Monday, 19 January 2015

Introducing the TELHub

Last week we launched the TELHub - the TEL team's new web resource. This includes both user guides and information about all the services which TEL support, and a number of case studies from colleagues around the University of innovative and exciting ways they're using technology in their work.

These case studies highlight some of the brilliant work that's going on around campus, where technology is being used in a variety of ways. To just pick out a few, this includes Sam Marsh, on the successful way he has helped implement flipped classrooms in Maths & Statistics; Claire Beecroft, on the use of the free Go!Animate tool to create role plays in medical education; Jeremy Craven, on the use of tablet technology to capture hand-writing in science lectures; Gary Wood on the award-winning AllAboutLinguistics website, where students were tasked with creating a real-world website in replacement of a traditional website; and Andrea Fox on how MOLE has been used to deliver course materials to distance learners in Nursing & Midwifery.

We will be growing the TELHub, and welcome all suggestions for further Case Studies. If you, or colleagues, are doing interesting work with technology in learning and teaching, and would like to be interviewed (whether on camera or not), please get in touch at

Friday, 16 January 2015

Winter TELFest - Day Three

Sorry for the late report this time - I was busy at a PebblePad training day in Birmingham yesterday - but here are the highlights of the closing day of another successful TELFest.

The day began with an App Swap Breakfast, hosted by Andy Tattersall of ScHARR and Graham McElearney of CiCS. This saw colleagues sharing a wide range of mobile apps that they use in Learning & Teaching, fortified by a selection of Danish pastries. This revealed a host of apps that people are using, including organisation apps such as WunderlistTrello and Ideas Catylist, collaboration tools such as Skitch, and media creation tools such as YouTube Capture, Adobe Voice and Voice Recorder HD. The session ended with Andy giving 12 Apps we really should be using in 2015 (many of which also feature in this post from the ScHARR Library blog).

This was followed by a double-header of Turnitin Training by Zafer Ali, with the first session covering the basics of setting up assignments, and the second looking at marking on the iPad using the Turnitin app.

Next, the lunchtime session looked at different ways colleagues have used mobile technology to enhance learning and teaching. Bob Johnston and Graham McElearney began, telling of the development of mobile systems for field work in Archaeology. Beginning in 2006, developing for PDA technology, this work was rendered more or less obsolete with the launch of smartphones, with the same video material now delivered to students' own devices such as iPads via iTunesU for offline viewing, and same devices running GIS and other data collection software. One important tip was to consider the use of whatever system is used with students, to ensure the skills are relevant once they have graduated.

This was followed by a short talk by Nik Reeves-McLaren, of Material Science and Engineering, who told of his use of LectureTools. Inspired by theories of why traditional face-to-face lectures are often an inadequate teaching format, Nik used the system in two new modules, to allow students to interact with the lecture. This was done by allowing the lecturer to pose questions and polls, as well as providing a system for questions and flags of confusion to be asked electronically. Feedback from students was generally positive, with students giving indication they found it enhanced their enjoyment, and would like to see its use expanded. Nik was followed by the School of Law's Claire McGourlay, who was using LectureTools in a similar way, and reiterated the positive feedback from students.

The festival ended with Pete Mella and James Slack giving a talk on the uses for Lecture Recording and Personal Capture, using the University's MyEcho system. The talk gave a practical demonstration of how the software is used, discussion of different ways it can be used, and an exploration of some of the concerns of its use, such as lecture attendance.

And that's it for another festival! Thanks to all delegates and speakers, and we hope everyone enjoyed it as much as we did. Keep your eyes on our newly-launched TELHub for announcements for what's coming up at the next TELFest, later in the year, as well as case studies, how-to guides and much more.

Wednesday, 14 January 2015

Winter TELFest - Day Two

Yesterday saw the second day of the three day Winter TELFest. The day started with some hands-on sessions, with introductions to the e-portfolio system PebblePad, led by Zafer Ali, and using Google Sites in learning and teaching, led by Graham McElearney ad Neil Everill.

