E3: Elevating use of elearning, esubmission and emarking

Slides: http://tinyurl.com/o4d82sy

g_fielding

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University of Salford

• 20000 students– 14316 UG, 4436 PGT, 1248 PGR

• 2000 staff– 900 academic staff, 1100 professional services staff

• 250 academic programmes

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E3: Elevating esubmission, emarking and efeedback

Institutional Transformation

Checks Strategic

Training

Support• TEL Champions • Helpdesk• Drop-In Surgeries• #elevatesalford

Training• Blended• Elevate

Phase 1

Phase 2

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Checks • Benchmarking

survey• Online Declaration• Reporting• Student Audit

Strategic• Transformation

Board• Elevate Project

Board• Policy• Blackboard Sta

ndards

Support

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Training

• Phase 1 (23/04/2012-13/07/2012)

– Blended solution

1. Pre-workshop activity (400 video views, ? undertook the activity, 321 completed the benchmarking survey)

2. Workshop (751 attendees over 8 weeks, ran 61 x 3 hrs), Slow uptake

3. Online learning (3 modules, 9 hrs study time, ? completed)– Included example modules of worst and best practice– Activity to put staff in students shoes– Included rich media and OER– Initially voluntary, very quickly mandatory – #elevatesalford– QR code

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Training continued

• Phase 2 (01/10/2013-02/11/2012)

– Phase 2: Part 1 Based on feedback from Phase 1 Self-paced online learning in a facilitated classroom Staff APLd initially Staff worked through at their own pace Test at the end (555 attendees over 5 weeks, 62 workshops)

– Phase 2: Part 2 Directorate workshops Based on local issues/need eg anonymous marking 17 x 2 hr,198 staff attended

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Strategic

• Student Experience• Transformation Board• Elevate Project Board• Assessment Policy changes

– Esubmission with exemptions– Emarking– Efeedback within 3 weeks

• Module standards

Reproduced under Creative Commons Photo by tricky (rick harrison)http://www.flickr.com/photos/sovietuk/2857814154/sizes/o/in/photostream/

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Support

• TEL Champions– Min. 1 per School, total 22– Time off teaching

• Helpdesk – Open 08:00-17:00 Monday – Friday– Enquiries by phone, email, tweet, referred from ITS– Highest no. of enquires – 117, average 45 pr week– Customers = staff (and students)

• Drop-In Surgeries – 3x3hr Surgeries per week– Held on 2 campuses

• #elevatesalford

Reproduced under Creative Commons License from Bertophttp://www.flickr.com/photos/bertop/2621801965/sizes/z/in/photostream/

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Checks

• Benchmarking survey • “State of nation”, included some UCISA TEL survey questions

• 321 staff completed• 50% of staff accessed most days;

staff never used: discussions (56%), computer based tests (54%), blogs (68%), online groupwork (60%)

• Online Declaration• Completed after the online training (Phase 1 part 3)• 51 completed, 66 “in progress”

• Reporting• Weekly Reports to the University Executive and others (high level)• Fortnightly Reports to HoS etc (attendance registers)

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Checks continued

• Student Audit (by Student Course Rep’s)• Completed by students (Course Rep’s) • Paid in Amazon vouchers• Semester 1 – 519 modules audited

• Semester 2 – 1500 modules will be audited

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Things to take away1. Get Executive support2. And a Project Board3. With key stakeholders on (students, academics, PVC,

Deans, IT, etc)4. Have a Project Plan5. Align to University goals (T&L, Student Experience)6. Set expectations (Standards and Policy changes)7. Have training AND support8. Report quickly and regularly9. Take remedial action quickly10. Be gentle and patient BUT firm!

PS Maximise on the approach (ie use it again)

E3: Any questions

Gillian Fielding

g.d.fielding@salford.ac.uk

Twitter g_fielding

Happy to visit Californian Universities during the next 2 weeks!!

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Training

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Reproduced under Creative Commons licence from BankCardStudentIDhttp://www.flickr.com/photos/75533702@N07/8208739166/sizes/m/in/ph

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Reports to the Executive

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Head of schools report

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