JISC Regional Support Centre for Yorkshire & Humber Services
HIGHER EDUCATION CONFERENCE2012
Practical Learning in a Digital World
Conference Papers 2012 www.jiscrsc.ac.uk/YH
#RSCHE12
Introduction
We are pleased to present the publication associated with this year’s E-Learning in HE Conference. This year the theme is “Practical Learning in a Digital World” and focuses on the practical uses of e-learning to enhance the student experience. The internet has transformed the way we work, learn, and communicate. At the same time the world of HE is evolving and increased demands are made on both teaching staff and students. It is essential that teaching and learning prepares students the world they are about to enter. Skills such as collaboration, flexibility, life-long learning, critical thinking and communication are essential in 21st century learning. Pedegogies have changed to engage with the latest technologies and these can be used to assist in the development of these skills. Some of the ways that this can be done are explored in the conference and in this publication. If you would like to learn more about any of the themes addressed in the conference this year, or would like to talk to any of the presenters to find out more about the work they’ve presented here, please do let us know. Many thanks to all our contributors for the stimulating articles and presentations they have provided. Ali-Marie Ladwa & Deborah Judah, E-Learning Advisors (HE)
Content Social Media Feet First: Managing your digital footprints and identity
Assessment - Showing ability in passing exams or knowledge of the subject
Scott Hibberson & Kevin Campbell-Wright, JISC RSC YH
Deborah Judah & Theresa Beattie, JISC RSC YH
How to know everything about music: Embedding Learning Literacies
Becoming a Student as a Researcher
Ruth Clark, Leeds College of Music
Home Grown Recipes: A Pinch of This and a Bit of That Sarah Crossland, Lorraine Maddock & Chris WardleCousins, Doncaster College
Where Diigo? Deborah Judah & Kathy Boyer, JISC RSC YH
Lena Henderson & Dasha Zhurauskaya, University of York St John
Social Media Feet First: Managing your digital footprints and identity Scott Hibberson & Kevin Campbell-Wright, JISC RSC YH
We’ve all been there – a ‘friend’ publishes an embarrassing photo of you on Facebook and it runs rampant through your networks like a virus, a tongue-in-cheek tweet intended as a direct message is accidentally sent as a public tweet on Twitter, (naming no politicians in particular…). These are all familiar scenarios to many, which makes managing your digital footprint a concern for everybody. But before we all deactivate our social media accounts, we can’t turn back time, but we can minimise the risks. The need to tighten up on safeguarding and protect learners is often emphasised by educators, but these same lessons are equally important for staff too within a learning environment who often get overlooked when guidance is lacking. Googling your name, of course, is a very quick and easy way of checking up on your digital footprint, and there are lots of sites that offer advice and guidance on the subject of digital identity. However, we wanted to deliver staff development that was more fun yet also conveyed the complexity of how our personal and professional connections can interrelate across networks to create some unexpected outcomes. The people in our workshop assumed the role of an alter ego, all of whom used a range of
different social media sites, apart from ‘Doubting Tom’, who didn’t believe in social media. Some of the characters knew each other in personal life, some worked together, some socialised together, some were only connected through social media, some were not connected at all, but became connected – confusing isn’t it? Oh yes, just like real life… There’s a leaving-do in the local pub for someone who has been made redundant due to cutbacks, a sad occasion where a couple of people have a little too much to drink. All of the characters (apart from Doubting Tom) then play out a series of interactions based on the repercussions following the leaving-do, which are shared to various people through their social media sites (strings of wool are used to show both their real and virtual connections and cut-out cards impart action in a linear fashion). The scenarios that unfold are all designed to provoke a discussion on how we use social media, and, most importantly, how we can use it more safely and responsibly. Key points from discussions following the roleplay exercise: 1. Just because you don’t use social media sites doesn’t mean that you don’t already have a presence on them.
