WebLearn for Conservation Statistics: a wild success

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Upskilling opportunities for conservationists in the field are rare

Wildlife conservationists in the developing world are the keepers of biodiversity, yet they frequently lack access to training in research techniques to support their valuable work. Dr Lucy Tallents from the Wildlife Conservation Research Unit (WildCRU, Department of Zoology) saw a real opportunity to offer conservationists the chance to study online. This would mean that students could develop important new skills without the need to interrupt conservation work or to pay the costs of overseas travel.

 A online system that works wherever, whenever

‘Conservation statistics’ is a 9-week postgraduate course created by Lucy and taught entirely through WebLearn. Between 20 and 25 wildlife conservation practitioners study part-time (10 hrs/week) to enhance their professional skills. The course aims to provide team activities and engaging learning materials, meaning that students from around the world work together to learn how solutions developed on a different continent can help species in their locality. Furthermore, feedback from their tutor and fellow students helps participants to evaluate the impact of their work using scientific methods.

The collaboratively edited mindmap

The collaboratively edited mindmap

The course goals are to:

  1. encourage students to develop and refine their own conservation research;
  2. expose them to new techniques for visualising and analysing their field data using open source software;
  3. encourage them to reflect on what they have learnt and apply their new skills;
  4. provide opportunities to collaborate across cultures, regions and professional backgrounds.
Skills audit as a Survey so anonymized results can be shared with the group

Skills audit as a Survey so anonymized results can be shared with the group

The learning outcomes are for students to:

  1. articulate their understanding and identify gaps in their knowledge;
  2. develop and critically evaluate research questions relevant to their own work;
  3. select and apply the appropriate statistical technique, and justify their choice;
  4. interpret their results and present visual, text and numeric evidence to support their conclusions.

Lucy has tailored her approach to follow particular pedagogical principles. She believes learning is most effective when student-centred and problem-based, with multiple opportunities for reflection, discussion and application of skills. Knowledge should be constructed within a community as students learn from each other and develop their own professional judgement. Feedback should be prompt to affirm understanding and support efforts to correct errors. To achieve these, she based the course around a spiral curriculum to regularly revisit concepts and skills.

Pioneering use of WebLearn

Lucy had already run an online course through Moodle with the Department for Continuing Education. However, she wanted to have more control of the site and valued WebLearn for its diverse tool set and. She has used it to present engaging, well-organised content, to foster the development of a learning community, and encourage deep learning. She collaborated with Rajan Amin at the Zoological Society of London (ZSL) to create content. The Oxford University WebLearn team provided training and technical assistance on WebLearn.

Within WebLearn, Lucy has made particular use of:

  • The Lesson tool to guide students through activities, prompting reflection through questions. Collaboratively edited student lessons allow feedback through public peer review.
  • Forums to allow students to explore ideas, share resources, and support and challenge their peers. WebLearn allows them to view conversations in different ways, and keep track of new posts. Teams brainstorm and refine plans in private discussions before sharing them.
  • Formative Tests and summative Assignments provide students with immediate feedback on their understanding and application of techniques.
  • Markbook collates each student’s marks, making it straightforward to summarise and communicate their performance to them.
  • Surveys collect feedback on the learning activities and tutor input, and promote reflection through a skills audit.
  • Chat allows live troubleshooting of software code without requiring high bandwidth, and archives solutions for reference.
  • The Site stats tool is invaluable for monitoring progress and offering assistance if someone hasn’t accessed the course or a particular activity
  • Announcements introduce weekly topics and remind students about deadlines.
  • WebDAV allows updates resources to be easily uploaded.

To keep a level playing field, she chose to avoid synchronous video or audio, so those who can’t receive streamed content don’t feel excluded.

Self-introductions and spontaneous clusters

Self-introductions and spontaneous clusters

At the start of the course, students introduce themselves and spontaneously cluster into friendly groups working on the same issue or species on arrival. They share previous experiences of learning statistics and reassure those who express anxiety. Students have multiple opportunities to collaborate, ranging from standard practice to more innovative exercises, including chat rooms and a troubleshooting forum for asynchronous problem-solving. They can easily share resources in forums or on student pages, posting scientific papers (including their own publications), links to useful conservation guidance and equipment, their organisation’s home page, TeD talks and local news articles.

