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Author: sonya

Celebrating and Sharing ePortfolio Practice

I attended Dublin City University’s retrospective on 10 years of Mahara use as I believe in the value of reflection as a learning tool, and I’m always looking for ways to drive use of Mahara which remains patchy at Sunderland. DCU, however, report that this has gone from strength to strength. A key difference there is undoubtedly the close integration of Mahara and Moodle, their VLE, while we are using Canvas and have found the Mahara integration to be quite poor.

The session began with a series of case studies highlighting good practice. A former student returned to talk about how using Mahara had encouraged reflection and self-awareness, and allowed her to take ownership of her own learning, which gets to the heart of the pedagogical differences between a student-owned system and the centrally controlled VLE.

In the next case study an academic from DCU’s Business School reported on her use of Mahara to facilitate group projects. While the project was completed in Mahara, the end point assessment was an individual piece of work to relieve student anxieties over group working. On the nature of reflective assignments she noted that students tended to be very good at reflecting on what they had done in the project, but less so in how they will apply what they learned in the future. I didn’t note the level or age group of the students here, I suspect that makes a difference.

The final case study was an external speaker who talked about how they are using Mahara to help people who are out of work build customised resumes for use in job applications.

DCU have collated many such case studies in a series of eBooks which have been openly published. The first book, Eportfolio Based Assessment, covers the first early years of their Mahara use. The second book Exemplars of best practice… followed in 2021 and covers case studies from those difficult pandemic years, and the third volume, Case studies of eportfolio assessment practices, has just been published to coincide with the 10 year anniversary.

Finally, Rob Lowney from DCU presented on a student and staff feedback exercise on their use of Mahara. He noted some complaints about the ‘clunkiness’ of the system and user interface, which can be seen in the fact that only 49% of students agree, or strongly agree with the statement ‘I find it east to create e-portfolios…’. On the staff side, 71% agreed or strongly agreed with the statement ‘It is easy to access and navigate students’ submitted Loop Reflect portfolio assessments’. I wonder if this is indicative of staff receiving more training and guidance on how to use Mahara. Despite some big improvements over the past couple of years, I still don’t think the system is particularly intuitive and requires some training for both staff and students to use well. This is maybe echoed in Rob’s statement that the key to driving adoption is to provide a guided learning activity on Mahara.

Update, 05/10/2026: A recording of the session is now available on YouTube, and the slides are on DCU’s website here (PDF).

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ClassQuiz: Open Source Kahoot Replacement

I’ve been experimenting with ClassQuiz. This came to my attention earlier on in the year, though I can’t remember the context now, as an open source and free to use replacement for the likes of Kahoot and Wayground. I’ve finally had the chance to evaluate it over the past week to see if it’s suitable to recommend to others. The short answer is ‘yes!’, it’s good.

As mentioned, ClassQuiz is open source software and there are no ads or user tracking. That means that as well as using it from the main website, you can run it on your own server if you have a little technical knowledge using Docker Compose. There are no user limits, the usual ‘gotcha’ with freemium services. ClassQuiz has been tested with up to 300 simultaneous participants, but there is theoretically no limit. I imagine the only bottleneck would be server capacity.

I would say that it looks a little unpolished, but contrasted against the noise and clutter of Kahoot and that could be taken as a selling point. And I did encounter a few glitches and quirks. At the end of a quiz, after presenting, there is no option to exit the results slide and return to the Dashboard, so you have to manually edit the web address. I was also unable to log in with my email address, only my username.

Functionally, I found building quizzes as easy and straightforward as any other quiz tool. There are six question types, with up to four answers in the core MCQ. As a firm believer in learning by experience (in other words giving the thing a good poke), I did my classic of building out a Star Wars quiz using one of each question type to see how they work, and added images to each using both my own uploads and the Pixabay integration. Everything worked perfectly. Quizzes can be imported from Kahoot or Excel, and exported to Excel or ClassQuiz’s own format. After starting a quiz in a class setting participants can join using a code in any web browser or they can scan a QR code with their phone or tablet. All the functionality you would expect, and it all works pretty well. Now I just have to test it in the real world, probably the next time I run the session on gamification and game-based learning on my PG Cert module.

