Key UQ eLearning Activities for 2017
- The Blackboard Upgrade will occur in July 2017 – to Q4-2016 release
- Echo may be moved to the cloud in November 2017 if we can negotiate a reasonable price.
- Significant progress will be made preparing to move UQ Bb to SaaS ready for end of 2018.
- Will finally have Best Practice for Online Course Design guidelines along with a new course template.. and expect resources to deploy this widely.
- Expect developments on the Student Experience Strategy. The PVC may approve resources to build key elements of the strategy into all courses.
- The eLearning team will search for and support a supplementary discussion board (as per T&L request).
- The eLearning team will move from ITS to Library.
- Expect expansion of the of the e-exams pilot, and a project to shortlist and select an official central exam system.
- Expect progress towards a BYOD policy for student smart devices (driven by ITaLI).
- Decommission 2 of 3 legacy ePortfolio systems – and expanded use of Chalk and Wire.
- Deployment of iThenticate.
- Training and communication focus areas next year: Active learning tools; pre-class learning content generation; Online marking; Peer assessment for group work.
- Expect more of the University’s elearning technology needs will be achieved through Learning Tool Interoperability (LTI) integrations.
- Expect movement towards more sustainable content creation which will involve economies of scale derived from open access material or publisher collaborations.
Anecdote: Student Video Assignments: The figure below shows student video assignment growth from 1 Terabyte to 9 Terabytes over 3 years (2014-2016), to the point that they are a popular accepted and effective form of assessment of communication skills and understanding of material. Kaltura student video assignments achieved 284,517 views during 2016.
Video assessments are an important fit for UQ because:
- UQ has a focus on identify verified assessment. In this case you can see and hear the student. S
- It’s a far more efficient way to assess communication skills or clinical skills than class presentations or OSCE’s. It does not take up tute time, and it can be assessed anywhere the coordinator has internet.
- It fits the UQ student strategy with the focus on group work and in-class active learning
- It’s a powerful formative tool (students practice and fine tune their scripts over and over), but also an excellent summative tool for assessment.
- Instructional videos produced by coordinators provide analytics to show which students have viewed the video and when
Anecdote: The eLearning Solutions Service helped 135 Course Coordinators across the University transform the eLearning experience for 27,214 students. The eLearning team presented to 23 full school meetings attended by 713 staff. Through these presentations and through promotion of the video case studies online marking increased from 176K/ year to more than 200,000/ year (figure below).