Favourable feedback

A mid-course survey response was run with very positive responses. Out of 15 respondents, 87% agreed or strongly agreed with the statement that ‘The course contains a good balance of independent study and reflection, group discussions and practical exercises.’ This is reflected in high levels of engagement with the course. The ‘What to research, and why?’ forum is active and popular with 56 messages in 12 conversations. All students replied to Lucy’s invitation to introduce themselves, two-thirds initiated at least one conversation, and 80% posted in at least one of the forums created by other students. Within individual forums, 50-55% of students were engaged in a given forum. Many students commented very favourably on the course:

‘Excellent. The use of “smileys” and casual language and content (e.g. the weather in the UK) make for a relaxed learning environment, and therefore a more cooperative one.’

‘It was fascinating to read about where other students come from and what they do.’

Example of automated feedback from formative Tests

Example of automated feedback from formative Tests

‘I think the Mind42 map of Pressure-State-Response-Benefit tool was great and helped to really visualise and categorise the broad subject of conservation in a single object. … it was a fantastic visualisation tool.’

‘The discussion on ‘what to research and why?’ is a good forum, as there are many students trying to answer similar questions, but in different ways and under different conditions.’

‘I think the learning materials were very manageable in terms of splitting the week’s activities and exercises across multiple PDFs allowed participants to find natural breaks in work, and made it more “digestible”. Also, by being able to download the guides, they will be usable in the future and, therefore useful to refer back to if required.’

Further Information

  • View an online demo of the Conservation Statistics course.
  • For further information about WebLearn, and to find out how you can use it in your teaching, whether with Oxford-based students or distance learners, contact the WebLearn team.
  • The IT Learning Programme in IT Services runs a number of courses to support academics and administrators in the use of WebLearn.
  • To find out more about Dr Lucy Tallents, you can visit her website and follow her on Twitter: @LucyTallents.

oxtalent badgeWinner, OxTALENT 2015 award for use of WebLearn. This award recognises examples of using WebLearn in innovative ways to support online study and interaction as part of a course or programme of study at undergraduate or graduate level. The text and images in this case study have been adapted from Lucy Tallents’ entry for the OxTALENT competition.

Posted in Innovative Practice, Mathematical, Physical and Life Sciences, OxTALENT Winner | Tagged , , , , , | Leave a comment

The Library Assistant: using technology to support library inductions

libapp1Oxford’s library system: a labyrinth?

Oxford’s complex library system can be confusing for new students. Undergraduates and postgraduates often need to get to grips with up to five libraries covering their subject area, including their college library and several of the Bodleian Libraries. Many need to use Oxford’s research libraries, which can be intimidating to use for the first time. For example, before coming to Oxford most undergraduates have not come across libraries with remote book stacks. Furthermore, reading lists may appear confusing at first to new students, with terms such as ‘ibid.’ and seemingly baffling journal citations.

Both colleges and the Bodleian Libraries run induction sessions in week 0 to help students to become more familiar with libraries. Student focus groups show that these are popular and students particularly value the opportunity to have a tour of the library and demonstrations of key tools.

However, focus groups have also revealed that both undergraduates and postgraduates experience information overload during the first week of Michaelmas Term and that the timing of induction can be problematic. This means that much of the information does not sink in, and students miss the opportunity to pick up crucial knowledge. Furthermore, some inductions were felt to come too early when students do not have sufficient context to understand what they are being shown, while others came too late as students already needed to prepare a paper. There are also a great many IT-related questions which arise when students struggle to work out the various systems and their different user names and passwords.

Oliver Bridle and Angela Carritt, along with other members of Oxford libraries staff, launched a project, the Library Assistant, which aimed to develop an online library induction for use on mobile devices which works alongside traditional inductions for Freshers.

Focus groups help staff tailor the technology to tackle specific student problems

The Bodleian is a beautiful building but its sheer size and enormous quantity of books can be overwhelming at first

The Bodleian is a beautiful building but its sheer size and enormous quantity of books can be overwhelming at first

In 2013 a group of Bodleian staff members ran student focus groups to find out more about the difficulties students face when using Oxford libraries and to ask them what three things they would tell a new student about Oxford libraries. These focus groups determined the content of the Library Assistant and ensured that it focused on students’ needs. Card-sorting exercises were used to work out an intuitive structure.

