SEED presentations May 2018 -Ara Institute of Canterbury

The first presentations at Ara Institute of Canterbury for SEED this year revolves around the theme of assessments for learning.

Andre De Roo from Trades sharing his work using OneNote  Class Notebook with apprentices in the engineering trades.  Andre presented his approach which is to focus on learning instead of assessment. Needed to help learners represent their learning using more than just text based. Goal to help mold confident life long deep learning and students are to show and tell how and what they have learnt.

Showed example of students’ OneNote and how the competencies are linked to the evidence collected and collated by the student. Evidence is verified by employer for authenticity of the evidence. Each portfolio – what are the key things I need to learn; Skills are recorded; and a reflection at the end – what have I learnt, what have I learnt that I did not think I would learn, what are the gaps in my learning and how is the next step / stretch to my learning.

Students may respond in OneNote using text, audio or video recordings. Shared examples which are adequate, needed support with supplementary audio evidence and exemplary.

Karen Neill from Broadcasting on the ways used in the programme to ‘assess professionalism for the media industry’. These assessments were developed in the mid-80s and honed over the many years. This programme is highly respected by industry and students enter the industry with key professional skills required to contribute. Craft skills are easier to teach but professionalism always more difficult to pin down, teach and assess. Broadcasting has changed considerably in the last decade and the move into social digital media requires a even greater emphasis on professionalism. Shared how professionalism is scaffolded across 3 years of the degree, culminating with the third year industry practice module which takes up the bulk of last year. Updated through consultation with industry, tutor reviews and student evaluations. Detailed process and returns.

Raewyn Tudor presents on how the Social Work degree integrates assessments. Social work was reviewed several years ago. How do assessments connect with how social workers carry out their work. Defined integrated assessment as process that combines and blends learning outcomes from multiple courses into a series of streamlined, realistic, authentic work-focused assessment activities. Provided details on how integrated assessments work – theory and research (two courses) brought together as a case study learning activity. The students have to research the client case, connect to relevant theoretical / policy and present in a written report and presentation of application to practice. Rationalised the approach as a means to tailor assessments to subject / discipline requirements; connects with the realities of practice and creates student learning for job readiness. Detailed  the how to and an example of how to develop integrated assessments.

Microsoft Classroom - interim thoughts

One of the platforms to pilot through a recently approved Ako Aotearoa National Project funded 'eassessment' project will be Microsoft classroom.

This platform was launched in April 2016 and currently in preview ( ie.beta ) mode.Microsort classroom requires access by students to Office 365 and allows teachers to to manage classes and assignment. It is different from OneNote and more akin to an LMS.

There is a website to learn how to use the platform.There is an overview video on syncing microsoft classroom to school data - 12.20 minutes long. In short, the platform allows for bringing custom office tools (OneNote, Word, Powerpoint, Sway etc.) to the classroom.  

The video covers  how the platform runs and overall the visual / user experience is similar to onenote class notebook layout. The process of how microsoft classroom integrates outlook, planner, has announcements, conversations, office mix, sway etc. and cassroom experience also over viewed.

Apps for iOS and Google are also available to smooth the path to BYOD.

CPIT 'lightning presentations' - embracing 21st Century learners

Attended and presented at today,s lunch time session from Diploma in Tertiary Learning and Teaching and from staff who presented at the recent National Tertiary Learning and Teaching conference. Format is for Pecha Kucha, lightning type presentations of 5 minutes each. So lot of short sharp presentations.

Smoothing the landing: Creating a MOOC for new international students  (Kevin Brennan and Rowan Jeffrey, Learning Services) as per NTLT presentation, introducing staff to a MOOC created to assist new students to study skills and academic literacies. Covered rationale, pedagogical approach as to MOOCs, identification if topics through student forums and staff voices and preview of some of the content.

A model for ‘blending’ a highly interactive f2f course – Lynette Winter and Niki Hannan (Teacher Education) also as per NTLT presentation, bringing active learning approach into Moodle. Covered rationale and approach. Course re organised from scratch to not lose what was already working and to bring strategies in to make the blend work - attend workshop, complete online activity and apply learning to their work.