2. Social media sites can add an important paragogical dimension to teaching and learning (i.e. peer-to-peer or peer-based teaching and learning between equals). 3. Not being on social media sites can be quite isolating. 4. If you solely focus on a professional persona using social media you risk alienating people who like to see more of the real person, and vice versa. 5. Exploring safety and privacy settings on social media sites is always recommended, but it’s also important that your friends are equally informed. This activity can be repeated and different issues would arise. The important thing is to have the debate and make our staff and learners aware of how social media can be put to best use, and also what to avoid. We have designed a lesson plan, character cards for the roleplay, the action cards and a brief powerpoint that we are happy to share with people who want to try this in their own learner or staff development sessions. Failing that, you could always get your staff and learners to google themselves…
How to know everything about music: Embedding Learning Literacies Ruth Clark, Leeds College of Music
It is often assumed that our students have the skills to deal with the digital world. The ‘digital natives’ concept has been misleading and led to an assumption that those who have grown up in the ‘digital age’ are automatically equipped with the skills to deal with the digital world (Prensky, 2001). Whilst most of our undergraduate students have not known a world without computers or the internet, this does not automatically mean they know how to fully utilise or use it in an educational context. Furthermore, we all suffer from information overload and our role is to help students in “transforming information into meaningful knowledge” (Bean, 2010). The LLiDA (Learning Literacies in a Digital Age) project was a JISC study that looked at Learning Literacies, “defined as ‘the range of practices that underpin effective learning in a digital age’”, within UK FE and HE (LLiDA, 2009). The study recommended that “learning and digital literacies need to be embedded within the curriculum” (Beetham et al., 2009, p. 71). It also recommended that information literacy be expanded to include communication and media literacy. Embedding Learning Literacies in the Curriculum In summer 2010, Leeds College of Music (LCoM) developed a new
degree to begin in September 2011 that provided the opportunity for embedding Learning Literacies within the curriculum. The BA (Hons) Music was developed, including a compulsory Professional Studies strand that incorporates modules that “develop students’ employability, equipping them with the skills to contribute to a sustainable workforce” (Leeds College Of Music, 2010). This strand is also part of the Foundation Degree in Music Production. In the first year all students undertake the Working in Creative Industries module as part of this strand. It was felt an online course, developing students’ learning literacies to prepare them for HE study, as well as professional life, would be appropriate within this module. A number of the learning literacies identified by the LLiDA Framework of Frameworks are discreetly embedded within the new HE curriculum, however it was identified that there were certain literacies that should be introduced in this online course (Beetham et al., 2009, p. 35-38). The course aims to develop students’ core information, communication, digital and media literacies, especially within a digital context, that will ensure they are effective learners with “the capacity to participate in learning using technologies and approaches of their own choosing” (Beetham et al., 2009, p.9). Students learn how
to best identify, evaluate, analyse, use and communicate information in various contexts. Furthermore, they develop digital literacy that provides a foundation for their further studies and professional practice. The concept of media literacy is also introduced to encourage an analytical approach to using and producing media. These topics are covered to achieve the learning outcomes detailed below: • Identify when information is needed and how to locate and obtain the required information resources. • Assess the objectivity, accuracy, reliability and relevance of information and the media. • Organise and manage information and resources. • Analyse, compare and apply information. • Choose and use a range of different digital tools as appropriate to the situation to capture, present and communicate information and evidence. Course design A Moodle course was developed in the summer of 2011. Seven units were designed, plus a skills audit that was to be submitted as the final part of the assessment,
to improve students’ information, communication, digital and learning literacies and achieve the learning outcomes. Students sequentially progress through the syllabus, partaking in various activities to ensure the learning process is active and involving. Each syllabus unit comprises an introductory video (except digital skills), a learning object created through Xerte and containing active learning opportunities, an optional reflection task and an assessment. All activities place the topic in contexts that the students are familiar, whether academic, social or professional, but particularly related to music. Certain activities integrate with topics covered in the parent module, Working in the Creative Industries, to provide even more valuable context. Conditional activities in Moodle 2.0 enabled the course to be designed in such a way that a student could not progress to the next unit/ topic until they had completed the assessment on each unit. The