The project then considered whether to create an app or a responsive web site. It was decided that a responsive web site would be created, in order to ensure that students without a mobile device could use the Library Assistant on a laptop or desktop computer. This would also ensure future sustainability, as by hosting a web site using the Bodleian Libraries CMS, staff could ensure that librarians would be able to make changes to the content easily. Following on from this, the team then worked with the Bodleian Libraries web team on the design of the Library Assistant and created wireframes which were tested on students to ensure that the navigation and functionality was intuitive.

The next stage was to work on the content. There are three main types of pages in Library Assistant:

  • Static html pages use text/graphics to provide guidance.
    Interactive database driven pages interrogate existing library databases which were upgraded as part of the project. There are three sets of database-driven pages – which libraries cover different subjects; the induction timetable; and the accessibility database which allows students to see the facilities available for readers with disabilities in each library.
    SOLO chat page is where students can use our Live Help facility to talk to a librarian

A small team of librarians from across Oxford worked on the content, using a style guide to ensure that content was as concise and consistent as possible.

The final stage of the project was to market the Library Assistant to freshers. This involved working with the Oxford Design Studio to design wallet cards and posters. Many colleges agreed to include information about the Library Assistant in information packs and on their web sites.

Another crucial strand of this project was working with librarians from across Oxford’s diverse libraries to ensure that they modified their inductions in light of the feedback from student focus groups and to ensure that the Library Assistant was incorporated as an integral part of induction, allowing face to face inductions to concentrate on high value subject information.

Immediate success: freshers are firm fans

The benefits of the online induction offered by the Library Assisant are:

  • available anytime, anywhere, at the point of need;
  • tailored to the needs of undergraduates in their first term at Oxford;
  • covers all the libraries used by undergraduates including the Bodleian Libraries and faculty and college libraries;
  • covers shared services (for example SOLO, IT and printing, copying and scanning) and helps students to identify which libraries cover their subject area; and
  • helps students to decipher reading lists;

The impact of the Library Assistant was measured using web analytics and by running student focus groups. Google Analytics showed 1,692 visits to the site between 23rd September and 6th December 2013, leading to 4,408 page views. Views of the website were not evenly distributed over the term but peaked around 23rd September and 9th October. These dates coincided with inductions for new students in the Department of Education on the 23rd September and Freshers’ week inductions which took place between Monday 7th and Friday 11th October. Visits to the Library Assistant appeared to trail off after the first couple of weeks of term. This pattern was not unexpected, as the Library Assistant is designed primarily as a tool for new students. It was expected that the need for the website would diminish as students learned how to use library services and no longer required so much supporting information.

The analytics data also showed that the most popular pages were ‘Which libraries cover my subject?’, ‘What does “closed stack” mean?’ and ‘What do phrases like “ibid.” mean?’.

Focus groups were run with first year students. The feedback from these focus groups demonstrated that students had found the Library Assistant useful in getting to grips with Oxford’s libraries. The sections that they found particularly useful covered using the photocopying system, logging into library computers and help with reading lists.

Creating this online induction has enabled Oxford libraries to transform face-to-face inductions. Staff can now concentrate on subject resources which students will find useful in preparing their first essays.

From L to R: Main Menu; Sub-Menu; Content Having a clear map is extremely handy when there are a lot of libraries at the heart of a small city

From L to R: Main Menu; Sub-Menu; Content
Having a clear map is extremely handy when there are a lot of libraries at the heart of a small city

Not just for first years! Library assistant proves applicable to postgraduates too

In September 2013, Sophia Staves and Catherine Scutt at the Bodleian Education Library made innovative use of the new library website, combined with other mobile devices, to enhance the presentation element (and so the impact) of the Education Library inductions. The pair began by exploring the new website designed for freshers and saw that, although designed for undergraduate students, much of the content and layout would actually work well used as the backbone for welcoming new postgraduate students, particularly those on the intensive PGCE course.