If you would like to play my Star Wars quiz, it is available here.

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UKAT Self-Care for Personal Tutors

UKAT Self-Care Badge
UKAT Self-Care Badge

Out of the blue, I received a digital badge from UKAT today, for Self-Care for Personal Tutors. I believe this is in relation to an online course they offered of the same title, which I did a couple of years ago at UKAT’s conference in 2023. If I remember correctly, in one of the sessions I attended they talked about this course and everyone there got early access to preview it. I would guess that they have just now added badge integration to their learning platform, which is why I’ve been pinged. That was nice.

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EmpowerED: Season 4, Webinar 5

I attended today’s EmpowerED session when I saw a colleague from our London Campus, Viji Jayasundara, was presenting on the ‘Science of Compassion in the Age of AI’. It was a good talk on the nature of that part of the work of an educator in which humans excel, and Generative AI is unlikely to be able to replace. Namely, the skills related to compassion and empathy. Definitely some things I can take away and add into my own sessions on instructional design, accessibility, etc. The screenshot above is from Viji’s presentation, a checklist of verbal and non-verbal signals for effective communication such as using “inclusive eye-contact to include everyone to the group task”.

The first talk was from Gil Dekel at Southampton, “AI is Not a Football Team”, and argued that AI technology isn’t something to be supported or decried, but that we needed to be able to understand the benefits while managing the risks. I wasn’t entirely convinced by Gil’s argument, as there was no consideration to the damage being done by GenAI technology, both to the environment and to the human creators who are being disempowered by the very technology that has been built upon their stolen work.

Following Viji was Adele Cushing from Birkbeck was presented on their experience of using Teachermatic to assist with assessment and feedback. Adele acknowledged the controversy of using AI in this area, but reported that staff said it helped them to cope with marking fatigue and to ensure consistency. Some of their staff were doing their feedback ‘the old-fashioned way’, and then comparing their work with Teachermatic’s feedback.

Finally, Stuart Parkin from Manchester Metropolitan University talked about “Tackling Barriers to Active Learning with the Active Learning Spectrum”. This was a really interesting talk, about how students learn better when actively engaged in the process, rather than simply watching or listening to a lecture. Stuart and colleagues have created a tool, an Active Learning Spectrum, plotting different types of learning activity to how simple or complex they are, with examples and research on the benefits of each.

You know I attended this one because I got a certificate. (Never mind that I missed the first session due to an overlapping meeting, and waited for it to be available on their YouTube later.)

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ENAI Wellbeing Series: Closing Roundtable

Slide showing the trust gap in use of AI
The Trust Gap

ENAI are the European Network for Academic Integrity and they ran this webinar series on student wellbeing in collaboration with Studiosity. Unfortunately the series didn’t come to my attention until this closing roundtable, which is a real shame as it sounds like it has been very interesting. Hopefully it will run again next year and I can fully attend and participate.

Much of the discussion was on the impact of Generative AI on students and teachers, with the slide I took a screenshot of (above) showing the outcomes of a survey on student wellbeing and AI use (~10,000 students across 9 countries). 81% of students reported using AI to help with their learning, while 44% report that they are worried that the tools are reducing their critical thinking or communication skills. The anonymous quote, “Teachers doubt that students are producing authentic work – while students think the same about their teachers” shows the gap in trust that has developed between staff and students.

Frustrations abounded in the chat, where someone said that “if you’re good at writing, people assume it’s AI now” and another person commented that they are seeing staff putting student work into ChatGPT for feedback without the consent or knowledge of their students, or any consideration for GDPR or security I would add.

Recordings of the sessions are going to be published on the Wellbeing Series page of ENAI’s website, so time permitting I will go back and watch those when they become available.

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How About That AI Bubble?

Photo of Bubbles
Some actual non-AI bubbles – pretty, but fleeting. Photo by Kind and Curious on Unsplash.

Writing up my notes from NELE at Northumbria has me thinking back to the predictions I made about Gen AI a few years ago when it started to become a thing. I was right about site licenses for dedicated tools, but the bubble shows no sign of popping yet. Which gives me an excuse to share this website: Is AI Profitable Yet? Spoiler alert: no. $1.4 trillion spent, $613 billion made in revenue. That’s just shy of a trillion dollar loss. The only people making any actual money are the hardware companies like Nvidia who are churning out the chips.

