Second day of Panopto training covered everything we need to know in order to setup and administer the new system. This included a comprehensive run through of all of the configuration options and system settings, how to manually manage user accounts and the folder structure if required, and an overview of the various support resources which are available to us including the main support site and the process for logging incidents with their service desk.
It’s official. Contracts have been signed, Canvas integration has been tested, and now we’ve had our first batch of training for Panopto, the University’s new lecture capture system which we’re branding internally as reVIEW.
This session covered how the system will be accessed and used by Viewers (students, essentially), and Creators (lecturers). There wasn’t a lot to cover for Viewers. We’re planning on having everything integrated through Canvas, so it’s just a case of navigating to the relevant item or accessing the reVIEW tool in the menu. Playback speed can be varied between half and twice speed which is nice, caption styles can be customised, and the search functionality is impressive – it doesn’t just work on text, but also for spoken terms thanks to a machine speech-to-text engine.
It is possible for students to be given access to create their own videos by using ‘Assignment’ folders which can be configured for them by module tutors, and simple quizzes can be added at any point throughout videos to check comprehension. Results for which can be fed back into the Canvas Gradebook.
There was much more content for Creators as would be expected, covering recording and editing. Recordings can include multiple sources, including any webcam and mic connected to the computer – and more than one source – PowerPoint presentations, and your entire computer screen. Recordings are uploaded to Panopto’s servers progressively which will help in a lecture theatre environment where people need to get out quickly for the next class. Editing and post-production is done through the web using HTML5, no plug-ins required, and it is possible to edit individual sources in isolation as well as the entire video.
Closed captions can be added automatically based on the speech-to-text engine which Panopto is using to drive the in-video search, but it is also possible for Creators to request a variety of human transcription services which are contracted for separately. We’ll soon discover how well it can handle academic language and the interesting range of accents we have in this neck of the woods.
I’m finally allowed to say that Sunderland have recently chosen Canvas as our new VLE to replace the terminally ill LearningStudio. I’ve known for a while of course, but have been gagged until formalities were met and contracts signed. It’s a good decision, very forward looking; really exiting times ahead for us here.
I was having a look for their market share and I came across the latest report from EduTechnica that shows that Canvas have now overtaken Moodle to become the second most widely used LMS / VLE in the US market place, behind Blackboard which is holding on. When you look at the trends and that graph though, I can’t help but wonder how long it will be before those lines pass each other.
Just finished writing a new version of my CMALT portfolio, adding the new ‘Portfolio Review’ section which is now required every three years. It feels like I’ve just submitted an assignment, which of course in a way it is. About 2,600 words, and took me the best part of a week to write.
The morning session for today was given over to a discussion on the related concepts of change and transition, and importantly the difference between them, and was heavily contextualised to address the university’s cross institutional review of support staff which is now reaching its conclusion.
We began by considering the drivers for change in the HE context, consistently returning to what we felt was the one huge macro factor acting on the education sector nationally and internationally, and for a number of decades now, namely the process of the implementation of a neoliberal philosophy, and the shift away from viewing education as a public good that benefits the whole of society. This has driven competition between HEIs to attract students, especially in the last few years as the UK has undergone a demographic dip in the number of eighteen year olds while the government has simultaneously cracked down on international student recruitment. This led us to consider how the university has responded to these changes. With students now being the direct source of the majority of university income, one response has been to try and find ways of providing students with a good return on their investment in their education. We have also found new ways of expanding the market, by taking over an institution in Hong Kong for example, and by reviewing our estate portfolio to find efficiencies, and implementing the cross institutional review which was aimed at streamlining the support staff structure.
In this context we were introduced to the work of William Bridges, specifically Managing Transitions. Bridges distinguishes between change and transition by defining change as something that is situational, e.g. getting a new manager or moving to a new office, and transition as a psychological process that people have to go through as they are dealing with change. This, he argues, is something that cannot be rushed, that people have to go through at their own pace, and that the role of a leader is to help them manage this process and guide them with positivity and sensitivity.
He defined three phases of transition, ending or letting go, the neutral zone, and new beginnings. It is the neutral zone and the uncertainty that comes with it that he argues is the most difficult time for people. Part of the reason for this is that there is a temptation for people to either want to cling to the old ways of working, or else move on to a new situation too quickly, not giving them enough time to explore options and possibilities, both of which can cause a change initiative to fail.
This led on to the work of John Kotter who published research in 1996 showing that 70% of change initiatives ended in failure, a figure which has not been shown to have significantly declined in later studies. He suggests that one way to improve this is by involving staff in the story surrounding the change, as it has been shown that people are more committed to something when they have chosen it or at least have had some input.
Something I really liked from Kotter’s article, which was provided as a handout, was the section on role modelling which talked about self-serving bias and how this can be found in leaders who rate themselves as better agents of change than they actually are. The anecdote about Kevin Sharer attempting to get past this by asking his employees ‘What should I do differently?’ stuck a cord with me and is something I may try using with my team to inform my own feedback and for use in the assessment of this course.
