 That was louder than I was expecting. Welcome everyone to the first of the afternoon sessions. My name is Derek Robertson from the University of Stirling. I'm just going to introduce our first speaker who is Rasha Issam from Lancaster University talking about the use of Web 2.0 in collaborative learning and foreign language settings. Thank you. The presentation which I will present today is about a literature review towards understanding the use of Web 2.0 technologies in computer supported collaborative learning, foreign language settings using activity theory. Okay. I will go through introduction, then theoretical framework, research questions, methods, results, findings and discussion, and finally conclusion and implications. Introduction. The purpose of this narrative literature review is to understand the use of Web 2.0 technologies in computer supported collaborative learning, foreign language settings. Computer supported collaborative language, computer supported collaborative learning is a kind of learning that enables learners to share and build knowledge in a collaborative environment using digital technology tools. It enhances students' learning, facilitates knowledge building in a collaborative way, and supports both formal and informal learning. In addition to that, it also facilitates the link between students in a student-centered environment and it solves problems in a collaborative environment and shares knowledge through discussions and reflections. So now what is Web 2.0 technologies? Web 2.0 technologies facilitates collaboration and enables students to create their own personal learning environment and collaborate with each other's teachers and other learning communities. Or really defined Web 2.0 as a series of internet applications where users are considered active consumers rather than passive ones in creating web content. So now let's go to the theoretical framework. Collaborative learning, first, is a combination of constructionism and social learning, according to Laurelard. And the use of technology in any educational context is not limited to the potential of technology or the role of the teacher in isolation. And context and other social factors interact and affect technology usage and application. And given that technology embraces a vast amount of features, then it is important to understand its role in context. And actually that's why I thought about activity theory. So the theoretical framework which I'm going to use is the activity theory framework which is a social learning theory that was founded by Weigalski in 1896 and then further developed by Inge Strom in 1980s and 1990s to study an activity in context. And this activity is the use of computer-supported collaborative learning in foreign language learning settings. This is the activity theory. This is how it looks like. We have subject, rules, tools, objective, outcome, and the division of labor and community. So what is the subject? It is an individual or a group of individuals that are involved in a certain activity. However, tools, any artifact that can be used by the subject, objective, it is the main goal of the activity, rules, any former or informal regulations that might affect the activity, community, the social group to which the subjects belong, division of labor, the tasks shared among the community, and outcome is the result of the activity. Having the descriptive feature of activity theory, it can be used as a tool for what? First, for understanding the use of technology in context. Also, for providing a systematic approach for data collection to build themes and also for understanding tensions for changing the nature of an activity by enhancing it further. So I chose activity theory as a tool for what? For understanding computer- supported collaborative learning activities that used Web2 technologies in foreign language learning settings, and for collecting data to build themes and for understanding tensions behind using computer-supported collaborative learning in foreign language learning settings. In addition, I used it for guiding the research questions. So the first research question was, what are the Web2 technologies used in computer- supported collaborative learning foreign language learning activities, and what are their objectives in mediating those activities? Secondly, what are the learning outcomes behind these Web2 technologies in computer- supported collaborative learnings, FLL activities? Thirdly, what are the social structures, rules, community, and division of labor of computer-supported collaborative learning activities that used Web2 technologies? And finally, what kind of tensions emerged from using these Web2 technologies in computer-supported collaborative learning activities? So the method that I used here is literature review as a method for gathering data. The selection strategy for sampling, I used eight criteria as highlighted by Booth 2006, and it includes the following. Sampling strategy, type of study, approaches, range of years, limits, inclusion and exclusion criteria, and electronic sources. Sampling strategy. In each article, I searched for certain keywords related to collaboration, foreign language learning, higher education, and Web2 technologies or social learning networks. So I used these types of study, empirical, peer-reviewed articles written in English. Approaches. First, I skimmed the articles, especially the abstract, and then I scanned the articles and started collecting data using the activity theory. The old elements such as tools, subjects, objectives, and all of these. Range of years, I focused on the range from 2010 to 2016 in order to build upon recent findings. However, for the limits, I limited the number of articles in my research study, including because of the word count constraint where I was writing my research study. Inclusion and exclusion criteria, I excluded books to limit my search, and I included articles from journals that focused on collaborative language learning. Electronic sources, I used Lancaster One search and Google Scholar. For the data collection, I used activity theory as a data collection tool. Each of the elements of activity theory that can help in answering the research questions which I highlighted before. And then I add them into a table. For the analysis, I used both quantitative and qualitative analysis in order to show similarities and differences. Strategies for finding gaps in the literature. I used a strategy that was developed by Alveson and Sandberg in 2013, and it includes three types of gap findings, which are confusion spotting, neglect spotting, and application spotting. For the confusion spotting, it focuses on finding contradictions in the literature. However, neglect spotting focuses on highlighting something that is neglected in the literature, and it has four versions, like spotting an overlooked area, spotting an under-researched area, spotting a lack of empirical support, and spotting a lack of specific aspects in the literature. However, application spotting, it searches for a shortage in the use of a particular perspective or theory. Now let's go to the results and link them to the research questions which I highlighted before. So the first one was what? What are the web two technologies used in computer supported collaborative learning, foreign language learning activities, and what are the objectives in mediating those activities? So the findings were as follows. It was found that blogs were the most used in the research studies, followed by Wikis and Facebook, then voice blogs, Google Docs, forums, Second Life, Twitter, YouTube, eJournal, and Cartoon. So as we can see here that blogs and Wikis are the most used, in addition that blogs was the most used actually. However, for the objectives, the skills which were targeted here are writing, these were the objectives, and then culture and community building, speaking, vocabulary, reading, feedback, and perception. These were the objectives of the research articles which I reviewed. So we can see here also that writing was the most targeted objective. Going to this research question two, what are the learning outcomes behind these web two technologies? We will find that there were three types of outcomes. The first one was pedagogical outcomes, second was social outcomes, third was effective outcomes. For the pedagogical outcomes, there was an increase in vocabulary gain, improvement in writing, grammatical accuracy, and speaking enhancement. However, for the social outcomes, increase in the sense of community, communication with partners, outside class, awareness of culture, and peer bonding. For the effective outcomes, confidence