The induction session was structured around the content of the website, and students were invited to use their own mobile devices to access it. This practical angle made it more likely that the students would remember the information having experienced it for themselves. Using the mobile Library Assistant as a prompt ensured all the crucial information was covered, with an Education Library slant provided by having live, local, librarians presenting.

A dual screen approach was used: one presentation screen was linked to the library’s iPad ensuring that it displayed mobile ‘Library Assistant’ as it would be seen by the students on their mobile devices; a second presentation screen linked to a laptop. This meant Sophia and Catherine could complement the content of the website with live examples of the students’ own reading lists, relevant searches for books in the library catalogue, and to show the library website and social media while encouraging the students to join in on their own devices too.

This approach transformed what could have been a basic introductory lecture into an in-depth practical workshop, and provided students with a website to consult over the next few days and weeks.

The analytics of the mobile Library Assistant website show a significant spike in usage starting on, and in the days following, the PGCE inductions. As these inductions happen earlier than any other student events, it is very likely that the data are a direct result of the sessions. The feedback on the day was positive with students keen to join in and enjoying the event. This style of induction created the right first impression of the library as an up to date source of relevant information, provided by helpful, tech-savvy librarians. PGCE students were noticeably more adept at using the library and the online systems in 2013; asking fewer basic questions. Providing the right style of induction also promoted an excellent rapport between the 200 PGCE students and the Education Library staff.

Top Tips

For anyone else considering a project in developing something similar, Oliver and Angela recommend:

  1. Engage with students to ensure that you are meeting their needs

    libapp4

    There’s a reason it’s called ‘reading a degree’ – all Oxford courses require students to use a variety of literature with a critical eye

  2. Work closely with the staff across the institution to ensure that you benefit from their experience. This is also important because staff are crucial in advertising new services to students. For this project to be successful it was also necessary for librarians across Oxford to make changes to their face to face inductions so that we could improve the student experience. In addition, staff in college offices were important in promoting library induction.
  3. Use systems that you have easy access to so that you can make changes. Here, the Content Management System that was used was already widely operated in the Bodlleian Libraries.
  4. Devote time to the marketing effort. Often this is neglected but it is vital if students are to benefit by using the service!

With particular reference to the use of mobile devices during induction sessions, Catherine adds that is important to check the strength of the wireless signal first, and to seek advice from the local IT support staff on how much simultaneous access is likely to be possible. She also recommends allowing time to explain the process of how to connect to the University’s wifi (as this is an induction it will be the first time most students have tried to do so).

Further Information

oxtalent badgeOliver Bridle, Sophia Staves and Catherine Scutt were winners of the OxTALENT 2014 award in the category Using Technology to Support Transition. This award recognises initiatives seeking to facilitate students’ move to Oxford University from other institutions. 

The text and images in this case study have been adapted from Oliver’s entry for the OxTALENT competition (supported by Angela Carritt) and supplemented by Sophia and Catherine’s entry.

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Adapting Lectures on the Fly with Real-Time Questioning

The challenge: eliciting students’ misconceptions in a large class

CC 0 - Public domain - from Wikimedia Commons

CC 0 – Public domain – from Wikimedia Commons

One of the biggest challenges faced by lecturers is gauging the effectiveness of their lectures and gathering students’ feelings about the content and difficulty. Professor Sophocles Mavroeidis of University College, a lecturer in Econometrics, wanted to encourage his third-year undergraduates, to give him feedback on their progress during his lectures so that he could adapt the pace accordingly. He was particularly keen for students to identify and alert him of weakness that needed further attention. The class consisted of more than 50 students, and Sophocles felt they were largely unresponsive to his questions. He surmised that this might be because they felt uncomfortable asking or answering questions in front of such a big class. To tackle this challenge, he turned to Socrative, a real-time questioning tool. This offered the potential to elicit responses from the students anonymously and thus to obtain, in real time, a sense of their overall understanding of the material.

Integrating questions into lectures

Setting up the questions was easy, since Socrative only requires students to have access to smartphone, tablet or laptop connected to the internet. No special hardware, such as clickers, is needed.

Although Socrative can be downloaded as an app onto iOS and Android devices, Sophocles used the website. The site has a ‘teacher’ section, for which he had to create an account. He then set up questions in advance, both as quizzes and for eliciting responses to questions posed in real time.