assessments are a combination of multiple choice quizzes and use of the Moodle Feedback module to give longer text, evaluative answers. There was also optional reflection activities set at the end of each learning object where students were encouraged to reflect on what they had learnt within their ePortfolio and also within the Learning Literacies group within Mahara. The final point of assessment was the completion of a Skills Audit, an interactive Excel document, which is designed to be completed in each year of study as part of PDP to monitor skills progression. The student was then to upload it to their Mahara ePortfolio (so it is easily accessible in future years and can form part of their PDP) and submit it as a Mahara assignment within the parent module, Working in the Creative Industries. Full completion of all assessments and submission of the skills audit results in the student passing the module. Syllabus Outline A variety of topics are covered through the online course to improve students’ learning literacies
and achieve the learning outcomes: 1. Know what you know Understanding information 2. Go way back - Planning and undertaking a search 3. Stay ahead of the curve Organising information, current awareness and keeping up-to-date 4. Don’t believe the hype - Evaluating information and the media 5. Respect your audience Communicating information 6. Give credit where credit’s due - Referencing and plagiarism 7. Digital Skills 8. Skills audit Implementation Learning Literacies was launched in September 2011 as the new BA Music (Classical, Jazz, Popular Music or Production) and FD Music Production began at LCoM. Professional Studies: Working in the Creative Industries is common to all undergraduate pathways and so all first years have a lecture each Wednesday morning. I went into this lecture at the start of term to introduce the online course to the students. I subsequently went into this lecture a few times to remind them about the need to complete this online course in order to pass the entire module and answer any other questions. Students became familiar with me as a point of contact and the module leader, who contributed in design of Learning Literacies, also encouraged them to engage. Students were expected to complete Learning Literacies by the end of January and it was given a deadline like a normal assignment. The majority fully completed the whole course and submitted the skills audit. Those who hadn’t fully completed the assignment, mostly by not submitting the skills audit or somehow missing one of the
unit assessments, were given a week extension to complete these elements. Most of the assessments were automatically marked Moodle quizzes. However Staying Ahead of the Curve and Don’t Believe the Hype both contained elements that had to be normally marked. Students will be given feedback so it is a rounded process and are rewarded for engagement. Out of 259 students 236 passed; the remaining students will have to resit the course in the summer, as passing the course/assignment is requisite to pass the whole module. Conclusions As the course has only just been concluded, the impact has yet to be evaluated. It is hoped that by undertaking this course in Learning Literacies students will be prepared for both their studies and their future (and in some cases current) professional careers. References Bean, M., 2010. JISC 10 Conference. Opening Keynote. April 13. London: Queen Elizabeth II Conference Centre. Beetham, H., McGill, L. & Littlejohn, A., 2009. Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Glasgow: The Caledonian Academy. Leeds College of Music, 2010. Undergraduate Programme specification, BA (Hons) Music (Classical, Jazz, Popular, Production). Leeds: Leeds College of Music. LLiDA, 2009. Learning Literacies for a Digital Age (LLiDA). [online] Available at: http://www.academy. gcal.ac.uk/llida/index.html [Accessed 19 February 2012] Prensky, M., 2001. Digital Natives, Digital Immigrants, On the Horizon, [online] Available at http://www.marcprensky. com/writing/prensky%20-%20 digital%20natives,%20digital%20 immigrants%20-%20part1.pdf [Accessed 19 February 2012]
Home Grown Recipes: A pinch of this and a bit of that Sarah Crossland, Lorraine Maddock and Chris Wardle-Cousins et al. Doncaster College (2012)
The Directorate of Teaching and Learning Resources at Doncaster College comprises the Centre for Professional Development, e-Learning, e-Media Resources, FusedWorks (3D interactive and pre-rendered applications) and Learning Resources. Continuing professional development priorities are closely aligned with learning and teaching activities, including e-learning, blended learning and the exploitation of learning technologies. The purpose of this paper is to illustrate how teams within the Directorate are able to respond to requests from teaching and business support areas. Recipe 1: 3D Harvard Referencing Book The intended outcome was to create a visual, interactive resource which can be promoted, both within a classroom environment and independently by learners, to assist with the acquisition of referencing and citation skills. Why the project was needed: One of the challenges associated with academic study, especially during the transition from Level 3 to Level 4, relates to the skills required for the development of academic practice. Academic writing involves both the presentation of ideas, and also an understanding of why ideas were developed and by whom