in speaking, less anxiety, and more motivation. Now let's go to the research question three, which was what are the social structures? According to activity theory, the social structures are rules, community, and division of labor. Okay, rules represent the tools used by teachers to evaluate students. These were the rules that I targeted here. And the community, according to my own definition in this context, represents students' countries of origin and their target foreign language. Division of labor represents the task divided among teachers and students. Evaluating tools actually were found summative more than formative. Summative assessment more than formative, and they were in the form of pre-post tests, questionnaires, surveys, and interviews, and they were all at the end of the activity. Teachers here didn't want to know more about the activities in order to enhance them while undertaking the activity itself. So they delayed all the evaluation till the end. The countries here we will find that Taiwan was the most used country in all literature, Taiwan, then Turkey, China, America, Italy, Germany, Spain, Japan, and Portugal. Foreign languages, we will find that English was the main focus, and then Italian, German, Spanish, and Portuguese actually will find even the difference between the English and other languages is very big. It's not that close. And what are the social structures? And here also we will find that in the division of labor, the teachers acted as facilitators, trainers, observers, motivators, instructors, and evaluators. However, students exchanged information, evaluated information, constructed knowledge, and negotiated meaning. Then let's go to the tensions. The tensions were mostly indicated by students, and they were poor internet connections, insecurity, anxiety, difficulty in collaboration, insufficient training, and absence of teacher online. However, teachers, workload was heavy playing more than one role. So let's go to the findings and discussion. According to confusion spotting, we will find that some researchers showed that collaborative learning led to students' motivation, however others showed that it led to students' anxiety. So this is one of the confusion spotting gaps. Neglect spotting, many research studies overlook the writing skill. So there is still Latin research of what characterizes successful design of computer-supported collaborative learning activities. Compared to the writing skill, other language skills were under researched, such as listening, reading, and speaking. Under research also exploring the tensions. Most of them were by students, however the tensions which were experienced by teachers were just one from the 27 articles. So knowing the tensions which students or teachers encountered is important to take into consideration while designing similar activities. A number of objectives were also neglected because the focus was mainly on enhancing learners participation, building sense of community and sharing information. These were only the objectives which the researchers highlighted on. The role of the teacher while designing also the computer supported collaborative activities was also neglected. So the literature focused more on the role of the teacher during conducting the activity itself, but not before conducting the activity. Certain aspects were overlooked, such as the focus on English as a foreign language, Taiwanese students as participants in the research studies, blogs and wikis as tools for mediating the computer-supported collaborative learning activities. So the literature, although the literature reported other web-to-technologies such as Facebook, Twitter, forums, YouTube, and so forth, however the number of studies is still very low compared to blogs and wikis. There is also a lacking specific aspect in the literature because the assessment tools were more summative than formative, however it is always important for formative assessment to guide students throughout their learning by identifying their strengths and weaknesses, however they only used summative assessment which indicates the success or failure of any student only after his or her performance. Considering the research methodologies, most of them used experiments. For application spotting, there is a shortage in a particular perspective or theory because most of them used socio- constructive perspective, multilingual and multicultural perspective, communicative approach perspective and constructivist perspective. These were only the perspectives which were used. So conclusions and implications. The main target of this literature review is that I wanted to know a high-level view of the use of reported web-to- technologies in this area which is computer-supported collaborative learning in the context of foreign language learning and also to know the different affordances of the web-to-technologies. And using activity theory I was able to know the web-to-technologies used in this area and its objectives, the learning outcomes, the social structures and the tensions. So it gave me a high-level view. For the instructional designers and practitioners who are interested in designing or applying computer supported collaborative learning activities in higher education can benefit from this literature review since many gaps were highlighted. And also I used activity theory as a framework for collecting data and identifying themes. Teachers can use the summary of the reviewed literature because I put them all in a table according to the seven elements of the activity theory so they can compare and see what they can do with computer-supported collaborative learning in foreign language settings. Because also reported tensions were highlighted. Okay, thank you very much. Right, that was absolutely bang on time. So we've got five minutes for questions if anyone has any at the moment. The one thing that I picked up was you said one of the learning outcomes identified was about spoken word but there was such a heavy emphasis on the blogs and wikis which would be the written word and so is there any did you identify any kind of movement to tools that yeah to tools that would help that kind of spoken and listening side of things. If I understood the question correctly you are asking me if there is any movement towards using more web 2 technologies aside from wikis and blogs. This was your question? Yes, that's true. There is a heavy emphasis on writing especially as a skill in foreign language learning settings however now there is a movement towards using speaking skill as well focusing on speaking however there are still many gaps to be filled in this area because listening is not focused on and also reading is not only or also focused on as a foreign language learning skills so more focused is needed here so it's not enough because there is a very big gap actually. Okay, is there any more questions before we move on to the next presentation? Okay, I'm just introducing Bob Field from University of Bedfordshire talking about co-creation of summative assessments. Thank you. Yes, hello, can you all hear me okay? People at the back can, yeah, excellent, thanks. I wasn't quite expecting this to be in a big hall, I was thinking it might be something a little bit more small and intimate but well, let's give it a go and see what happens. So yeah, my name is Nick Bob Field, I'm from the University of Bedfordshire. I actually work now as an educational developer so slightly away from learning technology, I was working as a learning technologist at the University of Sussex previous to that. What I would quite like to do today is something a little bit interactive. I'm talking about empowering students and the opportunities and pitfalls of using technologies for co-created summative assessments and I really regret the length of that title but what I quite like to do today is something interactive so if you have a mobile device on you that can connect to the internet or can download apps, could you download Me Too? You'll be able to see it just there, M-W-E-T-W-O or you can quite simply go to web.metoo.com There's a meeting ID there but that meeting ID will be on every slide so don't worry if I move on without you being able to put that meeting ID in because it will come up when we need it later on as well. Okay, so yeah, using technology for co-created summative assessments. This was an idea I had and some of the promises that I made as part of this presentation was that you would gain an insight into how technology can be used when co-creating an assessment. We're going to have a look at some of the pitfalls and the opportunities that this brings us and then the Me Too part of it is