So if bubble shaped, why no pop like bubble? I don’t know. I’m no finance boffin, but I feel like I know enough to comment that the US stock market, in particular, has become irrational and vibes based. The recent IPO of SpaceX being a great case in point. The actual rocket / satellite bit of the company is the only bit that actually makes a moderare profit, but all the promises of data centres in space and moon colonies are idiotic and fall apart under even basic scrutiny.

Given the shift to vibes, I don’t think AI will pop like 2008 or the Dot Com crash, but will just kind of fizzle away. I think there’s a good chance that the standalone AI companies won’t survive in the long term, and will be eaten by the bigger fish that actually have profitable business outside of AI that can absorb the loses – in particular, OpenAI by Microsoft, and Anthropic by Google.

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NELE: June 2026

We had a good turnout for the final NELE of the year at Northumbria. They got the ball rolling by sharing their experience of using Claude AI. While most of us are sticking to CoPilot because access is being included in our Microsoft site licenses, Northumbria have rolled out the Enterprise Pro version of Claude for all staff and students, only the 4th HEI to do so globally, and 2nd in the UK. This has been rolled out in a way that is “aligned to the university’s ethical values”, meaning that there is no training on user data, their data is isolated from the wider Claude AI, and they have integrated ‘abuse detection’ designed to stop students from asking it to write their work for them, with the big caveat that such measures can typically be circumvented by astute students (maybe they should get extra credit…).

Usage has been good, with 8,000 active users at any given time, though Andrew noted that some students are reluctant to use it because they think the university is monitoring them. Spoiler, they are, but only for safeguarding and this is made clear in their AI policy. Northumbria are also one of the few UK HEIs using Turnitin’s AI detection, with their academic community split on whether or not this is good or useful.

Next, Jean from their Library talked about assistive technology for neurodivergent students and the DSA audit which the government is currently conducting. Matching the experience of the sector, Northumbria are noting a big increase in the number of students declaring a specific learning disability, of which 44% are related to neurodivergence, and 29% to mental health. This isn’t a bad thing though. UCAS have changed how they ask students to report SpLD, moving from a medical to a social model of disability. Alas that the government hasn’t gotten that message though, and still ask students to submit multiple forms of evidence in order to be awarded DSA. Jean had a couple of students presenting with her to talk about their experience, and they spoke about how useful some of the specialist software has been for them, and how worried they are about the government’s review.

Leading on from this, Ross from Durham led our next discussion on digital accessibility. He talked about the new European Accessibility Act which, though it won’t directly apply in the UK, will still benefit us all as it applies to software vendors who are going to have to comply with these new standards. At first glance, this looks like the EU doing everyone a solid again, like forcing a charging standard and removable batteries. (Imperfect those these interventions may be, the intentions are good and generally beneficial.)

After lunch I led a discussion on Instructure’s recent Minor Security Incident and talked about how we responded at Sunderland. Newcastle’s response was broadly similar to ours, and most of us have contingency plans of some kind in place. Teesside, interestingly, have banned the use of IT related apps like Teams and Outlook on personal devices, a policy that was put in place around 18 months ago. I also know that at Durham if you want to install Outlook / Teams you have to agree to give them permission to remotely wipe your device – on Android at least, I don’t know if this is possible on iOS, outside of a fully managed device.

Next we had a demo of a virtual reality simulation Northumbria created for students to experience a police interrogation. At their Coach Lane Campus they have set up a house which can be configured to simulate different scenarios which are recorded with 360° cameras and which students can then experience in full VR using HTC Vive Focus 3 headsets. They used to do this kind of thing in a real environment, but that limits the amount of students who can be there at any one time, and requires a lot more effort to set-up and set-down. I came away from this one with a lot of ideas and new software to go and have a look at.

Finally, the day ended with a showcase of digital content created by Newcastle’s Digital Content team, which was good for me to compare with our own Showcase Module in Canvas, and gave me some ideas on how we could revamp that and make it a bit snazzier.

