PG Cert AP: Day 5

A very interesting morning session for the technology module, EDPM08, covering uses of technology to support self and peer assessment. The great thing about the tutor on this module is that they don’t just know their stuff, they back everything up with research proving that what they’re talking about works. That’s definitely something to keep in mind and aspire to in my own teaching.

First there was a discussion about peer marking, and research that shows that it only takes a surprisingly small number of peer grades to be averaged for it to approximate the grade of a tutor. That’s something that could prove very useful in the assessment for the ArtWorks MOOC that I’ve been assisting to develop. Then we covered the value of real-time formative feedback assisted by quiz tools such as Socrative and Poll Everywhere. And finally, not strictly supported by technology, there was a discussion about comparative marking, giving tutors two papers and deciding which of the two should get a higher mark, but without actually grading them. An interesting idea that I would like to look into further to find out more about how it works.

There was also a nice, almost throwaway remark about the concept of ‘desirable difficulties’, and anecdotal evidence that students learn more from bad lecturers as it makes them have to work harder to make sense of what is being taught. A kind of unintended experiential learning!

The afternoon session was back to the core module, EDPM05, and the use of reflection on teaching and learning. This was facilitated through an iterative exercise where we discussed where and how reflection takes place, wrote down ideas on sticky card and then worked the cards round on a board to reach some conclusions as a group.

How to Mark an Assignment – Storyline Presentation


The presentation I put together for student submission was well received and it has led to others. This one is for markers where there is only a single marker. The tool that the team is developing has the ability to accommodate multiple independent markers. The player is looking a little better now and I added the video in a different way with better results, more like an actual video than a series of screenshots.

Making these has been a little difficult as Storyline kept crashing on me when I was using the precision timing editor. Upon investigation I found that this was because I was running Storyline on a Windows 7 virtual machine in Parallels and had all my files on the desktop of my computer. Parallels has a nice little feature whereby it links the desktop on the host Mac with that on the Windows client, but it does so by making the drives on the Mac a pseudo-network drive in Windows. I discovered on Articulate’s forums that working on, and saving files to a network drive can cause various performance problems, and when I moved my files to the actual C drive it solved all of my problems.

How to Submit an Assignment – Storyline Presentation


We have been developing a new online submission, feedback and marking tool for one of our faculties and I was asked for advice on creating an interactive guide for students on how to submit to the system. I recommended Storyline for which we had just purchased a few licenses on my recommendation, and this is the result. I actually recommended Storyline for another project which is further down the line so I ended up having to put this together at very short notice, it is consequently a little rough around the edges. I will develop a proper template in due course.

e-Fest 14: An e-Ventful TALE


Organised by Jisc RSC Northern and held at the Stadium of Light in Sunderland, eFest 2014 was a conference bringing together staff from FE and HE institutions across the North East, with an emphasis on learning technologists and people from related fields, with service providers such as Turnitin, OneFile and MoodleRooms.

The whole day was fantastic, I got to meet lots of interesting new people, discovered some new services, many of which I went away and read up on, adding the best to my personal toolkit, but the highlight of the day was the presentation of Paula Kilburn from Stockton Riverside College who presented three case studies on the use of video marking. The first was the simplest, an academic using an iPad to record him as he annotated a student’s written work. In the second the academic used the screen and audio recording functions of QuickTime to record him as he worked through an audio file the student had created, demonstrating in real time the changes required which would have got the piece up a grade. In the final example an academic was watching a video while recording audio feedback, pausing or going back as required. In all three cases the resulting videos were uploaded to the College’s Planet eStream account with no, or minimal editing, the idea being to deliver better, faster feedback, not a polished video. In all three cases the academics reported that it was faster and easier for them to give better and more comprehensive feedback than would have been possible to write. The whole pilot was a huge success with students who received video feedback showing substantial improvement compared to the respective cohorts from previous years.

As always at these kinds of event, there was a open marketplace for tea, coffee, mingling and for various providers to demonstrate their wares, trying to attract people to them with the usual games and freebies. Turnitin, however, set the standard to beat with their Rubrics Cubes, very droll.

Finally, I would just like to say that with regards to the ‘Stadium of Light’ Metro station, I would humbly suggest to Nexus that to improve accuracy this station be renamed to the ‘Random Tesco car park over a kilometre away from the Stadium of Light, with no clear sign posting’ Metro station. My unexpected journey humbly reminded me to be grateful for smartphones, satellite navigation and the company of fellow wayward souls. In all seriousness, to anyone who needs to go to the Stadium of Light on the Metro, get off at St Peter’s station instead as it is actually closer.