own module area of WebCT and then encourage students to access it. However, the real potential of WebCT is its ability to ‘add value’ to learning materials by embedding tools such as electronic assessments, discussions, links, references and glossaries. WebCT is not simply about uploading learning content. In fact there are many excellent WebCT-supported modules/programmes which have no learning materials at all but are very well run, simply and usefully, as discussion boards, or assessment questions with relevant feedback. There is, therefore, a great deal of flexibility to match the tools in WebCT to individual requirements.

There are numerous off-the-shelf products available that can be described as a VLE (Virtual Learning Environment), with the dominant products in the academic sector being WebCT and Blackboard. WebCT was selected by Napier for two reasons:

• it is seen as the most flexible product, often described as pedagogically ‘neutral’ due to its lack of enforced structure

• it offers a potentially simpler process of integration with existing university information systems. It is this integration of information systems which forms a university MLE (Managed Learning Environment).

Recommendation 2

From a central source there should be multi-faceted training and support which is ongoing and flexible.An initial ‘kick start’ to the staff development process was achieved between 20—27 January this year (yes, inter-semester week gets it again!) by engaging an external training organisation. A group of about 40 staff, identified by schools and other relevant support areas, attended two sessions run by Richard Standen of Connected Learning Ltd, supported by me and Dennis Bates (MLE Project Manager). Richard’s two sessions were:

• Practical pedagogy This half-day course was a practical planning process. Staff took an existing module/programme and worked out ways in which aspects of it could be supported online. The method of analysis used was an adaptation of Laurillard’s conversational model of learning1.

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Eureka!This edition’s eureka discoveries are reproduced by kind permission of Rachel Ellaway, College of Medicine and Veterinary Medicine, The University of Edinburgh

At the December 2002 conference of the Society for Research into Higher Education, she suggested that the following seven areas should be considered when we evaluate the impact of what is happening with universities and their use of learning technology

fuzziness — human rules and procedures emerge, can be negotiated and are personal. Innovators should remember this.

granularity — new practices can force change, reduce complexity, provide a common point for development, streamline administration. The costs to heterogeneity, however, should be recognised.

interactions — will change: some will transfer (eg writ-ing essays), others can be augmented (eg use of simu-lations), others need renegotiation (eg ‘staff presence’ and ‘student presence’ will mean what?).

pedagogy — learner specific aspects, outcomes, strate-gic and curricula processes all alter.

resourcing — institutions have to invest, eg in infras-tucture and training. Students have to invest, eg in computers, print costs, internet time. Spending on learning technology may mean not spending on some-thing else. Economies of scale may be made.

politics — learning technology is changing power re-lationships and redistributes the influences within our higher education community.

external factors — can be negative or positive predic-tors of longer term outcome.

Negative Positivehigh technology depen-dence good self-knowledge

black box systems multi-disciplinaritylack of technology ‘lit-eracy’

good level of technology ‘literacy’

lack of self-knowledge adaptable and responsive tools

disjunction in communities of practice

blended systems

inflexible blanket policies an appropriate mix of autonomy and standard-isation

too much/too little auton-omy/standardisation

appropriate planning and project management

indiscriminate following of fashions and fads

well-developed critical approaches

lack of a critical approach individually or collectively

EdDev comment: as this edition’s editorial makes clear, universities are wondrously exercised at the moment in thinking about how to introduce and maximise the benefits of learning technology. Technology is not neutral and there are consequences to its adoption — predicted, unpredicted, wanted and unwanted. The worst scenario is for the consequences to be unnoticed. Hopefully, similar multi-dimensional thinking can inform Napier’s moves forward. •

ReportsFiona Campbell, Academic Development Adviser, Educational Development, contributes a report on Napier’s staff conference, The Accessible Curriculum

This Educational Development staff conference took place during the inter-semester week and explored - through keynote presentations, discussion sessions, parallel workshops and an exhibition - how we can ensure the inclusivity of our institution and the accessibility of our curriculum.

Over 100 staff participated and were welcomed by Principal Joan Stringer who introduced the conference. Highlights from the day included:

• excellent keynotes given by Paul Brown, Director of the Scottish Disability Team and Karen Robson, Disability Services Manager of the University of Wales Institute in Cardiff.

• participative workshops on topics which included helping dyslexic students; inclusive assessment; making learning and teaching accessible;

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students’ mental health; fieldtrips and practicals; and implementing the accessible curricula. The workshops were facilitated by both Napier staff and by externals.

• valuable group discussion sessions in which staff had the opportunity to discuss, identify and report back on what we can do to make a difference to the experience of students with special educational needs and what help we need to achieve it.

• an informative exhibition which included examples of assistive technologies, available external services, information about relevant courses and details of services provided within Napier.

A conference website (clicking on this link will open a new browser window) has been developed on the EdDev website and is now available to all staff. This website aims to maintain the enthusiasm of the day, involve others who were unable to attend and - through the discussion forum - facilitate continued discussion and debate arising out of the conference.