(Neville, 2000). College Harvard referencing LIS workshops have developed contextually over recent years, not least by the introduction of Turnitin within the teaching session as a means of ensuring that students are aware of the need to cite and reference all information sources correctly. The challenge was to provide a resource which students could use independently, and which also facilitated appropriate interaction and/or competition and the provision of on-screen feedback. Were we successful? Librarians worked with colleagues from FusedWorks, the 3D learning technologies arm of the Directorate, to propose the development of a 3D interactive book, which could be used to illustrate where the information to create a reference could be found on the resource itself. The issue of in-text citation was also discussed as librarians felt that it was imperative that students understood the link between the citation and the reference, to illustrate how the two components were linked, and more importantly, why. It was important that the librarians worked seamlessly with the FusedWorks team to ensure the proposed interactive learning object met the necessary learning outcomes in order to address learner needs. This mix of academic
expertise coupled with 3D design capability meant that the resource created was not only visually engaging to learners but also academically sound. To further ensure quality the collaborative approach adhered to a project defined process recently developed by FusedWorks for a successful JISC/Higher Education Academy Open Education Resources (HEA OER2) Simulated Performance Arts Creative Environment (SPACE) project. A copy of the detailed process can be downloaded from the project archive: www.space. fusedworks.com/?page_id=201. Through this process several important aspects could be considered prior to development. These included factors such as the look and feel of the final resource, subject aims, learning outcomes, and the level of interactivity to be built in and how the resource would be accessed by staff and learners. The final resource was designed to be as engaging as possible and this was achieved through the introduction of a 3D character, Don Smith. Fictional publications written by Don Smith were used as a vehicle for explaining the referencing system. The resource encourages user interaction and has been designed in such a way that individual sections can be revisited in order to recap as desired.
Recipe 2: My Training Dashboard The intended outcome was to provide a dedicated area within the College intranet for College staff to access CPD opportunities both internal and external, to promote other CPD activities, to monitor personal professional development, book onto in-house events, and to apply for support for other development opportunities. Why the project was needed: The project was commissioned by the College’s Directorate of Teaching and Learning Resources to develop an electronic booking system for in-house training. Previously, bookings were made manually and recorded via a paperbased method. The process was time consuming and inefficient. The Centre for Professional Development manages approximately 2000 bookings per annum. A user-friendly interactive booking system has been created on the College Intranet. The system generates attendance lists, and sends emails to staff and managers with details of the training/ booking. An administrator feature has been built in to allow the Staff Development team to add and amend bookings, and also to remind staff when mandatory training needs to be updated. The system’s design and functionality is
subject to continuous review and development, and the College now has a new updated version which gives staff greater control to review and amend their own bookings. My Training Dashboard also enables the Staff Development team to have a discussion area to communicate with staff, and it allows staff to access staff development related information and book training. The system also shows training which can be booked in advance. Were we Successful? My Training Dashboard was launched in September 2011, promoted at a range of Academy team meetings and management meetings across College, including a presentation to the Senior Management Team. Feedback has been positive; staff say that the updated design allows for quick and easy navigation, and all CPD is easily accessed in one location. Developments to the system are on-going and staff comments generate new ideas and suggestions for improvement. A recent innovation has been the development of a notice board feature which enables more user friendly on screen viewing. A pilot project will commence in July 2012 to launch an online appraisal system within the framework of
My Training Dashboard. Staff will also be able to submit staff development applications online and an additional feature will enable staff, who are members of the Institute for Learning, to upload their training information into REfLECT, the IfL’s web portal, or download their training record to use as part of preparation for a performance review. It is also the intention to gather individual staff training evaluation via this online system, which would allow more effective analysis to measure the impact of continuing professional development. References Jackson, J. (2007) A case study examining the information literacy skills of Access to Higher Education students at Rotherham College of Arts and Technology on arrival at college and the development of their skills during their time at college. Unpublished MA dissertation. University of Sheffield. [Online] available from: http://dagda. shef.ac.uk/dissertations/2006-07/ External/Jackson_Jean_MALib. pdf [Accessed 24th January 2012] Neville, C. (2010) The complete guide to referencing and avoiding plagiarism. 2nd edition. Maidenhead: Open University Press/McGraw-Hill.