One last thing… like the Apple keynotes of old, I’ve saved the best news for last – NELE is getting its own website. This came out of a suggestion by one of our members who was looking for a central space for upcoming meeting dates and locations. This may also help us to reach out to FE Colleges where we have tried, but failed to get much engagement, either as NELE or ALT North East. I offered to set this up as I have the headroom to do so, and so I’ll be moving these write-ups to the new site from next year.

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Global Accessibility Awareness Day… Err, Month?

Screenshot of the TEL US podcast on Apple's podcast app
TEL US Podcast

May 21st marks Global Accessibility Awareness Day, a campaign to raise awareness of digital accessibility run by a non-profit foundation that began in 2011. I discovered GAAD last year and used the occasion to plug some of our staff development, but it was too late to do much more than that. This year we’ve had time to plan more, turning it into Accessibility Month at Sunderland.

We’ve running weekly staff development sessions on accessibility all throughout May, and timed the release of the new Accessibility Checker tool in Canvas for today. This enhanced tool can now scan entire modules for issues and suggest fixes like adding missing ALT text and correcting insufficient contrast between foreground and background elements.

To raise awareness within the University we published an article on our SharePoint site, and released a two part podcast on May 8th and today. I’m not on either, I deferred the honours to my team, and in today’s episode we invited an academic on to talk about accessibility from their perspective.

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Instructure Pwned

Photo of a squashed Pikachu in a shop window
Slightly Squashed Pikachu. Unrelated.

So, err, Instructure have been in the news for rather unfortunate reasons. I didn’t know if I should say anything about this, but of course my team and I have been keep busy by it, and I have some thoughts on the situation, so first I’ll reiterate that this is my personal blog, and is in no way affiliated with, and my views are not endorsed by the University of Sunderland, or Instructure. Necessarily.

The purveyors of Canvas, Sunderland’s VLE for the past decade or thereabouts, were hacked on the 25th of April. They didn’t discover the intrusion until the 29th, and we didn’t know until we came back from the bank holiday Monday. It did explain all the alerts sitting in my mailbox from the weekend though. In the four days that the hackers were in, they extracted data from almost 9,000 institutions using Canvas, which included names, email addresses, student IDs, and ‘messages’. 275 million individual users, between 3 and 6 terabytes of data, according to different sources. That’s a lot of damage! The largest educational security breach in history according to the Wikipedia article on the topic. (So big it has a Wikipedia article.)

Instructure believed that they had resolved the incident and refused to pay the initial ransom* demand, but after the deadline passed the hacking group got in again on May 6th/7th and placed a warning message on the Canvas homepages of around 330 institutions (but no additional data was stolen). At that point Instructure took the entire service offline while they fixed that, and subsequently paid the ransom demand in an attempt to fully resolve the situation and restore trust and confidence in Canvas.

Of course Sunderland have been affected, and in due course we’ll be getting an individualised report on exactly what data of ours was included in the breach. We were initially frustrated by what we saw as a lack of response and clear communication from Instructure, but they have responded to that feedback well, acknowledging that they were flooded with enquiries in the initial aftermath and simply couldn’t keep up. And of course they had a lot of work to do to secure their systems before being able to share specific details with their partners. We know now that the attackers used Instructure’s Free-for-Teachers platform and cross-site scripting to gain access to their backend support systems. Free-for-Teachers remains offline, but the core Canvas system is back and fully operational, and complete downtime was limited to only 8 hours or so during the second attack, and this was overnight in the UK so we were minimally affected. I’ve been on a number of calls and webinars about the incident, of course, and I’m quite confident that Instructure have fortified their security across the board to minimise any further attack opportunities.

What I’m less confident about was the wisdom of paying the ransom, for “once you have paid him the Danegeld / You never get rid of the Dane”, as Kipling put it. Of course I’m not a lawyer, or a cybersecurity boffin, and I’m certain that this was an extremely difficult and complex decision for Instructure. However, as well as the moral principle of not paying ransom, there are very strong practical reasons why you shouldn’t, namely that you can’t trust criminals! Even Instructure’s own statement on the matter included a very large caveat that the hacking group could not be trusted, and they couldn’t be completely certain that the stolen data was destroyed, as claimed. The Reg published a great article on the fallout of the attack in which they explain this very well:

“CrowdStrike surveyed 1,100 global security leaders last summer, and of the 78 percent who said they experienced a ransomware attack in the past year, 83 percent of those that paid ransoms were attacked again. Plus 93 percent lost data regardless of payment.”