The lunchtime session was on Making MOOCs Work for you. Dr Marie Kinsey, the University's Academic Lead on MOOCs, introduced the concept of Massive Open Online Courses, and a panel consisting of colleagues who have worked on recent projects, consisting of Dr Chris Stoke (Dentistry), Pamela Hafekost (Library), Dr Katherine Stevens (School of Health and Related Research), and Dr Adam Smith (English). All told of their experiences of devising, creating and delivering MOOCs for the University.

The panel talked through the very different MOOCs they've worked, on topics as diverse as Careers skills, Country House literature, Dentistry and measuring health. All panelists emphasised the enjoyment they had experienced as teachers, delivering their courses to thousands of users, with some interesting observations. Adam, who was a mentor on the Literature of the Country House MOOC, was surprised to see how students were as hungry for participation, and an insight into the University, as they were the content of the course. Pamela, who led the Careers Service mini-MOOCs giving interview and application skills, was impressed by how learners were both enthusiastic, and supportive and kind to other participants. Chris, leader of Discovering Dentistry, one of the University's first MOOCs, said he is now seeing UCAS applications from students who undertook the cause and were inspired to apply for a full degree.

Katherine, one of the most recent academics to be involved in MOOCs, emphasised how much she has enjoyed the process, and that academics do not need technical skills to launch their own MOOCs, with a dedicated central team that works to bring ideas to fruition. All emphasised that the innovation is not through the technology itself, which is using systems that have been around for a while, but its way of enabling this kind of teaching on such a large scale. Katherine described this as "making us think differently about how we see teaching", with Adam seeing MOOCs not as a form that will replace traditional teaching, but a "entirely new genre of interactive broadcasting". There was talk of MOOCs improving how we create e-learning material for all students, with Chris mentioning materials created for the Dentistry MOOC are being repurposed for traditional students in the forthcoming AchieveMore faculty-wide challenge.

The flexibility of how MOOCs are being used around the world was also discussed, with one notable example being a school in Bangkok where all students are undertaking the University of Sheffield Careers Service MOOC. The benefits of undertaking MOOCs seemed clear, using it to disseminate research, increase the profile of the University among a diverse range of people, and change the way we look at online learning. The panel closed with a prediction of where MOOCs are going, with a general consensus that whether we still call them MOOCs or not, they will become a normal, everyday part of the educational landscape.

Tuesday's TELFest ended with a session on getting started on Twitter, led by Farzana Latif. In this session, delegates explored the use of Twitter in their own context, identifying ways they can make the most of this dynamic teaching tool both inside and outside the classroom.

Another great day at TELFest, today sees the final day with a packed schedule. See here for more details.

Tuesday, 13 January 2015

Winter TELFest - Day One

Yesterday saw the launch of 2015's Winter TELFest, an "mini" three day festival following from the success of the CiCS Technology Enhanced Learning Team's festival of technology in learning that took place in September 2014.

The day started with an Introduction to MOLE by Zafer Ali, giving the basics of the University's Virtual Learning Environment. This was followed by a packed session, delivered by Danny Monaghan and Pete Mella, exploring how to make Exemplary MOLE Courses. This included such topics as improving course structure, using assessment, and adding rich media. Danny introduced Blackboard's Exemplary Course Programme, giving future plans to create an institutional peer review system to share good practice in creating MOLE courses.

This was followed by the lunchtime launch event, introduced by Patrice Panella and officially launched by Pro-Vice Chancellor for Learning & Teachning, Prof Ann Peat. Prof Peat highlighted the importance of changing alongside students in a rapidly changing world, and talked of future strategic plans, including the University's Digital Learning Group, which includes MOOCs and iTunesU.