Students used the ‘student’ log-in section on the website, which does not require them to create an account or give any personal information. Instead, they simply needed to type in a ‘room number’ assigned to the virtual classroom by Socrative, which gave them instant access to the questions posted on the projector screen.

socra1

A screenshot of the “dashboard” of the teacher log-in, with quick links to various resources. The room number assigned to the virtual classroom (F1559720) can be seen.

Sophocles started the lecture series with a five-minute quiz that contained revision questions based on material from a pre-requisite course in Quantitative Economics. This also provided a very easy way to introduce Socrative for subsequent use. The results were available instantly and helped the students to focus by exposing weaknesses in their background knowledge. Then, during each lecture he injected True/False and multiple-choice questions at regular intervals (roughly every ten minutes), testing the material just covered. The response time was generally very fast; Sophocles received their responses to the questions in a matter of moments. He could also share the results on the projector screen with the entire class, so not only did students get instant feedback on how they did, but they could also compare their answers with the answers from the rest of the class.

The ability to collect students’ responses almost instantaneously helped Sophocles to identify those points that had not been well understood and needed further explanation. In his final lecture, which was a revision class, he gave the students a final quiz consisting of a selection of the various questions that he had asked during the course. Once again, the students received instant feedback, and Sophocles was able to focus the revision on the topics that were more problematic for them.

A stamp of approval from students

Sophocles asked his students whether they found the use of Socrative in class helpful; all those who responded said that they did. Analytics from Socrative showed that 70-80% of students responded to the questions – a figure which would have been even higher if the remaining students had had an internet-connected device with them. However, even those students benefited from the use of Socrative, since they could find out the correct answers to questions from the projector screen and also compare their answers with those of their peers.

Words of wisdom

Sopohocles writes:

I strongly recommend this app to any instructor who is teaching medium to large-sized classes and wishes to give and/or receive instant feedback to and/or from the students as their course progresses. It is extremely easy to use and can be set up within minutes.

The app has more options than the ones that I used and described above, including some fun activities that may enhance student engagement (e.g. ‘space race’). I didn’t find that I needed to use those in my class, because it was an elective course and students choosing it were sufficiently motivated, but these other features may prove useful when teaching compulsory or core modules.

However, he suggests that using Socrates in very large classes might be problematic, as it could take longer for students’ responses to be recorded, thereby holding up progress.

Further information

  • Read other case studies on the use of digital tools for real-time questioning in this collection.
  • WebLearn includes a polling tool that can be used for real-time questioning. For further information, contact the WebLearn team.
  • Visit the Socrative website.

This case study has been adapted from Sophocles Mavroeidis’ entry for the OxTALENT 2015 competition.

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Using a WebLearn Forum for Online Learning and Collaboration Among Medical Students

Diagnosing the problem: complexities of time and place

Image CC0 (public domain) Darnyi Zsóka, via Wikimedia Commons

Image CC0 (public domain) Darnyi Zsóka, via Wikimedia Commons

The first year of the four year graduate-entry medical course (GEC) is challenging for both students and teaching faculty. The 30 students, some of whom are post-docs, have a wide range of prior knowledge and learning styles. Furthermore, many are encountering a multitude of new concepts and material in a short space of time. As a result, some of the teaching and learning can feel quite ‘siloed’ with students moving rapidly between modules with little time to assimilate integrate their knowledge into a wider framework.

The students are generally a highly-motivated, self-directed and enquiring group who are very keen to learn. They also relish clinical contact to inform and enhance their learning, but have limited time to see patients in their first year. Dr Richard Harrington, Associate Director of the GEC, runs a series of case-based seminars often using videos of his own patients. However, his work as a GP in Thame, coupled with the students’ multiple commitments, can make it difficult to timetable these seminars.

The WebLearn Forum tool seemed a promising way to address some of these competing challenges. By posting clinical details and photographs of a real patient (with their specific consent for use in this way), Dr Harrington would be able to create an online learning environment similar to a classroom seminar. In addition, the Forum style would enable students to integrate their learning across a number of domains as details of the case unfolded.