You can use the website to:

• download information about the event including:

• PowerPoint® slides accompanying the keynote presentations

• workshop handouts and PowerPoint® slides

• aims and outcomes of group discussions

• evaluative comments provided by participants

• exhibition information.

• contribute to the web-based discussion forum to:

• share ideas

• be informed about new developments of relevance

• continue the debate on the accessible curriculum.

Outcomes from the day have also been provided - at her request - to the Principal in order for her to continue to move the accessible curriculum agenda forward. •

Review cornerThis quarter’s book review is contributed by Dr Naren Gupta, Senior Lecturer and Teaching Fellow, Director of Curriculum, Learning Development and Quality, School of Engineering

Reading at university: a guide for students Gavin J Fairbairn and Susan A Fairbairn (2001) Buckingham, Open University Press

ISBN 0 335 20385-X £12.99

The authors aim to provide a book for students who have difficulty in reading for their course or want to understand why they must read for their course but are overwhelmed by the sheer volume of material. But, will such students read this yet another book, which is also outwith their curriculum? The answer probably is ‘no’, which is unfortunate.

However, this should not disappoint the authors, as the book is clearly suitable for teachers, lecturers and, indeed, almost anyone who enjoys reading and is just curious enough to learn what the authors have to say. A positive feature of the book is that almost the entire text is based on common sense; hence, it is very easy and interesting to read. Its underpinning theory helps

us confirm what we may have hitherto only believed.

The volume has ten chapters with an average reading time of 30 minutes per chapter. I found I could read it leisurely on weekend mornings.

The first few introductory chapters are about reading as a student and developing reading skills. Consideration of styles of reading, eg word by word, key point, scanning, skimming, sampling, help the uninitiated and are thoroughly discussed.

The ‘active reading’ chapter is about developing a relationship with the text and its authors. The valuable point is made that disciplined readers develop a strategic approach to reading and engage with the authors. Then there is a chapter on deciding what to read. It is about book lists, references/bibliographies — very useful for undergraduates and postgraduates alike.

In ‘reading and note taking’, the authors agree that taking notes can help to focus on what is read, but warn that if the notes go directly from the page, through the eyes, via the hand to the note-pad or computer without passing anywhere near the mind, then students will end up with pages of notes

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of something they have barely read and have not assimilated. Linked with the previous chapters we are given plenty of indication of what helps students.

I found the ‘where to read and when’ chapter particularly interesting. Different places and times suit different people — common sense, but interesting nonetheless. People can read almost anywhere, eg in the bath, on the loo, on trains and planes and even in cupboards!

The last and perhaps most useful chapter is about reading one’s own work. It’s true that we are influenced by other people’s writings but we also learn a lot by reading our own work as an independent reader. Although it is not apparent immediately,

reading and correcting our own work improves not only our reading, but also our writing skills. In fact, reading and writing go together hand in hand.

The book has set a number of tasks in each chapter. I am not convinced that these are necessary or will be taken seriously by any reader. Maybe I’m wrong; perhaps there are students who are desperate to improve their reading skills and would not mind working through the tasks. However, to conclude, I would say that this is an excellent, purposive and eminently readable publication, mainly because the authors are highly experienced and have taken care to ensure that it is about reading and student reality and not fiction. •

Web spotlightThe web spotlight falls on SCRAN, an online digital database which brings together over 180,000 images, sound files and movie clips from 350 museums, art galleries, media organisations and archives

Where can you find French impressionism, African sculpture and Indian architecture, take a spin round some standing stones, watch a penguin parade, listen to the sound of the waves or catch some vintage Billy Connolly?

Look no further than SCRAN! (Note that clicking on these links will open new browser windows.) This extensive collection provides access to old maps and manuscripts, early photography, political cartoons, museum objects, photojournalism, paintings, traditional music, poetry recordings, landscape panoramas and film stills, and covers a wide range of subject areas. All resources are copyright cleared for educational use and can be used by staff and students at Napier to illustrate lectures, handouts and elearning materials as well as for research, coursework and portfolios.

Access SCRAN and log in using your ATHENS account (contact Learning Information Services ATHENS password page if you don’t already have one and would like to set up an ATHENS account). Use the Instant Search box on the top right of every screen or the Quick Search page to locate resources. Note that you can click through from the small thumbnail images displayed in the search results, to the individual record for each resource and from there to a high quality, full-screen image which can be downloaded onto your own computer.

Advice and support for users in HE — including how-to guides, teaching ideas and search tips — are available in the Education section. Coming soon to the site is a selection of sample learning materials and activities (including some based within WebCT) designed to demonstrate how SCRAN resources can be used to promote innovative and effective learning and teaching.

One of the good things about using SCRAN is that you never quite know what you’re going to find next — so log in and expect to find a wealth of high quality academic resources with a few surprises along the way!•