taking part in a small co-creation activity using technology that's the bit that I'm a little bit nervous about but hopefully we'll get it working all right. This all kind of came about as part of my role as an educational developer I teach on the postgraduate certificate in teaching in higher education and my module for that unit is called assessment and feedback in higher education so I wanted to do something that was a little bit innovative and we started off with 35 students and it's a blended learning course so someone can take it at a distance or they can take it more face to face. The students have completed the first unit of this and we got hammered in the feedback for the assessments for that first unit like really hammered. Some of the things that came back was that the clarity of the assessment brief was unclear. The students understanding of how their assessment needed to be structured they just didn't get it and we were kind of struggling to understand what the miscommunication was here because as you probably know postgraduate certificates in higher education tend to be with academics who are already working so we were a little bit confused. So we thought okay let's investigate and what we wanted to do is have the students more involved with the assessment and actually have them contributing to it and using the technology to reach those students who weren't there face to face in the sessions but were kind of coming in from online. So I'd been doing some work around three different areas learner empowerment, co-created assessment and technology facilitated co-creation. So I was looking at all this and I was like okay I want to involve students more actively and I want to use technology because of my background in learning technology I seem to not be able to escape it and as well as that I wanted to kind of really get those metacognitive skills going so they're actually evaluating their own assessments and their own learning. So that was what I came up with okay so let's start co-creating it but as anyone who has taught a higher education the student knows it's not quite as simple as that because you've got all the policy that goes behind it and you've got all the aspects of how do we actually get the students to be involved in this process. So this is what I did. Came up with the start of the unit so the students came in sat down and the first activity that I got them to do was a review and a reflection on the previous assessment not their performance in the previous assessment but the actual assessment itself trying to get them to look at okay well what was this assessing what were we trying to actually get you to do here. So we got them to do that after that in the same session put them into groups and then got them to start creating the next assessment so this was their actual summative assessment I said okay you can go mad with this but it's got to be and then gave them the deadline the weightings and more or less the size of the assessment. So that was all the information they had apart from a couple of they were given the learning outcomes of the unit as well and they had to try and really come up with the assessment themselves. So after they finished that I had about five different assessments and I got them to vote on it both in the classroom and then online using a student response system so I set that up so people who weren't physically there could could vote on which assessment they liked and then people who were there could just put their hands up. So after that I got the one that they liked the best so I thought okay well that's the best assessment but then there was some other ideas that came out so for instance they wanted an aspect of peer assessment within the assessment process as well so I brought all this together and I created an assessment brief but I thought well hang on a minute now this has got my kind of fingerprints all over it so how do I then get it so I put it back to the students again. So I thought okay I'll get this assessment brief and I'll put it on Google Docs and then they can come in and comment on it. I didn't let them edit it straight out because I thought 35 students going and editing a document it's just going to be a mess so I just let them comment on it and then I thought okay then they can start asking questions about okay well what do you mean by this because I started realizing that some of the issues for the first assessment was that they didn't really understand the terminology that was being used so they could actually ask questions and then I had a webinar to finalize everything so people from outside of the university could come in people from inside the university could join the webinar and then we could all sort of talk about the assessment and hopefully everyone was then on the same page and the assessment was created. So that was the kind of a big idea and I've got to say it worked pretty well. There's some kind of pitfalls in all this which you're probably thinking already and I will get to them don't worry but that was where they started the assessment and that's where we moved on. So just a few images here this one you can see that this is the students in the classroom voting on which assessment they thought was the best one I think they've got number two up I think I said you know table one table two so they like table two this was the Google doc you're not going to be able to read the comments on the side but basically they're they're giving some questions so for the peer assessment part of this assessment one of the students has said I don't think it's very clear to me how you choose the colleagues assessment to feed back on and then I've given my response underneath so then I've then taken their comments and started kind of building and improving the assessment to where I think it should be and then that is just an image of the webinar where the students were actually starting to help each other as well so it wasn't just them asking me questions but the other students were then answering the other students questions I was still present in the webinar so I could kind of help them out and make sure that you know they weren't kind of misleading each other so I could guide them but there was some real kind of peer peer assessment and peer feedback going on there as well so what was the kind of impact what was the upshot of all this well if you look at this this is our response from our unit or module evaluation questionnaire the top one is the first unit and then the bottom one is the second unit so yeah I'm hoping that's quite clear but you can see that in the first unit we got around 50% not agreeing or not firmly agreeing anyway that the assessment arrangements on the unit were clear in the second one 100% agreed so a nice kind of movement there and then another question on this questionnaire was I know what I need to do to pass this unit again we got about 25% not agreeing that they knew what to do in the first one in the second one again 100% either slightly or strongly agreed so just by having them as part of building that assessment process we were able to actually get them all understanding what they needed to do and feeling like there was clarity in the assessment itself which was excellent it also had another impact which I didn't particularly expect but I was really glad when it happened which was I was actually modeling to academics so the academics then emailed me afterwards and started asking okay well how can I do this with my students I'd like to do it so it's a reflective piece I'd like to do this so I could then kind of help them through it and that was really nice to see as well right I told you I'd get onto these pitfalls so here they come number one when we first started so if you remember the diagram and I said the first thing we did was review the assessment one thing that I didn't do was say okay let's make some ground rules here some people in the room weren't overly pleased with the mark they got in that previous assessment some people wanted to talk about the marking or the feedback that they got and I really wanted to focus on the assessment so one thing I would say if you're ever going to do this create ground rules and create them every step of the way and make sure everyone kind of signs up to them second thing I think you probably have noticed there that I use student response systems Google docs webinar and the virtual learning environment as part of all of this so it's a little bit kind of technology overload the students didn't actually sort of seem to mind this and they could work with it but it's something I think to be a little bit wary of that some students they're not going to be