Configuration work and system testing is coming to a close and user acceptance testing is about to start. As you can see by the timeline below, from mid May the system will be ready for staff to start building their module, course and resource areas.
Staff action required May-August
As mentioned in recent presentations (watch the video), staff need to recreate content in the new instance of Learning Space for 18/19 and we will be providing support in two ways: course-centred workshops (recommended), and drop-in sessions.
We recommend this way of receiving support, and a number of subject and technical groups have made bookings for after the undergraduate marking deadline in May. The sessions last approximately 2 hours and participants will gain hands-on experience by starting to work on their own 18/19 areas.
If your own group of colleagues has not arranged a workshop, do contact your school admin or head of subject to discuss possible dates, then we can be contacted at email@example.com or on ext. 259187.
If you’d like to work on your 18/19 area while someone is on hand to help, you can bring your laptop to a drop-in session. These run from 9am to 5pm as follows:
Over the last couple of weeks we’ve been continued to focus on setting up the environment for user testing. Despite some delays we still foresee it being up and running in the next few weeks.
Thank you to everyone who took the time to attend the information sessions that took place a couple of weeks ago.
For those that couldn’t make it we have recorded a 15 minute video to give you an overview of what we discussed in those sessions.
Please take the time to watch the video to give you an idea of where our Learning Space update project fits in with the other strategic projects at Falmouth currently and over the next few years, and what’s involved in the project along with its timescales.
For the last couple of weeks we’ve been focusing on getting the final system configurations in place so we’re at a point to start user testing with staff and students. Some unforeseen delays have occurred which have put us back a little, but we’re still hoping to have our environment fully configured and running within the next few weeks.
Information Sessions – Final Reminder
As a reminder this week we are running information sessions at both campuses, academic staff have already been invited to these sessions but we’d also welcome attendance from any professional services staff who’d like to find out a bit more about the upgrade project. We will releasing a video version of the session for those unable to attend, this will be emailed out to staff next week.
To give you an idea of the level of development going into to creating an environment that works as a replica in terms of functionality we’ve included the table below. In total over 2,100 individual changes have been justified and implemented on the new version of Learning Space, these are documented in our Change Log so there’s a complete record of every alteration.
Finally inconsistency of information across modules is something we hear routinely from students, to help address this every module will have a suggested template to follow. This template has been developed based on best practice and in partnership with students and serves as a guide when creating a module within Learning Space.
It’s been another couple of busy weeks with the ET department as we prepare the new environment for testing in the coming months.
To give you an idea of the bigger picture, and what the upgrade means to you we’ll be hosting information sessions at both campuses. This will be a chance to find out your role in the project and to ask any questions you may have relating to the upgrade. We’d ask that one representative from each course attend one of the following:
Here are a few things we’ve been working on this fortnight:
Students assigned to modules
Integration work has been continuing between student records and the new environment. While this won’t affect how students access their modules within Learning Space behind the scenes the approach is now a lot more streamlined.
To simplify the login process we are utilising Office 365 as the method for signing in. This minimises the amount of clicks needed to access Learning Space, meaning staff and students can get to the content they need even quicker.
We have been busy over the last couple of weeks fine tuning permissions and settings on the new environment. We aim to ensure that when you login (and how you login) is as intuitive as it can be, and you see relevant information and links on the home page.
Here are a few of the things we’ve been working on:
Automatic module leader enrolment onto modules
As part of the integration work between SITs and Learning Space, module leaders will be added to their modules automatically. This means that as a module leader you will see all relevant modules when you first login, and you will have the ability to add colleagues to those modules.
To ensure that you are able to perform all the tasks that you are required to, and that you are not able to perform any tasks that will result in anything untoward, we have been setting up user roles. We have reduced the number of roles that exist compared to old Learning Space to tidy up procedures. This means that all staff will have the role of ‘Staff’ within course, resources and module areas regardless of job title, and all students will have the ‘Student’ role on their taught modules.
Timescales for user testing
We are working towards having the development environment to a point where we can start to implement user acceptance testing from March. This means that we will prepare the environment with some example content and liaise with a group of users to carry out a range of tasks to test real scenarios.
We have set up the integration with the Falmouth App and authentication between the two is now up and running. Courses in Learning Space will be visible from within the app also.
Welcome to the first of a series of posts to tell you about the Learning Space upgrade project. In these monthly newsletters we plan to keep you up to date on the project, how we’re doing, and any information that is relevant to you.