The theme of lunchtime's presentations was sharing practice. The first speaker was Prof Alistair Warren of the Faculty of Science, discussing the recent project his faculty undertook as part of the AchieveMore. Led by his colleague Luke Wilson, this saw the entire faculty's first year cohort - some 1,400 students - engaging in reflecting practice around a groupwork assignment. The assignment was geared around helping new students transition from school to University, building on a variety of learning skills.

The sheer number of students led to a significant challenge, and it was identified that the reflection had to be collected electronically. PebblePad was chosen as the ideal system, with its emphasis on reflection, accessibility and MOLE integration, and ease of managing and reporting on submissions. This proved to be a very effective tool which worked without any major problems, although useful feedback was given in ways the system could be improved for this kind of project.

Next up was Gary Wood, of University of Sheffield Enterprise, talking about the student-generated AllAboutLinguistics website he led as part of his former role in the Department of Linguistics. This was a student project identifying a real need - not only to introduce first year students to the varied topics surrounding Linguistics, but to create a real-world resource that would fulfil a knowledge gap in A Level students on what Linguistics actually entails.

Gary used Google Sites to create the website, which was intuitive and easy to use for students, without any coding skills necessary. Using page-level permissions, the site was set up students could see, and get inspiration from, other groups' pages, but only edit their own. Students were encouraged to incorporate a wide range of multimedia in the site, using a range of technologies including YouTube, Dipity, Hot Potatoes, Soundcloud and Screenr.

The project proved very successful and popular with students, who appreciated the authentic experience of creating a website for a real purpose. As one student told Gary, they found it more worthwhile than creating an essay that will "sit in a drawer gathering dust". It was great to see how engaged students were in this project, and the positive impact it had on the School's web presence. Gary left with an inspirational quote: "“Empower students with tools, opportunity & freedom, trust them, and they’ll show you how awesome they can be”.

Finally the Department of Hispanic Studies' Dr Rhian Davies gave a talk on the Adaptation & Transformation module she created with Claire Allam of LeTS, which was launched to help engage students studying Spanish literature. Quoting a student who described studying literature as "torture", the module sees students studying works by Galdos, Rivas and Lorca, using video as a creative medium to bring this works to life in a modern setting. This has seen students interpret the source material in surprising and innovative ways, with one work used to explore topics as diverse as same sex marriage and immigration.

The module allows students to collaborate on literature study, with feedback clearly showing this allows for greater understanding. Aside from that students find it fun, and are deeply proud of the work they create. One student invited all her family and neighbours round to watch her group's video - would anyone have shared a traditional essay in the same way?

The final session of the day was Danny Monaghan on Blackboard's new features, that came in with the 2014 upgrade of MOLE. This includes anonymous and delegated marking, a new group management tool, and lots and enhancements of existing features.

As well as this, TEL staff were on hand for drop-in sessions, and there were great networking opportunities throughout the day.

A great start to the festival, with two days to go! For more details see here.

Tuesday, 25 November 2014

Augmented Planet - Augmented Reality Conference

On 17th November I attended Augmented Planet's fifth conference, this year held at Google Campus, London (  The conference focused on all things Augmented Reality and there were presentations from hardware (Optinvent, Vuzix) and software providers (Wikitude),  thought leaders and pioneers (Ken Blakeslee) as well as examples of practice in Education (University of Sheffield, Leeds College of Music, Bart's Health).

I have had an interest in Augmented Reality (AR)  for the last few years, when I was initially inspired by the potential it offered to engage learners and support both situational and active learning. In my previous role at City University London, I received funding from JISC to run a project that involved embedding the use of AR into the curriculum with health students. This included augmenting a clinical skills learning laboratory and developing an augmented public health walk. You can find out more about this project here: If you are new to AR and are not too sure what it is, the video proposal for the project should give you a bit more insight:

As part of the conference I was invited to organise a session focusing on the applications of Augmented Reality in Education. I began the session by providing an overview of AR projects taking place within the sector, placing a particular emphasis of the projects taking place at the University of Sheffield (view slideshare), I also invited the following speakers to talk about the exciting projects that they have been working on:
A big theme at Augmented Planet was wearables and smart glasses (such as Google Glass - this year 10 new smart glasses have launched). There was less emphasis on using AR with mobile devices, which has often been the case in previous AR conferences that I have attended. A recent report by Ori Inbar (co-founder of Augmented predicts that the Smart Glasses market will soar towards 1 billion shipments near the end of the decade. The report also highlights the different headsets that currently exist and who the current market leaders are.