The positives of negative marking (Steve Tomsett, Engineering). Provided rationale and how it works. Presented marking schedule to show how it works. Negative marking deducts marks for errors and total mark may overlap. Argues negative marking allows relative and absolute importance.

From Lurking to Posting: Encouraging student engagement in on-line course content (Julie Richards, Midwifery). Presented brief background and approach using OB3. What works - connection before engagement, prompt lecturer response, learning activities require individualised response and importance of student created content.

Social Work: introducing flipped lessons  (Karen Argyle, Social Work). Learnt about flip learning from last years session! Talked on strategy used to create content and evaluation used to work out if students have engaged and why. Next year, intends to teach one as flipped and other without to see if any differences.

Using self-reflection and peer review to increase understanding of assignment criteria: the pros and cons (Arifah Addison, Computing). Summarised approach and details of how deployed. Especially to allow introverted students to be in a more comfortable way to provide feedback and scaffold to better attainment of social and communication skills.

Creating models for explaining concepts (Paul McGowan, Electrical Trades). Brought along a physical example to help students understand difficult concepts, especially concepts that may not follow common-sense. Detailed adventures in learning how to create animations (with literature showing mixed impact of animations on learning).

Aligning graduate profile framed qualifications with occupational identity indicators  (Selena Chan, Academic Services Division) as summarised in previous post.

Trades engineering (embedded numeracy for YG students) (Bernie Streeter, Engineering/Manufacturing at Trades). Using teaching techniques to help dis engaged students learn trade maths. Provided background and improvements made, based on understanding of concepts as presented recently at the trades campus by Nathan Mikaere-Wallis.

Presented on a example on learning surface speed formula to move from the concrete to the representative to the abstract. Especially covering how to use physical object to cover representative concepts.

Engineering the write way (Bruce Morrison, Humanities) as presented at NTLT. Provided rationale to integrate technical literacy into engineering fundamentals  first year course. Lab reports used to assist students to learn ways of scientific thinking and communication.

Project-based learning: Making it real (Lynne Coker, Business). Context based learning to develop soft skills. Lynne summarised a presentation from NTLT by Wendy Trimmer & Juliana Korzon from Whitireia. Scenarios were used to assist nursing students learn how to make clinical judgments.

Using One NoteClassroom Creator as a tool for improving students’ report writing skills in engineering (Lindsey Alton, Engineering). Summarised the pilot and evaluation run this semester with engineering students to assist learning how to write lab reports. 

OneNote Class Notebook creator - resources

Here is an update on Onenote class notebook creator bringing together, the various resources created by Microsoft and others to support the platform. These resources will be used as we structure plans to extend our initial pilot of the platform to other departments and discipline areas.

Notebook creator is part of suite of tools offered through office 365 educator suite. Not all the products will be available at the initial launch of Office 365 as we will also be using a range of corporate tools.The most important outcome of moving across to Office 365 is the 'one access' password into the system, providing access to all the apps available and ability to connect all the software being used to the cloud.

There is a dedicated page for teachers with links to various resources / tutorials etc. to get started and make the most of onenote. Including one on curriculum 'delivery', and one on collaboration. Some of the resources were put together using the relative new 'Sway' app to put together a presentation with ebook book style navigation.

Pros and Cons of using notebook creator are discussed in this blog from broadeducation.

OneNote - Notebook Creator - interim pilot

Our small pilot of OneNote Class Notebook has yielded positive results. Only a small cohort of engineering students (year one on a three year degree) participated.

The main objective of the pilot was to:

• ·         Test one note notebook creator as lab report tool
• ·         engage engineering students in using lab books on a progressive basis
• ·         Provide students with formative feedback as their lab books are completed.
• ·         Provide a platform for summative assessments of student lab reports.

Both tutor and students feedback were supportive. The main bugbears were difficulties with inputting equations, sketching and citation/ referencing. Some of the challenges with entering equations etc. can be solved with using stylii.

