Introducing and Using Electronic Voting Systems in a Large Scale Project With Undergraduate Students : Reflecting on the Challenges and Successes

Electronic Voting Systems (EVS) have become a popular medium for encouraging student engagement in class-based activities and for managing swift feedback in formative and summative assessments. Since their early days of popularity and introduction some five or more years ago, the author’s UK based University has been successful in refining strategies for their use across individual academic Schools and Departments, as previously reported at ECEL (e.g. Lorimer and Hilliard, 2008). The focus of this paper is a reflection on the introduction of EVS with 300 first year undergraduate students in the School of Computer Science, within the context of a wider ‘change’ project in teaching and learning affecting the whole institution. The author examines what lessons can be learnt following this rapid scaling up of EVS activity both at a local level and more widely across an HE institution and in reflecting on the successes and challenges of this experience provides key indicators for success and useful support for others considering using EVS. The paper first considers the landscape of EVS use within the UK and then the specific introduction of EVS at her own institution, before exploring the issues in her own academic School around the latest phase of their introduction as part of an institution–wide project to review measures to support assessment and feedback.Non peer reviewe

Teaching effective communication through e-Learning

To meet the needs of a globalized world, a university curriculum needs to address theoretical and practical skills which emphasise versatility, adaptability and flexibility for a more creative workforce, adaptive in knowledge and well-equipped with a range of skills to actively contribute to the new economy. These skills include people management, problem analysis, communication skills, as well as technical skills for presentation, aspects of delivery and modes of enquiry. The greatest challenge faced by SIM University (UniSIM), Singapore’s only university for working adults, is how to respond innovatively to the demand for new and dynamic skills competencies,lifelong learning and e-technologies. In recognition of this demand, UniSIM employs an eclectic pedagogical approach in delivering its courses such as the university core module entitled Effective Communication which uses the “blended learning” model, defined as "the effective combination of different modes of delivery, models of teaching and styles of learning" (Procter, 2003). This paper examines the development process of this course and its blended learning approach which combines modern technology using interactive learning on e-platforms such as Blackboard with traditional methods using textbooks, face-to-face lectures and tutorials to enable working adults to optimize their learning experience at the tertiary level

Merrist Wood College: report from the Inspectorate (FEFC inspection report; 23/97)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises such a report

Herefordshire College of Art and Design: report from the Inspectorate (FEFC inspection report; 88/95 and 54/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1999-2000

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Small-group teaching in geography.

The manual guides staff in geography departments through the purposes, advantages and disadvantages of small-group teaching as an educational device in geography degrees. The manual covers issues of authority, roles, syllabus, learning outcomes and skills. It highlights areas of potential difficulty and how to cope with these. There is a wide range of examples of how small-group teaching can be used with different types of material, students at different stages, and to achieve a variety of learning outcomes and skills