There were a number of comments that:
  • Wearables need to look better.  Smart glasses were described as being 'stuck in a paradigm prison. No matter how hard we [hardware providers] try, people still end up looking like cyborgs.'
  • We are in the ‘trough of disillusionment' (as highlighted by Gartner's hype cycle). With references made to mocking campaigns such as the kick-starter project Faux Glass and articles referring to the demise of Google Glass (e.g. Has Google Glass Shattered Already?, The end nigh for Google Glass)
  • There were conflicting opinions as to whether the technology was quiet there and lot of ideas about how it will get better
  • Privacy issues, safety and  appropriate use of glass (e.g. using Glass in the toilet)
  • Before they were even available AR headsets provoked a backlash, with some bars banning them and the formation of the ‘Stop the Cyborgs' campaign. David Wood (slideshare) spoke passionately about the divide that technology can create between the rich and the poor, the need to expect a hostile reception towards wearable devices and the importance of addressing these issues early on.
One of my favourite talks was from Shafi Ahmed, Cancer Keyhole Surgeon and Associate Dean at Bart's who talked about his use of Google Glass (Glass) to live stream surgery. Whilst the primary aim was to enhance student learning as part of the curriculum, they also made the stream available to everyone globally. Here are some points that Shafi made:
  • The use of Glass captured the imagination of the public that were able to watch the feed
  • Attracted people around the globe (132 countries and 1100 cities) and promoted the teaching taking place at Bart's (there was lots of media coverage)
  • Twitter  hashtag #glasssurgery was used
  • Shafi was able to verbally respond to questions that were displayed on Google Glass during surgery
  • Infrastructure, sound quality, video quality were all OK
  • Battery life quite poor
  • There are no issues with confidentiality if the patient is happy to be filmed. Shafi is currently creating guidelines with the department of health to support other hospitals wishing to engage in similar activities
  • Universally students liked the use of Glass
  • Students have been a key part of this project and upcoming projects include the use of Glass to develop surgical skills.
All in all a great event and some useful insights, especially since there is a growing interest around the possibilities that AR might offer here at the University of Sheffield.

Monday, 17 November 2014

Exploring play in Second Life

Well I did it - I completed a MOOC!

Exploring Play: The Importance of Play in Everyday Life was created by colleagues across various departments of The University of Sheffield, and launched on the FutureLearn platform. It was a really interesting seven weeks, looking at play in a range of contexts, from children to adults, and its role in everyday life. There was much of interest to those of us who work in Learning Technology, including explorations of gamification, augmented reality, and virtual worlds such as Second Life. I learnt much which will stay with me and hopefully influence some of the ways I work and learn.

It was the Second Life segment that perhaps piqued my interest the most, as I've always been a bit of a SL skeptic, seeing it as not much more than a big complicated chatroom for people to create fantasty personas and flirt with strangers. I'd also, wrongly, dismissed SL as something that had died out years ago; the next big thing that never really happened.

This section of the MOOC was led by the Information School's Sheila Webber (and her SL alter-ego Sheila Yoshikawa), demonstrating the iSchool's rather lovely Second Life island. Other examples showed some great work where students have been taught chemistry in SL labs with great results; elderly Parkinson's patients have used it as cognative therapy; it has been used to create an enabling forum for Second Lifers who are disabled in the "real world"; and situations in which the virtual world gives a feeling of community to distance learners.