      

'     OneNote Class Notebook’s capabilities are especially useful for pedagogical approaches reliant on timely formative feedback. The platform allows tutors to ‘see’ student work as traditionally paper-based learning activities are worked through and provide feedback ‘in-situ’. Co-constructive learning through problem-based or inquiry-based learning are also other areas the capabilities of OneNote Class Notebook would be useful.

      

      We will now plan for a more extensive pilot from early next year as the institute attains full access to Office 365. In particular, we need to try the platform across a range of discipline areas, with a variety of formative / summative assessment requirements.

Getting to grips with one note and notebook creator

Much has taken place since my initial exploration of the capabilities of onenote and earlier update. In particular, usability has improved and the advent of notebook creator makes onenote a good option for educators to share notes, collaborate with students and provide formative feedback to students as they progress through their work on onenote.

Various recent offerings provide good overviews of the hows, whys and whats of onenote. These include information from pcworld - a good introduction, onthehub, blogs.office - introducing the office lens to take photos of whiteboards etc. and a concise but comprehensive overview of capabilities from thomasmaurer.

For teachers, there is a guide here along with an office mix presentation - detailing how to go about using notebook creator and how to use audio recording, linked notes (e.g. to word document), how to share using outlook (email) or exporting as pdf, word doc etc., translate notes to selected language. Whole notebooks can also be exported or shared via Onedrive or Sharepoint.

A review from teacher's perspective is found here and student's point of view of how to use onenote for 'web research' is found in this video. Recommended 'next steps' to extend use of note book creator are found here.

In all, a good range of resources to guide us as we pilot onenote with notebook creator with engineering students.

Onenote - resources for getting started

After Travis Smith's presentation, we field a few staff keen to get started on onenote as a learning tool. The current onenote has improved in terms of usability and its main advantage is the ability to use it on various devices.

I have archived here some guides / resources to using onenote:

A good way for our tutors to learn about how to use onenote and its possibilities is to actually use it for their own work first. So, first up, a guide to using onenote for beginners vis PC world and another one via lifehack on using onenote in a work.

Then some 'non-conventional' ways to use onenote via blogs.office com and makeuseof.com 

The best way to deploy onenote in an educational setting is to leverage off notebook creator. Unfortunately, we need to await the installation of Office 365 on to our network before we can use notebook creator. The official guide to notebook creator is offered via office support.

A youtube video offers good step by step guide (10 minutes). Pros and Cons and discussed by broadeneducation.com. I hope to start a pilot with one or our engineering tutors to find out possibilities and test usability next semester. This will then feed into any work we do with other tutors when Office 365 is installed sometime next year.

Travis Smith - Microsoft specialist - notes of presentation

Notes from presentation with Travis Smith - microsoft specialist -education - held morning of 7th May 2015 at CPIT.

Mark Marshall CPIT ICT manager and Ann Taylor from Microsoft introduced Travis.

Mixed audience of schools and tertiary educators, administrators and IT.

A focus on using technology to achieve good learning outcomes for learners.

Went through 'high impact gradualism' - why education moves so slowly in the adoption of technology and things to prioritise to maximise impact of TEL.

Issuing hardware has not changed pedagogy - still content focused rather than learning focused. Deploying technology should lead to 'better' learning not replicate learning activities already common.

Need to have evidenced informed strategy, shift to collaboration platform, choice of device is actually critical, be deliberate in developing skills you think you are developing in students ( 21st collaborative learning design - 21CLD) and used data (learning analytics) better (see new line school use of customer relationship management CRM).

Need for institutions to align innovation to strategy and prioritise TEL that works (as per research informed) in the context. What are we trying to improve by using technology??

Need to establish pedagogical framework - and innovative teaching and learning is more likely to occur when there is a shared understanding of what it looks like ....

BYOD is NOT an approach to learning or pedagogy ... it's just how kids get device. Difficulty for pedagogy to be fully utilised if devices are to varied. Learning so often messy, multimodal and subject specific.

Used notetaking as an example - Mueller, P.A. & Oppenheimer D.M. (2014) the pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychological Science.

Choice of notetaking method and device, has impact on learning factual or conceptual facets.