Access to real case studies enhances and expands students’ knowledge

Having alerted students to his plans in a classroom seminar, Dr Harrington posted a simple description of his patient’s presenting complaint (a cough) and his subsidiary concern (bruising of his abdomen), together with two photographs. He initially asked the students to make basic observations about the photographs and constructive comments on the posts made by their peers. An interactive discussion followed.

Online discussion forum about a patient presenting unusual bruising

Online discussion forum about a patient presenting unusual bruising

In all, 17 students viewed the forum and 12 participated in the ongoing discussion, which ran for three weeks. After the first week discussion on the presenting complaint was closed and new information was provided about the patient’s past medical history, which was very relevant. This triggered further questions about the medication he was taking, both prescribed and over the counter: essential information in the evaluation of any patient.

Dr Harrington reports that, collectively, the group demonstrated a good approach to information gathering (‘taking a history’) with a range of observations and comment. They were generally appreciative of each other’s contributions. When the patient’s complex past medical history and medication was disclosed, the discussion moved to another level. What seemed like a relatively minor problem (bruising) uncovered multiple complexities. Thus the case discussion moved beyond the students’ current syllabus, extending into cardiovascular disease, oncology and pharmacology.

Medical students are often taught to seek a ‘unifying diagnosis’: i.e. a single underlying cause for a set of symptoms. This approach is typified by the metaphor of ‘Occam’s Razor‘, but on this occasion it did not apply. This, Dr Harrington says, highlights a growing need to adapt medical practice in order to reflect the increasing aging of the population and patients presenting with multiple complex conditions.

A learning opportunity for teacher as well as students

Through the WebLearn Forum tool, Dr Harrington reports that students were able to develop their skills of history-taking, clinical observation and analytical reasoning in a safe environment. He also felt that the forum environment perhaps enabled those with less prior knowledge to contribute more confidently than they would done in a face-to-face classroom. Moreover, Dr Harrington overcame some of the practical difficulties in running his seminars as he could moderate the discussion without being in Oxford.

Some students had clearly researched their contributions to the discussion. However, the Forum tool didn’t only the students space to research their answers, it also stimulated Dr Harrington to do the same. As a generalist, he quite often finds himself taken to the limits of his knowledge by the GEC students and in the past has responded to their own questions by suggesting they research the answers themselves. Instead, he can now do some background reading before answering, so the process is educational for him too.

Dr Harrington also hopes that the forums will help to raise the profile of primary care as a positive career option for Oxford’s medical students.

A prescription for others…

Dr Harrington encourages others to ‘take the plunge’ with this advice:

  • Identify an interesting problem or question that will engage a group of students and get started. For medical teachers there is a wealth of opportunity.
  • Start with a relatively simple problem; the students will be quick to uncover some of the complexities.
  • It is best to set some ground rules for discussion (see above) and moderate the interactions.
  • Use photographs or lab data to stimulate the students to engage.
  • As moderator, maketime to check and contribute to the discussion on most days.
  • If the discussion is slow to take off, email the group a reminder or approach a couple of students individually and ask them to ‘prime’ the discussion.

Dr Harrington also thanks Damion Young of the Medical Sciences Learning Technologies team, for his generous assistance in making creative use of WebLearn as a teaching tool.

Further information

  • Read other case studies in this collection showing the different ways in which WebLearn can support your students’ learning.
  • The ITLP team in IT Services runs a number of courses on using WebLearn in teaching.
  • To find out how WebLearn can support you, contact the WebLearn team.

oxtalent badgeRunner up, OxTALENT 2015 award for the use of WebLearn. This award recognises examples of using WebLearn in innovative ways to support online study and interaction as part of a course or programme of study at undergraduate or graduate level. 

Our attention was brought to Dr Harrington’s innovation through our research into the student digital experience at Oxford. The text and images in this case study have been adapted from his entry for the OxTALENT competition.