quite as kind of tech savvy this one I was really concerned about that the students would just think that I was really lazy and couldn't be bothered to think of the assessment myself that wasn't the case but and I'm really glad that it never came up but it was something that I was kind of concerned about but I think as long as you're doing this so it's a co-creation and it's not a student creation then they can see that you're putting in just as much effort as they are and then this one which is even if you give it over to the students and you say okay now you're creating your own assessment there's going to be students that want different things and it's quite difficult to be able to say okay well this this assessment is now going to suit all of you and you might find that what comes out of this is an assessment that suits 80 percent of the people but really doesn't suit 20 percent again this wasn't feedback that I got but I was it was something that I was quite conscious of okay so what I would quite like to do now is actually move on and try to co-create an assessment so what I'm hoping is have the majority of you at least got me too now in front of you I'm seeing at least some hesitant nods and hands up all right excellent if I if I click enter then hopefully a poll has now appeared if uh if you're not there yet then you've got the meeting ID just down there which you can join yes okay you are seeing a poll that's good then we can try and co-create the assessment for one of these modules so we've got surf practice harry potter and the age of illusion advanced brewing and distilling these are actual modules by the way that I've taken from different universities so I think surf practice is from Cornwall Harry Potter I think was from Durham and advanced brewing and distilling was from a university in Scotland but I can't remember which one all right I've got 26 responses so I'll just click enter there advanced brewing and distilling all right I can tell the audience that I've got in front of me now excellent I should have done this to start with right okay so what I'm going to do now is click on this and um it's going to bring up a QR code if you can if you've got QR reader on your phone hold it up now and this will take you to an kind of unit brief and you'll see in that unit brief that there is an assessment with some question marks after it if you haven't got a QR reader on your phone you can just go to the link below and I am going to bring it up on the screen as well so you've got all of these things is that working I'm getting like nods and shakes of head that's worrying okay is everyone there is that what you're getting okay don't worry we can do it a different way I have I have thought this through hopefully all right so instead of looking at on your phone you can look at it up here I'm just a little bit conscious of the fact that I can't kind of zoom how I can hang on two seconds right I'm hoping you can read that at least so basically this is a a module on advanced brewing and distilling and you can see that the aims of the module are quality management and assessment you've got some lab work in there you've got developed detail sorry for a learning outcome you've got developed detailed knowledge and understanding of the fundamental subjects and topics which are essential in gaining the broad broad spectrum of expertise required for molting brewing and distilling you've got to evaluate some theory diagnose attributes and defects in alcoholic drinks and recognize evaluate and comment on alternative theories opinions and points of view okay so you've got one of these assessments is a two-hour exam and what I'd like you to do is try and think of the first assessment for this unit so hopefully you can see all of that so just have a think for how long have I got left one minute think for one minute about what that assessment might be and then what you can do is using Me Too is if you click on the speech bubbles then it will take you to a screen where you can actually put right your assessment in so you'll be able to do that there okay excellent so you can start to see that this is how you might build your assessment so you've got tasting and ranking some brews excellent make something and drink it and you can start to see that this is how you would then vote up different assessments and then the assessment that you think would be the better one or the students field would be the best one which looks like is going to be make something and drink it or actually maybe tasting and ranking brews they seem to be going head to head it would be the one that you could then take forward and then you could start having a discussion with your students and start to kind of synthesize that and create it into an assessment itself so I have ran out of time but any questions one of the problems that I have as a teacher is I know that students really want a recipe for performance so they can follow the recipe and then hope to get 100% and I know that learning doesn't work like that how do you prevent the students creating assignments with your input that involves recipe creation yeah it's a really good question what I tend to do is and I think probably the key part there is with your input is that as long as that you've got the input into this and it's why I try to really focus on the fact that this is co-creation and not student creation is that you can guide them into something that isn't this kind of recipe based okay I'm just going to do these this and tick these boxes because I know that that's why I need to get a good grade and try and move them and guide them away from that and then something slightly more holistic and something hopefully that builds learning gain a lot better I'm Alan Cliff from the University of Cape Town in South Africa I'm interested in the kinds of students who are for whom this works best or conversely the kinds of students for whom this would not work well at all so what about the kinds of students you mentioned earlier on perhaps a small group who may actually seriously underperform because they're not participating or they don't have the same sense of agency perhaps in the learning process that some of the others do incur and perhaps also allied to that what kinds of students does this work for best I mean I'm thinking mature students or postgraduate students or something of that kind professional students perhaps better than undergraduate students I don't know yeah I would certainly agree now what I was kind of just reporting on there was just a very small almost an action research project that I partook in which used postgraduate students from the experience from that what I would say is that I think that the it would be very difficult to do this with foundation year students level four possibly level five unless you kind of had a small group and you thought yeah these guys can do it but certainly I think you can start doing this when you're kind of getting to level six and when they when they're learning has gone from kind of less spoon fed to more autonomous you can really start doing stuff like this with them and I think that the idea of co-creation you can do on a smaller scale with level three level four students but when you're co-creating a summative assessment I think they need to have the as you say the agency in order to do that so yeah I would go level six level seven and above okay thanks for those questions I'm gonna wind things up all right thanks very much next we'll be happy to answer any questions later so we just thank Nick before we move on and next up is Diana Powell from here in Liverpool who's talking about digital literary skills and group work for international students hi um I'm just gonna start off by telling you a little bit where I'm from and where we sit I'm actually from Liverpool International College where a Kaplan pathway college embedded at the University of Liverpool and my topic today is of keen interest to me both as a practitioner because my first degree was as an English education and secondary education I've also lived abroad and I've been an international student myself here in Liverpool so it's a keen awareness of mine LIC as our college is known for short has a mixture of pre-master students and undergraduate students and they come to us interested in two main pathways one is science and one is business and essentially some of our our key goal is to help them go to the University of Liverpool so this research really came about from both practical and theoretical things I've been attending or taking part in the main impetus was a QAA review with a focus on digital literacy in 2015-2016 but also a partner analysis with the