For the first time in many years I was inspired to have a dabble with Second Life (previous attempts were just to check that, no, my creaking graphics card couldn't really handle it), first creating myself an avatar. This I made to look like myself - bespectacled, slightly paunchy and with a rather fetching striped jumper (I didn't do a lot of interaction with others, but I did get a passing comment: "Where's Waldo got old!"). It was a surprise to enter a world where I was surrounded almost exclusively by gorgeous women, chiseled hunks, and fantastical creatures. Perhaps this shows I'm comfortable in my own skin, and don't need a fantasy avatar, but I fear it just shows a distinct lack of imagination!

One of my first stops was the University of Sheffield's iSchool island, feeling something of a trespasser as I wandered round it alone on a Sunday afternoon. Even though set out as an idyllic Japanese-style island, it still impressively managed to feel like part of the UoS, in little things like the use of the University fonts and signage. The remnants of fascinating-looking projects were all around - they must have been great to see being actioned in real time.

Elsewhere I explored a few more educational resources, including a museum of Communism, and a space travel museum. I started to realise that Second Life isn't just an immersive, goal-less game, but a parallel Internet, which is navigated by individual avatars, not a text-based web browser, and where webpages are constructed on pretty, shimmering islands, not a blank white page. Yes a lot of these "pages" are chatrooms, but there's a wealth of information and educational resources out there too.

I don't think I'll become a Second Life "resident" - one life is enough for me! But it's great to see this virtual world is still so active, and that educators are using it in innovative ways.

Pete M

Tuesday, 28 October 2014

Adobe iPad apps

It's worth keeping an eye on what iPad apps are released by Adobe - new ones seem to crop up all the time, and there's some really good stuff out there. Many of these free apps work well one their own, but really come into their own when it comes to integration with packages in Creative Cloud.

We already looked at the excellent Adobe Voice, but there are a lot of other gems out there. This includes Illustrator Draw, an update and rebrand of the brilliant Adobe Ideas, is a layer-based vector drawing package that allows you not only to create mini-Masterpieces on your iPad, but export them to Illustrator to brush them up. But it's just one of a small suite of drawing and image manipulation apps - Illustrator Line is for precision drawing and drafting, Photoshop Sketch for creating expressive drawings in a range of natural-style pens and brushes, Photoshop Mix for simple creative image editing, and Lightroom Mobile, a mobile version of the well-known programme for organising and editing photos.

Video-makers are also served by Adobe Premiere Clip, a very (very) scaled-down version of Premiere, which allows for simple edits to be done on the fly, and exported as XML to edit in Premiere Pro. It's one of the least polished of these apps, but still worth a look if you want to try your hand video editing on an iPad, and especially if you want to integrate this into a Premiere project.

Finally there's a range of pretty random, but surprisingly useful, tools for capturing material the world to integrate into your Creative projects. Adobe Brushes (pictured) turns your photos into Brushes to be used in Sketch, Photoshop or Illustrator. Adobe Shape will scan images and turn them into vector shapes to use in Illustrator. And finally Adobe Color will create colour themes based on a photo.

As I've said, many of these work well on their own - especially Draw and Sketch - and are well worth downloading even if you're not a Creative Cloud user. However if you are a paid-up member of Creative Cloud, these apps are brilliant ways to use your iPad in creative ways and integrate this into your larger projects, and to incorporate the world around you into your works.


Friday, 17 October 2014

Adobe Voice

A few weeks ago I delivered a workshop, along with Tommy Wilson from the Creative Media team, on ways to record media on mobile devices, as part of the Technology Enhanced Learning team's series of lunchtime mobile learning sessions. Explain Everything, iMovie and Vine were among the apps discussed, but one of my favourites, and one that seemed to go down very well with participants, was Adobe Voice.