The afternoon was given over to the computer based EduChallenge Simulator which was designed to give us experience of implementing a major change in an HE context. The simulator placed us in the position of a change agent at the fictional Humfield University, our purpose to persuade the Dean of the Graduate School of Management to implement the new AcadQual system for improving academic quality which has been adopted by the rest of the university. The simulator gives you six months, 120 days, in which to complete this task.
This was an interesting exercise with a lot of potential. It was good to experience the other side of a change implementation, but it was hampered by the extremely dated software. The main problem being around the way language has changed since the software was written, over a decade ago from what I found in my probing. Activities like ‘Electronic Mail’ don’t work at all as you would expect. Instead, to send a message out to all staff you have to use a ‘Memorandum’. Then there is the obscure and bizarre, the ‘The Sandwich Meeting’ and the ‘One-Legged Interview’ for example. There is descriptive text which is meant to describe what these are, but we found that it was rarely helpful, and only in carrying out an action, using up precious days, did you actually learn what it did. This made the exercise clunky and annoying; it felt very unfair. This is a shame as I can see the value in the activity, it just needs to be updated to make it more intuitive and useful again.
So I completed the Learn Moodle MOOC, got my badges and certificate, and learned a lot more about Moodle from an instructors point of view, having previously only used it as a student. It’s big. It’s monolithic. Reminded me very much of Blackboard in that it tries to do everything, be all things to all people, and in so doing it is perhaps over complicated and not as easy to use as I would have liked. I fear the staff development that may be required if we chose Moodle as our next VLE. On the other hand, it’s used by over 50% of HEIs in the UK so there’s a very good chance that many of our staff will have used it before, and the rest have probably used Blackboard so should find it easy enough to transition.
I liked the default text box editor initially, Atto, I loved it for the ‘Accessibility Checker’ feature, but as I used it more I found that it had similar problems to other VTBE’s – doing weird random things like inserting line breaks or additional space when they’re nothing there, in either visual or HTML edit modes. I also ran into a lot of niggly browser issues using a fairly default instance of Safari. The Learn Moodle mobile app was a little dated, but functioned very well, except for Big Blue Button integration which was lacking and which many of us on the course gripped about.
Other things I liked: the prompt / ability to assign a license when you upload a file; checkboxes to show metadata like size and filetype; the repositories look like they could do the job of replacing EQUELLA for us; ability to add files to a repository by emailing them to yourself; progress tick boxes for students; the ability to allow people to rate content items; the Glossary tool with highlighting function; and the very comprehensive reporting tools will be well received.
All in all, a good course, well worth doing, and there is no question that Moodle is a vast improvement over LearningStudio and would be welcomed by our academic community if it’s chosen in our VLE review.
The next presentation of Learn Moodle will begin on the 2nd of January 2017 if you missed out this time: https://learn.moodle.net
Participated in a conference call with the learning technologies team at one of the few UK institutions using D2L’s Brightspace as their VLE. The video on our call wasn’t working so we didn’t get to see the system in action which was a disappointment, but we did run through a list of pre-prepared questions to assess their experience and gauge their thoughts about the system.
This included their VLE review process which led to the adoption of Brightspace, and subsequent migration from the in-house system they were using previously. Overall, their experience with the platform and it’s evolution has been largely positive, with the biggest criticism being reserved for the somewhat dated user interface. This, however, is due for a major upgrade this coming summer and the new version, Daylight, will bring in a fully responsive design. They were happy to endorse the product and the company to us and are of the opinion that they would stay with D2L if they were facing a review themselves.
Well, it’s official. Not University of Sunderland official, but officially official none-the-less. Pearson, the supplier of our VLE, SunSpace, have publicly stated on the home page of OpenClass that they are withdrawing from the VLE / LMS market. More details and background are available on the excellent e-Literate blog.
I have, as you might expect, known for some time but have been sworn to secrecy. And I have suspected that this was coming for a long time, since not long after I started working at Sunderland to be honest, given the level and quality of support we have received from Pearson. Now that the cat is out of the bag I feel like I can be completely honest. LearningStudio will not be missed. By us, or I suspect by anyone. It is a dreadful system. Perhaps it was good at some point, but it feels like development of it stopped quite a long time ago, and it is riddled with horrible bugs, issues and ‘beta’ features that have been abandoned in a half-working state.
Needless to say, the starting pistol on a VLE replacement project has already been fired.
Have been kept very busy over the past couple of weeks with appraisals, both my own and for the rest of the team. I didn’t do the appraising myself, but in conjunction with our service director as, for obvious reason, I don’t know exactly what the team has been doing over the past year. With regards to my own appraisal, this was informally combined with my six months probation review a little early as there is a lot of overlap in purpose and the timing was convenient. I’m pleased to say that it went well and that I am still in gainful employment.