University itself this is a picture of the management school which many of you have probably walked past lovely building I did my degree in the English department ugly, brutalist building but that's a different thing essentially it was found that our students were lacking kind of transferable skills in the areas of group work as well as kind of online aspects of group work so they weren't engaging in like kind of chat rooms that the management school had set up or online group projects and in doing some of the research and in attending both CPD events here and abroad there were some themes that emerged that kind of got me started on this journey so Helen Spencer Odie who came here to speak some of her research is on developing global graduate skills and one of them is for international students to be able to and home students to be able to communicate well and her research finds that Chinese nationals particularly find it difficult in mixed group work settings and there's been other studies that have talked about managing the equality of the contribution so students being concerned not only in this research here from Lee and Campbell it's on the level of people basically free writing but I've also found that in other studies about group work about home students where they feel that some students their contribution is not is not equal but also Lee and Campbell point out the difficulty not only of mixed national groups but also when that mixed national group is is tipped more toward one cultural side so if the group is mostly Chinese or whatever monolingual group it is and you have one student who's joining in from a different background that can also be a challenge and I've also looked at some of the digital information around making it making online work creating a culture of cohesion through kind of online contracts where you look at how students can understand expectations and sign up to those for group work so essentially this is our student body over the last two years I've excluded anybody who is under five students represented but essentially we have a thousand students approximately each year and as you can see quite a large percentage between 50 and 60 percent tend to be Chinese and then after that a variety of different students there is an interesting dynamic when you bring in digital aspect of it and for me the digital training has always been a way of solving problems but sometimes in bringing in technology there are other things that emerge so for instance my Hong Kong Chinese students knew Google Drive very well and understood it and but my Chinese students from mainland China had no experience previously with with something like Google Drive likewise there were students who had never experienced using technology in the classroom before and students who were very used to it I had a very an Egyptian student who they had done Google Drive projects together in class and came with her laptop knowing what to do but then I had other students who I had to convince them it was okay to bring a laptop and to work in class so for us we've got a variety of different expectations a variety of cultures a variety of interests on the course that I teach which is study skills academic study skills it was decided that this would be the best place to implement some of that not only digital literacy training but also group work training so developing those soft skills one of the reasons that we didn't choose WeChat or QQ had a lot to do with the fact that although the research I've looked at about WeChat and QQ are because it's ubiquitous and it's ease of use in China it wouldn't be ubiquitous for all of our students in addition to the fact there's more functionality that to be gained from using a different product that includes different ideas and in the student focus at the end of this presentation that I'll show you it's very clear that there's a new dynamic a transformative dynamic that is gained from using this other platform so some really interesting research out there by Chinese practitioners that are talking about how they use IM through QQ and WeChat to create kind of student-led discussions or student-staff discussions so there is that development but when I talk to my Chinese students very few of them have used it in class for activities and we wanted both that dynamic of using it in class and outside of class and we also wanted something that not only was just about talking about the assignment and maybe just sharing a piece of work but actually co-creation so our students this year when I when I talked to them in a focus group they said that essentially from their perspective they see them as primarily social but they hadn't experienced using it in the classroom but they definitely saw the value for arranging meetings and the preference was for WeChat but when we talked to them about Google Drive which was the platform that we chose to use in class they said they learned new ways of working online so we were using things like Google Forms to have them survey other students we were using Google Slides where they were co-creating and seeing what other students had created and they were commenting on each other's work and receiving feedback from the teacher so we had a series of shared folders together so essentially in setting up this project and I'll try to be quite fast in the slide because I don't want to run out of time and showing you some of the products we started off with two surveys in the run-ups of the QAA review one was based on J6 digital capabilities for students and one kind of broke apart those and asked staff how much they used them and the findings were very much that students struggled to use group work online and that a lot a majority of them didn't feel or half of them didn't feel that comfortable talking to teachers online and then organization which has been a key thing that's come up in other talks in this conference seemed to be where do I put my research how do I how do I put it all together in the staff survey I found that it was very much staff-led so even when they were using something interactive in class it wasn't usually coming from the students themselves they weren't generating anything it was here's a quizlet that I prepared for you go for it the exception would be with like CAD or something like that that engineering teachers were using and also some of the business teachers were using like LinkedIn and showing them how to set up their business profiles so what we set up is a four-week course that is formative and I guess it's the easy way out in a sense that a lot of the literature I was reading about group work students have anxiety about the assessment and about the individual versus the group grading and the assessment for digital literacy skills it was a real eye-opener and that's why staff and student training had to be a bit had to be focused on some of the staff training was actually bespoke training where I got staff in a room and said this is how you use Google Drive to do this but some of it was actually written into the curriculum so by having a curriculum and having at our college we have shared lesson plan writing through Google Drive where we share folders so it was a mixture of having to teach something yourself you know as a teacher if you have to use it in the classroom you learn the most about it just as the students if they have to present something they tend to know quite a bit about it so one of the things that we did was we shared we had a Google template for the meeting setup and it just looked like this a lot of the students didn't have an awareness of what goes into a meeting and also what is expected of them so we did a lot of training around that but one of the things we did to facilitate that is we shared a Google document with them that they then copied and as you can see this group of three students talked about what they discussed we gave them an agenda and they said what they did and when they when they were going to have it done by this was important not only for steering the group and making sure it was focused but also from a monitoring perspective because many of the students in the research said basically that they were concerned about teachers not being aware of how much other group members had done one of the things that we did that was really really successful was we borrowed from someone else we used video training with questions and group work around a meeting and what this did was it was from Learn Hire and essentially these episodes we created kind of workshops and worksheets around episodes that were generated by actors around a meeting and what they had to do the students had to discuss what were the things