As I shut down my work computer for the last time in 2020, I feel safe and far removed from the AI uprising that may one day doom us all. When Panopto’s automated closed captioning system can get my name right, then I may begin to worry.
Month: December 2020
Everyone needs a helping hand sometimes. Photo by Neil Thomas on Unsplash
I didn’t realise it at the time of booking, but the Gender Based Violence webinar I joined in October was the first of three. I was able to dip into the second session, but only very briefly as it clashed with teaching commitments. This final session focused on how FE and HE institutions can address GBV strategically, with special consideration on what we can do as staff and students are starting to return to campus following the Covid pandemic.
There were good discussions about the different impact on HE and FE institutions, as FE students don’t tend to attend campus as much or live in halls, and therefore don’t have access to the same level of social and institutional support as HE students; that universities and colleges need to realise and fully embrace the fact that they are not bubbles outside of society, but part of society, and that GBV is something that affects our students and staff, on and off campus; and in making the link between GBV and gender inequality, and how so often we place the burden of emotional labour to address problems on the people who are most affected by them and have the least to give. For evidence, one needs look no further than the makeup of the panel of these sessions and of most Athena Swan boards.
With regards to Covid and lockdown, instances of domestic abuse and gender based violence have increased as people are, or can feel trapped in unsafe domestic situations. Making resources and support available online is well and good of course, but the panel noted that these may not be accessible to people under coercive control, who’s internet access and phone use may be monitored covertly or even overtly.
Whew. Writing this, reflecting on this… it’s depressing and I fell powerless. There are some of those online resources here from the University of Strathclyde: GBV Cards, and a suggestion from the panel was to print out a version of this, the ‘Support for You’ page works, and give to staff and put around campus. There is also the complete Equally Safe in HE Toolkit available here: Equally Safe. The focus is on Scottish resources, as this is a project funded by the Scottish Funding Council.
Recording of the two case studies from today
My second Moodle Munch featured two presentations today, the first from Lisa Callaghan at Dublin City University Library who have used H5P to develop an interactive library skills tool, and the second from Ciara Reilly at the Marino Institute of Education who talked about their use of podcasting.
I really need to get H5P working in our Canvas. The tutorial Lisa has developed in H5P replaces a 2013 version made in Storyline, which itself replaced an earlier HTML / Flash version. However, the benefits of the new H5P version seem to come through the deployment of it using a Moodle plug-in called Subcourse which allows the library to create and manage the content centrally, and to get stats on it, a problem they had with the previous versions. I think it’s this method of pushing out content that’s really interesting. Within Canvas we could use Commons to similar effect, but this doesn’t automatically update the content, instead each course which has imported it from Commons gets a notification that a new version is available, and then the option to update. I got the impression that Subcourse in Moodle fully updates the content fully automatically. There was a useful discussion about the types of content that can be produced in H5P, and how accessible each tool and option is. Someone posted a link to this support document which breaks it down.
The second talk from Ciara was on various way of using podcasting to engage learners, such as delivering content in different formats to provide a break from screens, using it for audio feedback, and getting students to produce audio content which from their experience has helped students who are less confident writing to “find their voice”. Again, interesting debate on the pros and cons in the comments. It was interesting to note the increased use of podcasts during the pandemic, something I’ve found anecdotally and which colleagues here seemed to agree on. Ciara surveyed their own students and found that 52% reported listening to at least 4 podcasts per week. They also discussed the technology platforms they have experimented with, including Anchor.fm, Audacity, Vocaroo, and the native audio recording tool in Moodle’s Atto text box editor.
Recordings are available in the embedded YouTube above. They got that up quick, before I finished writing this! Makes me feel ashamed of the month-old draft blog post on my desktop about CanvasCon.