We’ve been working hard on the new platform since November 2017. We have taken the decision to move away from an internally hosted system (through FXPlus) and into a cloud hosted solution provided by the University of London hosting service, Bloom. By moving to the cloud we will be able to provide you and your students with a more secure, faster environment, with an improved and more resilient infrastructure.
We are holding information sessions at both campuses:
19th March, 3-4:30 in PL Lecture 3 (Penryn)
22nd March, 10:30-12 in Lecture theatre 1 (Falmouth)
In these sessions we will give an overview of the new platform, timescales for testing and access for staff, and the support that will be available to you when it comes to adding your learning materials and activities. Keep an eye on your inboxes for calendar invitations to these sessions.
So far, the new Learning Space is taking shape. We’ve spent a lot of time on it to get it to the point where we can release it to you, and we’ve still got a way to go. So far, we have spent quite a bit time on customising the terminology used across the system to be more relevant to Falmouth. We’re working with FX+ IT to set up authentication methods and integrate the student record system with Learning Space. This means that students and module leaders will automatically be added to their modules.
We will be working more with FX+ IT in the future to make improvements to these integrations so more data can be automatically transferred between the two systems.
We are currently working on getting plugins set up within new Learning Space. Activities like Turnitinand Talis Resource Lists are not part of the core product so are added and configured by us.
All this means that we will be ready for User Acceptance Testing within the next month or two.
From mid-December to mid-January we surveyed Falmouth students on the quality of their digital experience while at University. 680 students took part and the prize draw winner was Ben Watkins, who is in the final year of his BA (Hons) in Marine and Natural History Photography. Congratulations Ben!
We will publish our analysis of the results in a future post.
For a while now courses at Falmouth have been asking for a blogging/portfolio platform for students and staff to use for all sorts of reasons.
EdTech have now implemented CampusPress and are running it as a pilot this year. It’s essentially a WordPress multisite set up, with some added extras provided by EduBlogs the company behind it all. It’s called ‘Journal’ and you can access it at: http://journal.falmouth.ac.uk using your usual login credentials.
The added extras are mostly around class/cohort management and are great for keeping track of your student’s blogs or having a collaborative space where students can post to a central area, reflect and comment on each other’s ideas.
There are a few courses officially piloting it for us and we’ll be reporting back on how they get on later in the year; there is an overview of how the BA(Hons) Business Entrepreneurship course is using it in the Falmouth in Focus post about the course. In the meantime though, if you’d like to use it on your course, or you’re a student that would like to create a space where you can record and reflect on your learning or extra curricular activities then login, take a look and get in touch if you need to.
In this series of articles, the Educational Technology team will be providing an insight into existing practice using technology for learning and teaching at Falmouth University and also at projects being undertaken within the wider HE sector.
Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment. Learning technologists are people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology.
In UK Higher Education, there is usually a function within the institution to support this. Yet, because the practice is so broad, it could be situated anywhere from within Learning & Teaching, Library Services and IT or embedded within the faculty and that can depend on how it supports strategy and how well the function is understood. And role names could vary from Educational/Learning/Academic Technologist/Advisor/Consultant
A ‘Really Useful’ place to gain a deeper insight is The Really Useful Ed. Tech Book. In his chapter on the structure and roles of Learning Technologists, Peter Reed describes a continuum of job variation from IT focused, which might include server and web development to Education focused, which might include learning design and pedagogy and everywhere in between (Reed 2015: pp. 41 – 51).
The Really Useful Ed. Tech Book islicensed under a Creative Commons BY-NC-SA 4.0 Attribution-NonCommercial-ShareAlike 4.0 International License.
This can make things confusing, as many understand the role of IT support and are aware of the VLE, but not always aware of the range and depth that a Learning Technology service covers. These issues are put succinctly in this timely post by Bex Ferriday, which asks how can we help people better understand the role of the Learning Technologist… not just someone who can fix computers!
At Falmouth, we provide an overview of the team on our site. The Educational Technology team operates within the wider ICT department, though we are closely aligned to both ICT and Learning, Teaching and Employability strategies. The team has a broad experience that covers Reed’s continuum of job variation and we find ourselves dealing with things like configuring authentication to the VLE to testing out new technologies with academic staff to hosting workshops in learning design for blended and online modules/courses. One of the most effective routes into working with our academic staff we have found is by working with our PGCHE. Many of our Focus On… initiatives have been born out of the PGCHE Summer School, where staff are given the space to explore and experiment with learning technology.
We pride ourselves on having an understanding of technology and being able to act as a bridge between technology and pedagogy; being able to explain things clearly to an audience with varying digital practices.
We’d love to hear how it’s approached in other UK HEIs by response to this post or on Twitter.