that worked well in the meeting what were the things that didn't work well in the meeting so we actually trained them what does a meeting look like and what are we talking about here the students also at the beginning signed a group work contract and this team contract talked about that was made after they saw what the bad meeting example was so you see like being punctual and using English was part of some of the things that could go wrong and also missing meetings are not being friendly they've written down as key things that they should they should try to achieve through this meeting as far as the marking criteria the way that we accommodated the concern about individual versus group work is that I'm not sure that doesn't look very good up there so what we did was although this is a formative grade we allowed the students to grade part of the assignment so the teacher would give a group grade and give group feedback as to how students could work together in a group setting so I thought this was really eye-opening for me because as a teacher there are some star students who didn't work well with others and their part of the presentation was like this compared to the other students and it didn't have and sometimes it was because they chose not to connect with those students very well and that was a different kind of conversation I had whereas here they peer marked each other they assigned a a score of one to four and that would be averaged by the teacher it was anonymous and essentially that average was added to their final score and so part of their final score was essentially what they marked each other as far as contribution goes and they were reminded before they filled this form in as far as what we were looking for so it wasn't just I like her better than someone else it was how they contributed the last thing that I would say as far as research skills was we tried to really through this project because it's done at the beginning of the term to hand things over to the students so for instance some of the library staff created a online how to use the University of Liverpool's online catalog and I set up a Google form with a flu brew and so the students would watch the video take the test on the Google form they get a flu brew back that tells them what the answers are and what they should have put down and so it gives them that sense that they're learning without me having to say anything and they're finding that research themselves so we tried to push as many kind of in not entirely student-led it's more like we're giving you the resource and then you learn for yourself and tell us what you've learned from it so the blue survey is the is the first QA survey which we hadn't broken down to the same level of group work because group work wasn't on the horizon until the partnership findings and as you can see organizing information we had a huge gain the orange is the and the gray describe a small group of students which I use as a test case because they represented in general the wider view of our student body and the gains between organizing information setting up a meeting and leading a meeting between the beginning of the project and the end of the project students felt much more confident and felt that they could participate better I wanted to make sure the students could speak for themselves but here the students are quite keen on saying that one of the key things for international students especially was that the meetings themselves visually seeing the meetings themselves on the bottom it talks it was a kind of normalizing for them so even though I had Italian Indonesian Korean and Chinese students in this group they saw what a meeting was and they all understood it and they came to that and said okay this is how we want we were clear on the expectations and the objectives but likewise the ubiquity of Google Drive and its assimilation allowed for communication on the same level as well as the fact that as non-Mative English speakers they liked the fact that not only could they see what other people were doing and then translate their own work if they wanted to but also they knew what was expected of them so kind of in summary I would say that this whole project which I'd like to next year scale up for a publishable work I would say that students recognize the value of training not only for the immediate but for the future they talked about this being helpful for their jobs to understand how groups work together and how how to communicate online and how to co-collaborate co-collaborate but also I think one of the key things is that it also reduced student stress around group work in that they felt they could see because of the online offline element they had the best of both worlds so they could see some of the creation online but then in the classroom they could also discuss things with each other and because they knew that I was looking at things and moderating things and could see everybody's changes it allowed for an assurance that my individual as well as my group contribution would be examined so thank you very much do you have any questions? Any questions? Did you the activities that you did did you decided on these were kind of the activities that were in the the modules sorts of things like meetings and research and things like that it was a real process because the study skills course itself as far as the research goes research is embedded in each one of the four summative assessments so it was kind of the first building block of research there are two oral assessments and two written assessments so the oral aspects and getting the group familiar familiar together had a real added benefit for the next assessment is just a group discussion so actually building that community very strong at the beginning had a knock-on effect in familiarity and crossing my plan for this next year is that in the next assessment for the summative assessment they'll continue those group meetings outside and we're going to use video to videotape the meetings to make sure that they're still continuing to practice this getting together I just wondered if the activities you talked about the kind of different culture within those activities whether there are some activities that there are cultural differences definitely and I think one of the things I would like to do going forward because some of the research talked about you know obviously one of the things we trained students in was dealing with conflict and in the west how we deal with conflict but we didn't go into kind of differences in different cultures in dealing with conflict so for instance one of the researchers was talking about a Korean example and he said that you know in a conflict they would just shut down and later on express their frustration and that's how they had dealt with it before I don't know that the module currently has time to go into how each one of them but it would be something to address one of the key things I would say to address though is Google Drive I had to say to students we're using this platform so I can teach you new things but I don't have like a commercial or national reason why I'm using this as opposed to WeChat or QQ it's just that I want everyone to be able to use the same the same thing and it's free and it's the students have all said it's easy to use and it's one of the most positive things that we get back in our student engagement survey is how much they like using Google Drive okay good thank you is there any further questions okay just one last thanks for Diana and then next up we have Andy and Shavan from University of Lincoln looking at student video production teams browsing incognito okay so thank you good afternoon can you all hear me okay I assume so yes great okay so my name is Andy Began and this is my colleague Shavan Kasun and we're going to be talking about a project we were running in a pilot phase over the previous year where we recruited students to work with us as our video production unit now that raised a few eyebrows when we first did that there were many who felt that could we really think that the quality of the content that students would create for us would be good enough and as a spoiler alert yes the content quality of the content was good enough but we'll go into the process and we'll talk about what what we did and how we did it now the underpinning ethos behind this was the students as the juicer exercise that we run at the University of Lincoln many of you may be aware of this at the University of Lincoln it's very something that we do for all of our activities and it's around collaborating with our students with our academic partners to create knowledge and that's