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UBlend: Oxford Life at Students’ Fingertips

So much to do, so little time to read every email

Every day, universities buzz with exciting and alluring events, ranging from talks by world leaders, to debates and college balls. From such events abound great opportunities to be inspired, to meet like-minded people and, ultimately, to discover one’s path.  The problem currently is that there is too much information to process; students are too often frustrated at missing out on notices of upcoming events which get swept up in the daily barrage of emails. Two students, Jean Petreschi and Anders Krohn, were all too familiar with this feeling, and thought it would be great to have a way of arranging events efficiently in a way that makes it easy for people to see what’s on, and so to decide what’s worth attending. From this simple idea sprang the idea of Ublend, a quick and easy way to see what’s happening on campus, showing what’s trending, highlighting activities of societies and even finding events relating to the user’s interests.

Designing an app with something for everyone

After teaming up with a couple of other fellow students, Jean and Anders built an innovative platform connecting students and event organisers at Oxford. The platform is composed of a website, and an iOS app. Market research showed that students are also very interested in corporate events and profiles, an area that the pair were planning to develop over the summer of 2015. However, the app has wider appeal beyond students. To an event organiser, Ublend  promises more exposure and provides a simple platform to better manage events. Newsletters can be sent to subscribers through MINT, the intuitive newsletter tool, and messages go straight to followers who will be notified directly on their phones.

The pair launched an initial version in November 2014, and  released a completely new platform on the 27th April 2015. This new platform includes a new app for iOS , as well as a new and more advanced platform for event organisers which includes the newsletter tool, messaging service and better event data.

 Statistics show students approve

By May 2015 over 1,700 students had downloaded Ublend on campus. Feedback is generally good, with a 4+ star rating on the app store. Over 120 event organisers have signed up to Ublend, creating over 500 events in Michaelmas 2014 and Hilary 2015.

Put the emphasis on people

For anyone considering a similar start-up, Jean recommends putting people first and to take great care in choosing your partners. “I was lucky to find a great co­‐founder from the beginning, and that makes a real difference,” he says. “Overall, always prioritise the team, over the product, over the profit; in that order.”

ublend

Further Information

oxtalent badgeWinner, OxTALENT 2015 award for support for Student Innovation. This award recognises how students have used technology to enhance the experience of studying at Oxford, both for themselves and for their peers. The text and images in this case study have been adapted from Jean Petreschi’s entry for the OxTALENT competition.

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Podules on Evolution: Using lecture capture to support self-directed learning

Quick, convenient and accessible: Lecture Capture has the potential to empower lecturers and improve the student learning experience by making recorded material available online for private viewing. At the Sir William Dunn School of Pathology, Professor William James has developed ‘podules’ – short 10 minute videos that aim to tell “an intellectually coherent story” about Medical Evolutionary Biology. These have replaced the delivery of a traditional 1 hour lecture, offering a more flexible and independent form of study that can be supported with a variety of other online learning resources.

A case study has been developed as part of the Lecture Capture Project and can be downloaded from WebLearn.

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Enhancing students’ learning experience using social networks

A need to bridge the theory-practice divide

Dr. Corneliu Bjola is Associate Professor in Diplomatic Studies in the Department of International Development and teaches on its MSc programme in Global Governance and Diplomacy. An important component of the curriculum is the foundational course on International Diplomacy, which aims to provide students with an advanced understanding of the paradigms, processes and institutions of international diplomacy. Corneliu has been teaching this course for four years, and students have constantly appreciated in their course evaluations both the content and the methods that he has been using in his teaching. At the same time, however, Corneliu has found that traditional methods of lecturing and seminar teaching offer sub-optimal possibilities for bridging the theory-practice divide, on which the course relies. In particular, he has been seeking to find ways to improve two key aspects of the learning experience of students of international diplomacy:

  • how better to immerse them in discussions of current international affairs so that they can establish direct connections between the theoretical aspects discussed each week in class and the practical aspects of contemporary diplomatic relations, and
  • how to enable them to translate the analytical insights generated by their research of diplomatic processes into outcomes of tangible practical relevance.

A social media solution

To address this dual challenge, Corneliu enlisted the assistance of two social networks, Facebook and Storify.

An excerpt from the course Facebook page

An excerpt from the course Facebook page

Facebook made it easy to post daily news on diplomatic affairs that could be easily followed and commented by his students. The fact that most students used Facebook as their primary forum of social communication also meant this was the medium by which they could be reached most effectively and in real-time. From a logistic viewpoint, Corneliu set up a closed Facebook group at the beginning of the course so that conversations could be seen and followed only by the members of the group. He usually posted one or two news items a day during term time on subjects relevant to the topic of that week’s class. Students were also given rights to post news items themselves, which they did on a regular basis.

