Attended the afternoon sessions of Turnitin’s UK user summit which focused on customer experience, with talks from colleagues at the University of Edinburgh, the University of East London, Newcastle University and the University of Huddersfield. It’s always cathartic to hear your colleagues sharing their tales of woe and horror which are so familiar in your own work, like the academics who insist on treating the originality score as sacrosanct when making a plagiarism decision, but more productively there were some really good ideas and pieces of best practice shared. One colleague was using Blackboard’s adaptive release function to hide the Turnitin assignment submission link until students had completed a ‘quiz’ which was simply making them acknowledge in writing that they work they were about to submit was all their own. A couple of people presented their research findings on what students wanted from feedback, such as in the attached photo which shows a clear preference for electronic feedback. Someone made a product development suggestion, splitting the release of the grade and feedback in Turnitin so that students have to engage with their feedback before they get their grade. But I think my personal highlight from the day was the very diplomatic description of difficult customers as those who have ‘higher than average expectations’.
Though I missed out on the morning session due to another commitment, I was able to get the gist from networking with colleagues in-between sessions. Improvements to the Feedback Studio including the ability to embed links, multiple file upload, a new user portal which will show the most recent cases raised by people at your institution, and the development I found most interesting, the ability to identify ghost written assignments. This is still quite away from being ready, but it’s an increasing problem and one Turnitin has in their sights. They couldn’t reveal too much about how this will work for obvious reasons, but the gist is that they will attempt to build up a profile of the writing style of individuals so that they can flag up papers which seem to be written differently.
The Twitter conversation from the summit is available from the TurnitinUKSummit hashtag, where you will see I won the Top Tweet! Yay me, but alas there were no prizes.
Attended a webinar which demonstrated new and improved features of EQUELLA 6.4 and provisional plans for the next major release, version 7. It was useful as we are a few versions behind. Some notable new things include the gallery view for items tagged as images or videos, additional options for administrators to control number of attachments allowed per item and, in the case of images, the ability to restrict the size of images (dimensions, not file size), new MIME type restrictions, and myriad improvements to the way search, sorting and filtering works.
Also demonstrated was the new ‘Push to LMS’ feature and improvements to LTI integrations making it easier to configure EQUELLA integration into Blackboard and Moodle. When we asked if these features were going to be developed for LearningStudio we were told that there were no plans for this due to lack of demand. I find it more than a touch worrying that one part of Pearson is providing better support for Pearson’s competitors than their own LMS platform. What are we to conclude about Pearson’s commitment to LearningStudio from this?
Created a video-based presentation for new students which runs through all of the key features of SunSpace and includes a short surprise MCQ at the end to try and help reinforce their learning. Initially this was at the request of an academic who wanted something like this for some non-standard modules he has starting now, but it has wider potential so I made it generic to all SunSpace modules and then integrated it into the new module template we’ve been building for academic year 2015/16. It’s probably not complete yet, a voiceover on each slide would be nice for example, but it’s now in a state that’s good to go!
I watched the recording of the Pearson webinar which demonstrated the new Course Dashboard this morning, the imminent replacement of the Social Learning Module Home page. I would like to say that I was excited and impressed, but the truth is that it has filled me with trepidation. I understand that the Social Learning Module Home (SLMH from now on as that is far too long a name for anything) was problematic when it was first rolled out, but I have fortunately missed that and most courses at Sunderland are, in my anecdotal experience, using SLMH in preference to the classic course home page (which looks very dated and basic now), and it works well and looks reasonably nice.
This new version however, seems like a step back. It’s blocky, it’s not a responsive design so who knows how well it’s going to look across resolutions, the widgets seem to be using iframes which is something that the SLMH uses in places with disastrous results on mobile devices, and the person who gave the webinar could not tell us what the results of their mobile testing were. A big point they are selling the new dashboard on is the ability to customise it, but I have learned from the webinar today that this is rather disingenuous, as it can only be customised from the Admin Pages for the entire institution (or possibly node / term level, but that’s not much better), so there is no user customisation which is what I expected from their marketing and what has been available in Blackboard for many years now. The Course Checklist feature is also no where to be found. This is a really nice little tool which lets students see the whole schedule of the course at a glance, but it is only available on the classic course home. When I have queried why it was not available in SLMH I was told that it was a bug and to wait for the new dashboard, and now today I’ve found out that this is not the case, that the feature is gone and that the best I can hope for is that similar functionality might be implemented in a calendar view at some unknown time in the future. The interface of the new dashboard is not customisable either. The colour scheme (blue, white and grey), like the new Threaded Discussion tool, cannot be changed to match Sunderland’s branding, and other attributes like the font and font-weight are also fixed. Very disappointing.