Where Diigo? Kathy Boyer & Deborah Judah, JISC RSC YH
Social bookmarking is a method for internet users to organise, store, manage and search for online resources. By tagging with keywords and sharing resources it is possible to find everything at the press of a button. Most social bookmarking sites allow you to browse through the items using the tagging system based on most popular, recently added, or belonging to a certain category like shopping, technology, politics, etc. These sites are now being used as intelligent search engines as it is possible to search what others have bookmarked by typing in what you are looking for in the search tool. The JISC RSC YH has been using the social bookmarking site: Diigo. As well as storing and managing online resources this tool has the facility to enable highlighting areas of the text and addition of sticky notes. Bookmarks can be organised into lists of subject or curriculum area and tagged with keywords for easy searching. Creation of groups allows a customisable list of web resources and the creation of a list. Students are often overwhelmed by the amount of information they have access to and this tool will assist them in evaluating, selecting and using information appropriately and effectively. It will also enable them to develop much needed skills in information sharing and collaboration.
As a collaborative tool, it allows teachers and students to save websites into a public or private library, highlight information of a web page, and attach sticky notes to highlight as little or as much of a web page as needed. For instance, it is simple for the teacher of a current issues class to identify and share news articles, video, blogs, podcasts, etc., from the Internet with students using Diigo. Dynamic reading lists can also be developed with input from both staff and students. Students themselves can also identify themes and share them in a class group. In allowing teachers to create and manage student accounts, Diigo supports a full range of interactions between student, group, and teacher. Diigo’s features allow teachers to highlight critical features within text and images and write comments directly on the web pages, to collect and organise series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves. Diigo also allows teachers to collaborate and share resources among themselves. Diigo’s student accounts can be kept either private (with no e-mail addresses) or grouped to make sharing resources simpler. Accounts make it easy to organise research and collaboration through the use of bookmarks and
tags. Annotating tools include highlighting, floating sticky notes, and comment options. Moreover, teachers can keep individual student work organised and provide both individual and group feedback. There are some disadvantages and these are lack of standardisation of tagging, the possibility of spamming and some groups colluding to control the bookmarking at the expense of others. References Diigo (2006) http://help.diigo. com/teacher-account/faq Estelles, E., del Moral, E., & Gonzalez, F. (2010). Social Bookmarking Tools as Facilitators of Learning and Research Collaborative Processes: The Diigo Cas (Vol. 6). (J. Whatley, Ed.) Valencia, Spain: Interdisciplinary Journal of E-Learning and Learning Objects. Hammond, T., Hannay, T. Lund, B., Scott, J., (2005) Social Bookmarking Tools A General Review , D-Lib Magazine, April 2005, Volume 11 Number 4. doi:10.1045/april2005-hammond. Ruffini, M. F. (2011). Classroom Collaboration Using Social Bookmarking Service Diigo (Vol. 34). Pennsylvania, USA: Educause Quarterly.