Adobe Voice is a free app for iPad, in which users can very easily create a short animation to express an idea or process. It allows you to record audio, and match this to copyright safe icons and photographs, or images from your own Camera Roll. You can apply a series of templates and styles, and suitable music.

The example below was recorded in just a few minutes, live as part of the demonstration of the software.
The example below is a good example from the Adobe Voice blog, of how it can be used to convey an idea. A very simple concept, and one that has a lot of potential in learning and teaching. It can be used for teachers, wanting to quickly create video content in a charming and polished way, but without having to have the time or skill to create an animation. Equally, it can be used by students exploring ideas with media, without having to learn complicated software.

Are you using Adobe Voice, or have some thoughts how you can use it? Please leave us a comment!

Wednesday, 15 October 2014

10(ish) Top Tips for MOLE

A colleague of mine here in CiCS, who didn't know a great deal about MOLE and what you can do in it,  asked me if I could give her some ideas about what could be achieved, so I ran through ten top tips with her. She wrote them up, so I asked her if I could put them on here. Of course, she said yes :)

Engage your Students with New Improved MOLE

Photo by Chris Metcalf
on a CC BY 2.0 license
 Now that MOLE is hosted and supported by its suppliers in Amsterdam we can expect a faster, more reliable user experience for all. So there’s never been a better time to explore the full features of MOLE to further engage your students with a diverse online learning experience. Here are 10 features that we think make MOLE such an exciting virtual learning environment.

Mash it Up!

 Using rich content you can enhance your learning modules, assignments and submissions. Using the mashup tool you can add Flickr photos, myEcho, a slideshare presentation or a YouTube video, plus you can embed interactive SCORM modules.  MOLE structures content in a way that gives a pathway through the content with its own navigation menu. If you structure and put effort into your content you can add depth and a richer experience for users. The powerful text editor gives you word processing type controls and you can even export content from one course to another.

Video Everywhere

The Video Everywhere tool is built into the text editor and allows easy recording of video from a webcam or embedding of YouTube videos into the course.

Flip that Classroom!

The traditional way students are taught is a student goes to a lecture and the lecturer lectures. The flipped classroom turns this around as the homework is carried out before the teaching. The lecturer can then offer more personalised guidance and interaction with their students, instead of lecturing. This blended learning approach is achieved easily in MOLE.


Giving recognition for achievement is possible in MOLE as you can use the achievements tool to create opportunities for students to earn recognition for their work. You can designate criteria for issuing achievements through badges and certificates. The tool also allows you to monitor the student’s progression throughout a piece of work.

Get Social!

The social learning tools available in MOLE, particularly blogs and wikis, help students create a Facebook-like site within the learning environment. Reflective practice, group and individual work can be used to build content alongside charting student progression. You can easily facilitate group work giving you the ability to group students and release content specifically to those individual groups. Each group can hold online discussions through the Discussion Board and you can create blogs or wikis for members of a group to use.

Peer Pleasure!

There are multiple ways of using peer assessment and peer review although there is no formal peer marking tool that allows a student to mark another students work. Structuring content using blogs, wikis and discussion groups enables students to mark another student’s work by making comments and leaving feedback.

Online Submission

Electronic submission and feedback has many advantages for both students and lecturers. It can simplify and speed up the assessment and feedback process; opens up opportunities to use tools that can add value to the assessment process; assignments can be set up in MOLE or Turnitin; and assignments, feedback and marks can be archived for future reference.

Online Assessment

The powerful and comprehensive online assessment tool allows formative and summative testing from quizzes to online invigilated exams.  The question content can include audio, video and photos and the question choice is varied and wide-ranging. New assessment tools are also being developed.

Time to Think

Students can use the reflective practice tool to create a journal to collect observations, thoughts, concerns, notes, progress, and opinions that they can keep private. You can be invited to leave comments and feedback and it works exactly the same as a blog.  Using reflective practice can build a rapport between instructors and students, contributing to a positive learning

If you’re new to MOLE, the name means My Online Learning Environment and it is the University’s virtual learning environment.  One big advantage of using MOLE is it is hosted on secure servers, students are already using the site, data is secure, backed up and archived. Students can access materials 24/7 and there are over 25 tools to engage students in active learning and provide them with the best learning experience possible.