very much on the pins this whole process we're going to talk about this afternoon now that's the outline of the presentation we're going to cover there's quite a lot to get through in a very limited amount of time and what we'd really like to do is show you some of the work that the students have done because actually they're the real stars of this whole thing so we're not can't show you all of the content we'll only have be able to dip in but we do want to show you some of the video hopefully that they have done so who were the video-based learning support assistants or buglaces as they became affectionately known within a team well rather than me talk about them and let them introduce themselves to buy out Blackboard support to enable the team to be able to show staff how to use Panopto now I felt that the opportunities for video were greater than just using Panopto and that was perhaps limited and what I wanted to do was to use video across the wide range of activities as a communication tool to enable student experience to be enhanced through both digital education and through student wider student life activities so I redirected that towards the student buying in student expertise to support the team and the reason I did that was because I felt that really that more effectively aligned with our attempt to try and promote video as a learning tool it was an opportunity to build on a student's producer ethos in terms of collaboration and of course it gave our students an opportunity to be employed and earn as they learn effectively and gave them something positive they can put on their TVs so who were those students and I'll hand over this to Sivan now who work very closely with them Excellent can you all hear me Excellent so we opened up the recruitment drive in about late September October of last year it was open to all students in the university and from that pool we recruited seven students six were undergraduate and one was postgraduate students they all worked no more than 15 hours a week so they could so wouldn't detract from their studies it was also university policy they were also supported by graduate video intern Lincoln has a history of recruiting graduates to work in digital roles and this is what the graduate video intern did as it was six of the students were studying major production and one was creative advertising so all these students really concentrated within one school in terms of the Penocto part of their role there was the typical things the learning technologist for Penocto would do there's a scheduling of recordings providing ad hoc technical support promoting it and recording support in this image here you can see there's one of our VBLSAs the person on the left and he's talking academic the lady on the right through how to use Penocto so she's about to use Penocto for the first time and he's looking through it what's interesting about this photo to me is that it's kind of a reversal of the usual role within a university so instead of the teacher teaching the student in this case it's a student helping the teacher and if you imagine it from the student point of view that's quite a big change in power relations and how you interact with academic colleagues within the university we also got the VBLSA to create posters so this is one we created for Penocto we got permission to put the posters up in all of the Penocto rooms this particular piece of work it's the visibility of it was probably to all 13,000 students so the work again had a really big reach the students also did a student placing video on how to use Penocto part of this played earlier so I'm not going to play it now but it was about the student voice promoting Penocto instead of it coming from us as institutional employees or it coming from learning technologies it was student voice promoting Penocto and actually capture so how you'd how you'd use the tools to annotate recordings and so on okay in terms of the benefits they were a whole heap of benefits the main one I would say was forging a new partnership model between staff and students in terms of with students as producer in the past it was about staff and students working together to co-create knowledge usually through research it was a slightly different model this was where students would create learning content for staff to use within the curriculum it would also had an element where students would help teach staff how to use certain technologies as well so these two elements to my knowledge were kind of a new element to students as producer it was also very cost effective as well so we had seven students hired which worked out better than hiring one person full time they all had different specialisms and their specials have developed over time so one was really big on animation another was really good in front of the camera and so that was really good and it also allowed authentic student voice within our promotion activities so our departments digital education and student life and so within that there's about commuting the student life elements so again it's students speaking to students and other departments like careers and health and safety we're also able to get authentic student voice within their promotion activities and we've got two quotes here which I'm not just going to touch on briefly the first one it's about someone in one of the schools saying how having the VBL essays really opened up their capacity for using video content in their in the modules in that school much more so than in previous years and also someone who said the process was fantastic which is really good because from our perspective obviously it was a bit more difficult but you always want the end user to find it really fantastic okay the benefits for students we surveyed them we asked them what they what the main benefits were there was a lot of professional development and also good for the employability for many of them it was the first time they've been in an office environment some of them were just 18 or 19 years old and so they're to learn office etiquette and obviously how to be good employee and so on they got them involved in wider teaching and learning activities usually they'd just be within their school but here you had film and media students helping lecturers in accountancy and in a whole heap of other disciplines as well there's a lot of personal development as the quote shows you there's a sort of big increase in their confidence and it was also a good a work opportunity we hide seven all seven stayed throughout which is really good and as the quote says some of them increased confidence another one got really interested in the students' change agents idea and I think he's going to take this further into sort of future years so that's a really good development and another one also they kind of saw more how the university joins up as an organization rather than it just being them as a student there in terms of how the process worked as we recruited students through campus through campus jobs as I said we had one to three students working in each shift and the very first task we got them to create was a day in their life video which I'm going to play now the purpose of it was so they could showcase us their skills and also that they could show show each other what they could do now play part of it now so this is going to be a day in their life as a student there so the student he borrowed a GoPro from us he sort of tracked it on so this is him having breakfast walking through the streets of Lincoln which would resonate with the students here going to the media loans department studio and so he would do it yeah so we have that and also for beginning with we used Outlook and to monitor the students and for communications but when that proved insufficient we started using a Facebook group which was really good in some ways not so good in others and we also used a Trello to manage jobs so we had the different buckets and we could manage that collaboratively I'm now going to hand over to Andy up against there and the timer here so I'll just direct Shavana okay so in terms of Penoptom fairly easy tool many probably know Penoptom to support we did support the staff through that but we were able to use the students more creatively in a whole range of activities around education as well as promotional activities and we created a suite of videos for I won't show this one particular one where I'm showing students how to use Terniton within Blackboard they also worked alongside academics to create real learning content outside of the lecture environments which was one of the agents from the outset and here is an example of one in a kind of design studio using