Assessment - Showing our ability in passing exams or knowledge of the subject Theresa Beattie & Deborah Judah, JISC RSC YH
The ways in which we live, work, play and learn have been transformed by technologies. People access, use and create information very differently from the way they did in previous decades. New skills are needed for working in the 21st century and education has an important role in developing them. As well as assessing subject knowledge, employers want to know that applicants have skills in communication, critical thinking, working collaboratively and reflection. In many instances the assessment process has not changed and, although content development in e-learning environments has progressed, e-assessment and feedback remains a challenge in many institutions. Most assessment is still by essays and exams, which are classroom based and paperbased. These tend to be formal, controlled and synchronized. The assessment is often the driver rather than the teaching and learning. It is expensive to administrate, inflexible and does not test the skills needed. Adding the ‘e’ to assessment can ensure a more authentic and personal assessment where more skills can be assessed. Benefits include: • Using different media which can match the teaching and learning and add variety • Assessment can be embedded into the VLE or be stand alone
• Using format and technologies that are familiar to students and those that they will use in their working lives • Enhancement of the learning process • Efficiencies in marking and feedback Students report that e-assessment measures what they have learnt and has the benefit of being accessible at any time. E-assessment is not without challenges. Initially there can be costs both financially and in time including upskilling assessors. It is also essential that examination boards are in agreement with the method used if the assessment is summative. Plagiarism can be an issue and the assessment must be set in such a way that this is avoided. Throughout the whole assessment cycle there is potential to use technology to enhance process: from creation of evidence, through capture, organisation, appraisal and discussion of it. E-assessment covers, therefore, a wide range of activities where digital technologies are used in assessment, including the designing and delivery of assessments, and in marking. These can include blogs, wikis, forums, e-portfolios, using mobile devices, digital story telling,
audio and video feedback and use of podcasts and videos. In many institutions e-assessment is used primarily for formative assessment rather than summative. This may include online quizzes, audience participation/voting systems and feedback on blogs. However with planning and training it is possible to use technology to enhance the summative assessment process. References Callan, V. and Clayton, B., E-assessment and the AQTF: Bridging the divide between practitioners and auditors, Commonwealth of Australia, 2010 http://www.flexiblelearning.net.au/ files/Eassessment_AQTF_final.pdf JISC, Effective Assessment in a Digital Age - A Guide to Technology-enhanced Assessment and Feedback, HEFCE, 2010 JISC, Effective Practice with e-Assessment - An Overview of Technologies, Policies and Practice in Further and Higher Education, 2007. HEFCE
Becoming a Student as a Researcher
Keynote speaker:
Lena Henderson & Dasha Zhurauskaya, University of York St John
Robin Trangmar
This paper will provide an outline of the institutional ‘Student as a Researcher’ scheme of projects that provides the opportunity for students from York St John University to experience research first-hand as research assistants. Research at a number of universities suggests that across institutions, student perceived significant benefits from staff research, including the credibility of their course, staff enthusiasm and, to an extent, an understanding of research and research skills (Jenkins & Healey, 2005). Initiated, originally, through a TQEF Enquiry Based Learning project and continued through the use of TESS funding, it has been possible to provide the opportunity for students from York St John University to experience research first-hand as research assistants. One of the aims of the scheme is to contribute to a growing research culture across the institution by actively engaging staff and students in collaborative research projects and to provide opportunities for students to be actors in the production of research rather than purely as recipients (Zamorski, 2002). One of the research projects used Wimba Create in order to design an online tutorial for students and staff, and this raised students’ (both home and international) awareness of the use of English. As the scheme has