As a result, my concern is that this isn’t actually over, and has the potential to reappear further down the road. Had Instructure not paid, the data would have been leaked on the dark web, and it would have been very bad for everyone involved, but from that point I feel like we could all have rebuilt and recovered. Instead we may have a sword of Damocles hanging over us.

It’s a sad state of affairs that in the world we’ve built this is a common occurrence. Everyone gets hacked. Sunderland itself were hacked back in 2021 in what we now refer to as ‘the cyber security incident’. Part of the problem is that we’ve all outsourced data into huge silos managed by a small handful of tech giants. When I began my career, long, long ago, we ran Blackboard on our own servers. Our data, managed by the university, in a server room on campus with a mirrored offsite backup. It’s an approach that had its advantages. While I’m sympathetic towards Instructure, and I think they’re less likely to suffer from future incidents as a result of the security hardening measures they’ve put in place, I know that there are institutions who have already spun up a Moodle server almost overnight and moved away, possibly permanently. We’ve made our own contingency plans at Sunderland which I won’t talk about, and I’m looking forward to NELE in a few weeks to gossip with the gang and find out more about how Newcastle have handled things.

Something useful that I learned was that Jisc in the UK are constantly monitoring the dark web looking for evidence of data leaks which may affect any institution, and Instructure have contracted with a security agency who are doing the same thing on their behalf as part of their response to the incident.

More and up to date information is available on Instructure’s Incident Update webpage.

* These kind of attacks are called ‘ransomware’, but as a Reg Commentator commented, it would be more accurate to call this kind of attack blackmail.

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NELE: March 2026

Back down to Middlesborough today for a packed agenda. James got the ball rolling with a discussion of Middlesborough College’s experience as a Microsoft Innovative Educator Expert, and using badges – both digital and physical – to motivate staff to engage with their CPD offering. I think we got some good ideas from this one. They were using leaderboards, but with only the top three visible so as to reduce the risk of demotivating people.

Next, Malcolm led a discussion about modern alternatives to vivas which is an approach Durham is evaluating. This led on naturally to a wider discussion on the validity of assessments in the Gen AI age. There feels like a growing consensus on the need for vivas of some kind, whether digital or a sample of students, but practical and ethical issues abound. If it works as intended, I think Studiosity could be on to something with Validate.

We of course talked about Einstein, and though this particular service was shut down quickly enough (thanks to Einstein’s estate), the service was build on open technology and is relatively easy to recreate. In what I can only describe as ‘a bit of gossip’, we speculated on whether or not the whole service was a scam designed to entrap students, as there have been some reports of students who signed up for the service receiving blackmail style emails. It’s wild out there.

Other topics of conversation included Newcastle’s move to all 20 credit modules, amusing as at Sunderland we’re in the process of doing the opposite, moving everything to 30 or 60 credits; we talked software and processes for maintaining an internal knowledgeable; peer learning as an approach to alleviating imposter syndrome; had a look at Blackboard’s alternative to Canvas Catalog; and discussed access to premium Gen AI tools. On that topic, we’re all using CoPilot because it’s being bundled with our Microsoft site licenses, but on cost grounds only Northumbria are offering anything in addition – Claude.ai which, from my experience, I suspect is much appreciated by their school of Computing and Information Sciences in particular.

Rounding off the day, Bob from Middlesborough College demonstrated their in-house Inspire AI tool, which is a series of Gen AI ‘widgets’ designed to produce specific types of content based on a simple form, no prompt engineering required. It reminded me of TeacherMatic which we have experimented with, but Inspire was completely tailored to Middlesborough’s needs and requirements. On the back-end it’s using GPT 4.1-mini, but it can be updated with other models, and staff reported that the tool was very easy to use, and has been saving them time as they outsource low cognitive capacity tasks to it such as generating individual lesson plans or bespoke case studies.

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