the flip learning environments they also recorded student presentations as part of formal assessments so they're involved in not only teaching but assessment and this video then was used as a record of their student's performance it also helped with promotional materials and here's a quick video from when you're up against it so I'll keep the mouse on the desk now so quick campus tour so this was done using Google I and time-lapse photography an absolute brilliant output produced by one of our second year students but that's not the whole range we had using fashion study degree shows around community outreach tutorials there's one here around innovation projects we used a 360 VR output within health sciences and I'll be talking about that one up 3.30 this afternoon for those who want to see that they also did Snapchat takeovers and Facebook live activities as well as promoting employability and this is my particular favor I don't know if I have time but this is one produced by Adam we asked him to give advice to a student who's just joined in first year five things you would tell yourself and he took that literally and brilliantly and did this right you you've got a year of you in your head of you and Lord knows I'm not letting you do the same stupid stuff that I did but why are you mad at me because I need to get into that thick skull of yours so let me give you some advice or will you please stop yelling at me a guarantee not so I haven't really got time to show all of that but the the keen eyed will notice that he did it in the office next door because the alt certificate is in the background there so lessons learned well we we did it quite quickly we established a team quite quickly and we had a shared kind of ownership management approach being quite worked out in terms of adherence to to standards and and kind of consistency of working so we've recruited a team member to look after them as they as a key part of their role it was challenging at times when working alongside students in an open plan office whilst they gave us fantastic opportunities to consult with them and get the feedback on things it also meant that you know they weren't quite used to the kind of etiquette that goes on and that took a bit of adjustment we also make them feel part of the wider team whilst as bubbluses they felt very connected part of the wider team or someone that we need to do more work on and also managing expectations around whether we could fulfill all of the demand that that that was coming and that someone that was still working on but the ultimately the next steps we are going to continue this as a as a business as usual activity we feel there's real benefit in employing students in this way we've overhauled the induction process and standards is a key part of that as you'll see in there and we want to open it up to more students we feel it's been so beneficial for those who've come that we want more to be able to benefit from that now we'd love to recruit every single one of the students who work for us they've all been brilliant but we're not able to recruit them all so we're going to go for a two-thirds one-third model where one-third will be the existing VBLSAs and two-thirds new the remaining VBLSAs will move into a pool of freelancers where we will commission them to do particular projects for us around the university and we've already got an order book lined up to take us through the Christmas for that so that's really encouraging so we feel it's really been important for us it's created a pool and it's created a pool of valuable video producers that we can draw upon and hopefully as you've seen they're producing really high quality content that is as equal as anything we'd go outside and try and commission so thank you for your time there's a link to the presentation if anyone wants to see this presentation in more detail but is there any questions? sorry was this cheaper than commissioning? yes absolutely we'd how much? well all of those videos and all of the things that we've produced cost us 20 grand you can go outside and commission just one or two and that will cost you 20 grand thank you very much for that I was just wondering you spoke a lot about all of the benefits to students and there are so many and it was great to see them all I was wondering if you saw any real change in staff behaviors or staff culture through the training that they were being received in terms of did practice with things like Penobsite become more innovative or were you seeing anything like that? I'm in the academic staff well they were able one of the quotes you're seeing there there are things that the academics wanted to be able to do but they never had opportunities to explore so I think it's too soon to say there's been a change in the culture what we've been able to see is that we've been able to tackle and do things that previously the university has not been able to do so in that sense yes there has been a change and those staff are all coming back and want to do more work and build on that so that's been welcome in terms of use of Penobsite what we're seeing is that people are using the Penobsite as a video hosting service more than they are as a lecture recording whilst it's available and people want to be able to use it there's been wider use around Penobsite and the broader use of video and I think that was the end that went out in the outset once they used video as a powerful communication tool as a teaching learning tool and we are seeing that can we make a direct link between the two things a bit early but that's the direction of travel we're moving Brilliant, thanks Oh Hi, I'm Mark Dixon I'm from Westnuts College in Mansfield it's a further education college and we're just bringing in sort of flip learning into the college and trying to get staff on board with it and this would be a really great way of getting students involved with staff for that kind of gaping skills that some of the staff that we've got are going to be fearful of I was just wondering how did the students practically sort of work alongside the staff so there's obviously the Penopto stuff and some technical help if it's something like recording pre-recording session or pre-recording a presentation and then having that presented to the learners before a session how did that work? They did a wide range so they would provide technical support on a day like you said for Penopto they would go in with a camera and record presentations in non-enabled Penopto-enabled spaces they would also go into the lecture environment and record one-on-one presenters talking to it and bring that back and edit it as well as creating scenario-based learning like the VR one that we've talked about where they worked on with the graduate intern as a way of creating a scripted learning sequence so it was really driven by what the academics needed and what we could accommodate so the short answer is yes they did all of those things How did you get the staff to, were the staff really you know what for it straight away and were putting themselves forward to work with them or was it Well there was a, that was one of the tensions how much do we go out there and promote this as a service versus our ability to be able to cope with that demand and there's still a tension there we were, we did it through word amount through the digital leads in each of the schools and through the lead contacts and that generated quite a bit of work and we had a lot of work come from other areas of this professional services around promotion of different activities in the state we did a Facebook live presentation of the new halls of residence that are opening up and that proved to be really popular and one of the students is very good in front of camera and very natural and so he presented that so it was you know in the pilot year the promotion of this as a service was something that we are mindful of but through word amount from promotion and through talking and going out and talking about where, where what we were trying to do we were able to generate quite enough work to keep us, keep us busy and any time there was a, any little well that's when the team stood in and said can you produce a whole suite of videos and how to use blackboard and all of these different areas that's where all those, those blackboard ones came up because you know we knew we had enough on our own order book to keep them more than gainfully employed Right thank you very much I'm going to wind things up there because it's we're at 10-2 and it's coffee and tea I think back in the exhibition centre for the next presentations at HAPS-3 but lastly can we just thank Andy and Siobhan for their presentation