The group's home page in Storify

The group’s home page in Storify

Storify, on the other hand, proved helpful in assisting students conducting research and presenting the outcome of their research on a particular group project: for example, developing a strategy for ‘nation-branding’ a country of their choice. Corneliu found that Storify’s key advantage lay in enabling students to develop a visual narrative of their project as a timeline, by importing content from various media including YouTube, Twitter, Instagram, and Google. In so doing, it gave students an opportunity to peer-review the results of each other’s research from both a theoretical and a practical perspective (that is, how a ‘nation-branding’ strategy would have to be designed and implemented.

Making a difference

Corneliu believes that both apps reached their objectives very well.

On Facebook a total of about 150 posts of news items on current diplomatic affairs were made over the 16 weeks of the course, of which roughly 30 belonged to students. Students embraced Facebook either by reacting and commenting directly on the posts or by bringing up examples drawn from Facebook posts in class discussions.

One of Corneliu’s students wrote that the Facebook group

‘was an excellent way to engage the diplomacy theory covered in class with ongoing global politics problems. Thinking of everyday political realities in the framework of diplomacy theory definitely enriched my awareness of its applicability and purpose. I am convinced that the media-sharing platform made the course much more interactive, stimulated curiosity in students about the material covered, and last but not least – made the student body more cohesive.’

Another student commented:

‘First of all, it provided an easy way to communicate with the professor as well as course mates. It was particularly useful for asking questions, ranging from administrative questions regarding the course to questions on particular discussions which took place during the class. … Second, the professor encouraged us to post interesting articles on diplomacy. Thus, it was other way to learn about international diplomacy than course materials. It sometimes created discussions among students and the professor as well.’

Storify also proved a hit with students due to its ease of use, richness of the available material, and the possibility of visualising the results of one’s research.

Another of Corneliu’s students described how using Storify had enhanced her learning in the nation-branding exercise:

‘Firstly, Storify provides a great way of presenting a compilation of visual material in conjunction with text notes. In this way whilst I was preparing the project, I could relate certain points with concrete examples provided by images, videos, tweets and others. Secondly, in the process of formatting the project, I was able to rethink the order of my points based on the already assembled material in Storify and also benefit from the wide range of media I could use so as to prove my points and improve my presentation. Thirdly, when the final Storify project was ready, I had the opportunity to publish my work so as other people could learn and engage with it.

Overall, Storify was a fantastic way of visually presenting the Nation Branding strategy with relevant media, which supported and strengthened my points and arguments.’

She went on to comment that the skills she had acquired could be useful beyond her studies:

‘As presentation and multimedia skills become increasingly important nowadays, the Nation Branding project presented through Storify enhanced my knowledge and ability to use another platform for generating and presenting information.

Finally, I particularly enjoyed being involved in this project, because it gave me the opportunity to be creative in my Storify presentation and to enhance the strategic plan for rebranding the national image of a country with relevant social media. This experience is an example of how research in a project could be supplemented by multimedia so as to strengthen its message and impact on the target audience.’

Words of Wisdom

Corneliu offers the following advice for using social networks in students’ learning:

Facebook is fairly easy to use for engaging students outside class, but in order to have an enjoyable and productive experience the group must stay closed (i.e. no outsiders) and the news items posted online must relate as much as possible to the topic of the week’s class. This way students will feel comfortable about reacting to posts and the conversation will stay focused on the agenda set by the course instructor.

Storify is a great medium for creating visual narratives and hence only projects that require this form of presentation will benefit from using it. The course tutor must also make sure students’ identity is not revealed online without their written consent. It’s a good idea, therefore, to create a closed Storify account that can be accessed only by the members of the class.

Further Information

Advice on social media and privacy is available from the Information Security group in IT Services.

oxtalent badgeRunner-up, OxTALENT 2014 award for support for blended learning. This award recognises teaching staff who have blended technology with classroom learning.

The text and illustrations in this case study have been adapted from Dr Corneliu Bjola’s entry for the OxTALENT competition.

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