matured, increasingly this means that students are engaging in research projects that contribute to pedagogic change as well as subject based research. Additionally our aim has been to build a community of student researchers by encouraging collaboration in an annual student researcher conference ‘Thinking Out Loud’ that is organised and run by students themselves. A previous small scale evaluation demonstrated: students’ increased confidence not only in research but in communication with others; confidence in presenting themselves; enhanced team work skills; and a clearer idea, for some, of their future career plans. The paper will also discuss the difficulties and opportunities that students and staff faced though out the process and prompt discussion about the sustainability of the scheme as a paid student opportunity. References Jenkins, A. and Healey, M. (2005) Institutional strategies to link teaching and research. York: Higher Education Academy. Zamorski, B (2002) Research-led teaching and learning in higher education: a case, Teaching in Higher Education. 7(4), 411-427
Robin Trangmar, Head of Education and Training at Coleg Llandrillo Cymru, is a teacher educator, based in North Wales. He is involved in the delivery and development of learning and teaching programmes, carries out consultancy work for colleges and government departments in Wales, and is an External Examiner with the University of Greenwich. Qualifications and memberships include Fellow of the Higher Education Academy, Fellow of the Institute for Learning, Fellow of the Royal Geographical Society, Chartered Member of the Chartered Institute of Personnel and Development, he holds a Master’s Degree and a PostGraduate Certificate in Education Studies, as well as Summer, Winter and the UIMLA International Mountain Leader Awards. Always happiest near (or preferably on) a mountain, he co-wrote the Personal Mountaincraft (OCN) summer and winter programmes and developed one of the earliest Adventure Tourism courses. http://yrathro.wordpress.com/
Keynote speaker: Cheryl Reynolds
JISC RSC support for HE in FE and HEIs
Cheryl Reynolds is a Lecturer in the School of Education and Professional Development at the University of Huddersfield. She was a winner in the FE/HE Innovator category at the Learning Without Frontiers Awards 2012.
The work of the JISC Regional Support Centre for Yorkshire & Humber includes support for HE within FE and HE colleges. The Higher Education support remit has been set out as follows:
• Our HE mailing list allows you to share issues and ask questions within the HE in FE community in Yorkshire and Humber - see www.jiscrsc.ac.uk/yh/getinvolved/forums-mailing-lists for details on how to join
Cheryl has wide ranging teaching experience as a lecturer. She was MLE Manager with responsibility for advancing the use of the MLE in all Curriculum areas across the institution. This involved a range of Staff Development activities, including taught sessions, online support and the authoring of instruction manuals and online Help facilities. She also worked closely with the Systems Development team to modify the MLE and include new features in response to user feedback. Cheryl acted as Mentor to new staff, in particular those acting as ILT Champions for their departments.
• Develop effective contact with those responsible for HE in FE colleges in the region
• Follow our HE Advisors on Twitter @rscyhhe or our general account @JISC_RSC_YH
• Scope and support the needs of small HEIs in the region, working with technical, library, learning and teaching and senior management staff, possibly via cross-regional activity or by building communities of practice
• Check our Facebook page for useful CPD links: www. facebook.com/JISCRSCYH
Cheryl managed the creation of the new Foundation Degree in Design and Development of e-Learning at the University of Huddersfield, heading up the Curriculum Team and successfully taking the proposal through the University Validation process. She is now currently Course Leader for this programme and delivers two of the four first year modules.
• Build and maintain a network of JISC RSC HE contacts, enabling greater access to relevant RSC activities and services • Mount at least one major HEfocused regional event per year Join your local HE in FE community! There are several ways you can keep up to date with issues affecting colleagues across the region as well as sharing your own questions: • Join our fortnightly e-bulletin mailing list for general e-learning news and events - email support@rsc-yh.ac.uk with your name, job title, organisation and work email address
• Join our termly HE online forums for key speakers and discussion on the latest issues affecting HE in FE. The next meeting is on 27th March 2012 and will focus on using social media to market HE courses - check our Events page for details and to reserve your free place: www.jiscrsc.ac.uk/YH/events Don’t forget your E-Learning Advisors are on hand to help with any e-learning query. Get in touch with Ali-Marie Ladwa (a.ladwa@rsc-yh.ac.uk) or Deborah Judah (d.judah@rsc-yh.ac.uk) and they will be happy to help.
www.jiscrsc.ac.uk/YH
JISC Regional Support Centre for Yorkshire & Humber Services
JISC Regional Support Centre for Yorkshire & Humber 0113 343 1000 support@rsc-yh.ac.uk www.jiscrsc.ac.uk/YH @JISC_RSC_YH
www.jiscrsc.ac.uk/YH