December – Engaging learners: Any time? Any place? Anyhow? | Advance HE (advance-he.ac.uk)
Providing 52 different options for engaging students within your teaching session, whether that is online or face to face, these cards can be used individually and/or in combination with the others, as appropriate. The toolkit is underpinned by a review report with supporting pedagogical references. Published December 2020.
(External Resource)
https://salt.swan.ac.uk/abc-learning-design/
ABC is a very practical curriculum / course development method, originating in UCL and used successfully in Universities worldwide (including Swansea). The method has a strong foundation in learning theory and can produce dramatic and powerful results in a short space of time. Both online and (virus permitting) face to face workshops are run at Swansea and here you can find information on these and a wide range of resources.
(Swansea Resource)
https://www.open.edu/openlearncreate/course/view.php?id=2221
This open access course by OU aims to give you the skills and knowledge to design, structure and produce your own open online course. It takes 15 hours to complete but don’t be put off as it’s worth dipping in and out at your own pace to explore topics such as planning your course, platform and hosting, and assessment.
(External Resource)
https://community.canvaslms.com/docs/DOC-18584-set-up-your-canvas-course-in-30-minutes-or-less
5 x 5 minute videos to quickly get up and running with Canvas. These videos will get you started with an overview of Canvas, how to build and manage a course, and how to create and manage course content.
(External Resource)
https://salt.swan.ac.uk/wp-content/uploads/2020/06/The-Changing-Landscape-FTLD.docx
Some possible replacements for unseen, time-constrained, face-to-face invigilated exams. Professor Kay Sambell, Edinburgh Napier University and Professor Sally Brown, Independent consultant.
Targetted and informative document which considers both emergency plans for unseen, time-constrained, invigilated exams to be undertaken remotely and other assessments that are normally undertaken on-site but which couldn’t be held due to lockdown. Whilst the emergency planning phase is now over, this still offers solutions which could be applied for future planning. The aim of the document is to help those who are currently planning for a phased, socially-distanced and gradual return to campus. It includes a comparative table of pros and cons of alternative forms of assessment.
(External Resource)
https://library.educause.edu/topics/teaching-and-learning/learning-analytics
EduCause have provided a resource bank to share knowledge around the use of learner analytics in learning & teaching delivery.
(External Resource)
http://mindsets.port.ac.uk/?p=1971
This document provides guidance on using learner analytics, within Higher Education, to address inequalities in the student learning experience.
(External Resource)
https://www.jisc.ac.uk/learning-analytics
JISC resource bank on utilsiing analytics in cirriculum design and review
(External Resource)
HEA have provided guidance on using analytics to promote inclusivity and engagement within Higher Education teaching.
(External Resource)
https://canvas.swansea.ac.uk/courses/14886/pages/analytics?module_item_id=398312
This resource can be found within the CPD-Canvas Studio course. It provides a screenshot and video giving a very brief overview of the analytics that are available for media that resides in Canvas studio. Canvas Studio analytics are called ‘Insights’ as they give an insight into how videos are performing, right down to the individual level. This resource is intentionally basic and more information on Canvas Studio analytics can be found in this Canvas Guide (https://community.canvaslms.com/docs/DOC-9687-50736657095). It is also worth pointing out some limitations of Canvas Studio Insights that have been raised here (https://community.canvaslms.com/thread/37887-improvements-to-studio-insights-needed) by a Canvas community member.
(Swansea Resource)