If you need any help at all getting started with MOLE or using its advanced features come and talk to us. The TEL TEam are a dedicated team of learning technologists who are experts in using MOLE and other learning technologies, and who work with a University-wide community of teaching staff and elearning champions to use the advanced features in MOLE to produce innovative and engaging online content.

Just as a footnote, I know there aren't ten tips here, only nine... it seems counting isn't my strong point!

Friday, 12 September 2014

TELFest - Final day!

This was the last day of our week long TELfest extravaganza, but there was still plenty of great sessions taking place to ensure we finished things off with a bang!

We  kicked things off with Zafer Ali and David Read from the ELTC, giving us some valuable insight into using web conferencing technologies; Adobe Connect and Google Hangouts.

Adobe Connect was featured first, ably led by David Read. David explained the many features of Adobe Connect including the chat window, screensharing, use of quizzes and polls and use of virtual break out rooms.

As Adobe Connect is not available University wide yet, Zaf then showed us how Google hangouts could be used as viable free alternative. This walkthrough included screen sharing, remote access to another users screen and sharing documents.

Next up we had Farzana Latif and Zafer (who surely wins the most sessions presented award!) demonstrating how you can incorporate mobile learning into your teaching and student learning. 

This session covered a variety of mobile apps including: Aurasma, Autonomy 4D as well as Blackboard Mobile Learn (MOLE).

This session showed us how we can ably engage students in sessions using these apps. The main mantra of this session was, "give it a go"!. See how these apps can fit in with what you want to acheive. 

The lunch time panel sessions have proved very popular throughout the week and this one was no exception. This time we were treated to a showcase of innovative practice using learning technologies.
Marie Mawson, who is the Faculty of Social Sciences Library Liaison, gave us her tips on  utilising library resources that are valuable to learning and teaching. This included utilising Star Plus, the online reading list, promoting digital collections and embedding tutorials and quizzes into your modules. 

Nicki Newman gave us a great walkthrough of the Turnitin iPad App for marking and feedback. Features included the ability to mark offline, as well as it being a  more convenient/portable device to mark on. Nicki mentioned that she had saved time using the iPad App, and that by and large students really liked it. 

Gary Wood gave us some valuable insight into his work in USE -  University of Sheffield Enterprise. This included a student project case study based on the theme of syntax. This project involved students creating an online course that could be accessed through iTunes U. A main focus for the project was to help students gain and build key enterprise skills including: self belief, ambition, innovation and confidence.

Neil Everill took us through the content of a module focusing on new media skills that is now core in BMS (Biomedical Science). This modules focus was on students developing new skills in media as well as being aware of their digital footprint. The module was split into  areas including, video production, social media and google sites .
Finally, the last session of the day was led by Chris Clow and Tommy Wilson and focused on being creative in developing multimedia resources for learning and teaching.

Attendees were given some great tips and things to avoid in video production (including planning, storyboarding and recording on smart devices) before embarking on a  practical activity... ensuring that attendees could put those tips to immediate use! 

Attendees were asked to create their own 30 second video and then view it back on their PCs.

Whilst all this was going on the drop in sessions were also open once again for anyone looking for a bit of learning technology advice/help from the team.

So that, as they say, is the end of the show folks.  The Learning Technologies Team would like  to say a big thank you to everyone involved who helped make this week the success it was. From presenters, to attendees, to caterers and fellow CiCs colleagues who helped us out when we needed it.

We hope all of those who were able to attend enjoyed it, we certainly had a blast. 

In fact, it was so good, we wouldn’t mind at all running it again next year, what do you think?

Goodbye from TELFest 2014!


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