Used OneNote as an example of annotating diagram to take notes. including embedding audio notes. and tracking of 'making thinking visible' through maths problem. Also uses onenote as his presentation tool. - see possibilities of onenote

Mangen, 2008, Mangen & Velaym 2010, Oviatt, 2006 - annotation on digital texts leads to depth of processing, reflection on meaning, ability to integrate and critique knowledge.

version one learning implies the cogitative process and version 2 is the 'final version' encapsulating concepts.   2 is high fidelity, version 1 is low fidelity. Onenote provides capability to bring both together.

The design of educational interfaces - Sharon Oviatt - thinking tools require stylus.

Paper is not going away, just getting smarter - how do we use to help learning?? embed animation? making concepts visual assist with supporting abstract thinking. = using fluid math app

Provided example of Adobe's latest application to make editing of images intuitive and 'instant'. see creative cloud

Monash University intervention by asking lecturers to include 40%  ppt slide which require annotation. Use ctrl P to bring pen into ppt. Add / sketch in - on the fly, allowing for better narrative of how thinking occurs. Provide the version 1 not just the version 2 as a completed ppt slide.

Need to remember, digital collaborative problem solving is a specialised skill. Collaborative problem-solving over distance using real world tools a developing field. Use white board feature on Lync.

Future possibilities being build with surface table, allowing sharing of artefacts across distance or augmented reality through hololens.

Preparation for working in a digital environment requiring collaboration at a distance now a 'must have' skill. Demonstrated real time authoring / collaboration on word online.

Discussed capabilities of office 365 for education. Provides access to 5 iterations of the software for students. Provided example of how to set up onenote to share folder with students. office 365 has a onenote class notebook creator. Demonstrated how to set up a 'course' onenote folder, allowing teacher to see all students' work. Teacher can provide feedback and students will see latest version of their work - with feedback.  opens possibility of using onenote as a form of LMS.

Finished with demo of office mix. (see my first attempt - from learning a trade project)

two other presentations from Travis - on collaboration and onenote for schools.

Using onenote and evernote in education

I have started using onenote at work, as a way to keep random notes, interesting websites, maps of places I am about to visit and other items that do not have an official digital home as such on my work or home PC.  As usual, learning by doing has helped to provide an opportunity to evaluate how to use onenote more effectively. As we are using evernote on the net tablet project, it is time to do a bit of a comparison between the two. Of note too is that there is an ipad version of onenote for the ipad.

There is a comparison between onenote and evernote on this blog. With onenote having more features and being compatible with the Windows suite of Word, powertpoint etc.

Plus information on how to best use onenote and evernote in education, how to get the most out of onenote and onenote for eportfolios.

I did some research to look at how to transfer onenote files into other platforms/software tools and came up with how to share notebooks from between onenote users from the official Windows office site, which will be useful for teachers to set up base material and for students to add to, annotate and re-organise, producing their own 'textbook' through the exercise. The site also provides instructions on how to share and export onebook files and also found these useful - how to view onenote files when you do not have access to the onenote programme and similar.   

There is also the possibility of providing students access to onenote files through Moodle and something to try out this week, importing evernote files to onenote as a way for students to retain access to their notes compiled on the tablets using evernote.

Microsoft interactive classroom

A month or so ago, CED replied to a memo from IT with regards to installing technology into classrooms, with the suggestion that the institution explored more ‘student centred’ rather than teacher centred forms of technology.  Basically, we were not keen on seeing more smart ‘interactive’ boards and data projectors being installed, let alone, ‘lecture capture’ systems!!

In response, our IT department have suggested an evaluation of the Microsoft interactive classroom. There is a twee offical video and this one from University of San Diego, provides the lecturer's perspective.

What microsoft interactive classroom allow for is using powerpoint and onenote to provide for student input. A bit like ‘classroom presenter’ but using desktops or laptops instead of having to use tablet computers and utilising Microsoft tools.  A trawl of reviews via Google reveals a mostly positive response with some emphasis on free download.

There is a video on how to maximise the use of microsoft interactive classroom plus resources on using onenote for enhancing learning, including this one, on teaching with onenote. Of relevance to our 'interactive etextbook projects'.