Of course, being a software-as-a-service solution we will have no choice but to implement the new dashboard at some point, and probably sooner rather than later in spite of my reservations as there is no development being done on either of the older course homes which means no bug fixes. I can only hope that many of these issues are ironed out before general release, as my thoughts were echoed by participants on the chat many of whom are, or will be piloting the new dashboard.
The attached screenshots show the Classic course home, basic and dated, but it does have the oh-so-useful Module Checklist; and the much better SLMH which includes the Chat and recent activity widget and an Upcoming widget. I haven’t included a screenshot of the new version as the only place I have seen it to date is in these private webinars.
Watched a recording of Pearson’s PAB webinar which was held in lieu of the conference in Denver, where they demonstrated many new features which have either been made live recently or are due for release over the coming year. Highlights were the new look Threaded Discussions tool which is being rolled out piecemeal now, the new course dashboard which is going to replace Social Learning Module Home (here’s hoping for a catchier name this time round), the Android app, and the long overdue notifications centre – something which our students are clamouring for. Also tucked away, but of particular interest to me, is the new ‘External Tool’ menu item type which should make it easier for academics to deploy the new version of Turnitin we have been working on, which uses the standard LTI from Turnitin instead of the Dropbox integration which Pearson developed but that doesn’t work terribly well.
One of my little areas of expertise at Northumbria was providing analytics data and reports on Blackboard usage and it’s something which was missing here at Sunderland, for the VLE at least. Unfortunately the way Learning Studio works it has not been possible to implement Google Analytics tracking code system wide, but I’m not easily deterred! I found a way to embed the code into an announcement on the landing page so that we can at least get client side data: numbers, technology, location and mobile use which is all useful in informing development.
If the report looks a little familiar, well, that’s just because great cooks bake nice cakes no matter what kitchen they’re in!
The team’s web pages on the University’s website were pretty out of date when I started, though I actually first noticed a few weeks beforehand when doing some research on the department and found some broken links. After I started I soon learned that the pages were actually much worse, with many having gone without revision for over two years. It turns out that it was my predecessor who primarily took responsibility for these, so I was happy to adopt the responsibility myself.
I thought it would be a nice, quick and easy job. I was mistaken. Once I delved into them I found that there were many more pages than I realised, going as deep as four nested levels in some places. I have flattened this structure right out, reducing it to two levels at most and standardising the template, entirely removed around half of the pages – most of which related to the 2012 project to transition the VLE from WebCT to Learning Studio – re-wrote many other pages, tidying things up and making the language more professional and affirmative, and of course fixed all broken links and email addresses.
Finally I created a banner in the style of other departments within SLS and added a sidebar on the right for a Twitter widget and a feedback button, replacing the old link on the left which was out of place as it links to another system.
One pithy definition of madness is that it is the act of repeating the same action over and over and expecting different results. So it was that back in April I was asked to create a Twitter account for the team which, having done so, was promptly ignored and left to languish. To this day all six glorious tweets from that account were made by your humble author. Today, or rather spread over the past couple of days as a ‘bitty’ job, I have resurrected the old ‘LDS’* Twitter account and renamed, revamped and brought it back into use.
So, am I mad? My intention behind this is to have a more informal avenue of communication between the team and our customers, but to be a success it will require active engagement and relevant content. UoS_WaLTS has one thing going for it that NorthumbriaTEL didn’t: me, enthusiastic and not going anywhere anytime soon this time.
Another little job I’ve been doing for similar reasons of engagement is improving the announcements page on SunSpace, which was just dull black on white text, trying to make it look nice and keeping the content current so that it isn’t reduced to just annoying wallpaper which people scroll over to get to their courses, to which end I have also embedded a widget for our Twitter feed into the announcements for all users section.
* Learning Development Services, the old name for my team before merging with Web Services.
A colleague (thanks James) sent me this article on the The Post-LMS LMS which makes for an interesting read, but it made me curious to see if there was any hard data out there to support the speculation and I came across this analysis of relative market share of various VLEs up to 2013. Of note is the continuing rise of Moodle, Desire2Learn and the ‘Homegrown Systems’ category which includes the various MOOC platforms, and of particular interest to me was the realisation that eCollege was one of the first, but never seems to have taken off, although it is reassuring to see a little rise since Pearson’s acquisition and the quality of the platform has, according to my colleagues, noticeable improved in the past couple of years that we have been using it.
First day in the new job, very exciting. Lots of new challenges and technologies. As well as the things I was prepared for like Pearson Learning Studio and Mahara, there are so many things I didn’t know I wouldn’t know, JIRA and Confluence for example, and multiple instances for different purposes just to make things more confusing! To be honest, I was feeling pretty overwhelmed at times, but summer is the best time to join a university when things are relatively quiet; I have time to learn and prepare for the September madness.