L & T conference, 2007

L & T conference, 2007 Using BLOGS to stimulate creativity in keeping the studentprofile deshinder singh gill School of Engineering (School of Environment and Technology from 1st August) University of Brighton

Abstract#1 ‘BLOGS’, or ‘web logs’, are a relatively new technology which enables individuals to post a log of their activities for anyone with a browser to view. The studentcentral team at Brighton led by Stan Stanier has introduced a customised version of the ELGG BLOG technology This customised facility allows the creation of restricted groups where only members can view online logs for that group. ….more to on next slide http://staffcentral.brighton.ac.uk/clt/events/2007conf/AbstGill.htm

Abstract#2 The implementation at Brighton is known as ‘Community’ and can be accessed via the studentcentral portal. This development has opened up new possibilities for applications in teaching and learning. ….more to on next slide http://staffcentral.brighton.ac.uk/clt/events/2007conf/AbstGill.htm

Abstract#3 The aim of this session will be to report on the findings of the Centre for Excellence in Teaching and Learning (CETL) funded project in the use of BLOGS to help develop first year students’ reflective and creative skills. Community has provided students with a framework in which to reflect on aspects of studentprofile at regular periods in the academic year, and the postings of their BLOGS were in two forms: written and video clips. ….more to on next slide http://staffcentral.brighton.ac.uk/clt/events/2007conf/AbstGill.htm

Abstract#4 This seminar will look at the outcomes of the work in the School of Engineering in using Community to help develop first year students’ confidence in reviewing their learning within the context of studentprofile. The presentation will describe the initial difficulties on the part of both students and staff in getting to grips with the technology of using BLOGS. It will show examples of BLOGS, and will move on to report on the strategies used to encourage the students to engage with Community. These include peer assessment, group tutorials and sessions with staff from the Careers Service. ….That’s it folks,, well, for the abstract anyway.. http://staffcentral.brighton.ac.uk/clt/events/2007conf/AbstGill.htm

Menu What is this seminar about? Oops, done that already.. Inqbate - CETL-C project sponsors of the project. Idea of PDP a reminder. You do know about it.. Don’t you? Idea of BLOGS ah, the reason why you are here today. Community the blogs part Issueswhat was good, not so good. What to improve Sampleblogshopefully we can go live here to see the actual blogs. Discussion And then I will hide in a corner somewhere…

Project funded by CETL-C (inqbate)http://www.inqbate.co.uk/ Project funded by CETL-C (inqbate)http://www.inqbate.co.uk/

Project description at the inqbate site http://www.inqbate.co.uk/content/view/44/122/ This is the link at the inqbate site describing the project in more detailhttp://www.inqbate.co.uk/content/view/44/122/

What is PDP? Personal Development Planning At brighton, we call it studentprofile and now for some definitions. we will go over the definitions quickly. These slides will be published on the CLT site, so you can always view it again in coffee mode time..

National Context • HE Progress Files to be introduced by 2005-6 • Post-Dearing, CVCP[UUK]/QAA/SCoP 2000 policy statement • Progress File incorporates two elements: • a transcript: • “a comprehensive and verifiable institutional record of the individual student’s learning and achievement” • a personal record: • “HEIs should provide structured and supported processes to develop the capacity of individuals to reflect upon their own learning and achievement, and to plan for their own personal educational and career development. The term Personal Development Planning (PDP) is used to denote this process.”

Representing learning “ Implicit in the conception of the progress file is the notion that, while universities and colleges can take primary responsibility for the assessment and representation of disciplinary learning and achievement, learners themselves must take primary responsibility for evidencing and representing their learning and achievement in, and for, the transdisciplinary world.” Jackson & Ward, ‘A fresh perspective on progress files—a way of representing complex learning and achievement in higher education’ Assessment & Evaluation in Higher Education Vol. 29, No. 4, August 2004

Personal Development Planning (PDP) • Umbrella term - usually involves some or all of the following: • Initial self-evaluation and action planning • Learning to learn, study skills etc • Development of key/ transferable skills • Reflection on own practice • Regular progress reviews (tutorial systems) • Career/ professional development planning

Inserts • Introduction • Initial Review • Action Planning • Reviewing progress • Professional development • Presenting Yourself • Sources of information and advice?

Personal learning space Initial thoughts Vehicle - XE121 – technical module Evaulation Action planning Reflection Personal development Here, students are reflecting on the learning in XE121 using BLOGS – within their control, - could then they be creative too? Personal tutors get involved too, and use the folder as the focus for the meeting with the student BLOGS

But this is meant to be PDP DSG’s view the focus should be developing their skills, which can be transferred to personal development, or their learning for other modules, or even for Life Long Learning. and not Reviewing a technical module?

Why BLOGS? Assumed that all students were using it (myspace etc) Current technology Social engineering Hip thing to do Allows for some student control of their space Introduce an environment where students can develop their creativity skills.

Who were the students? First year students from two disciplines Electrical Mechanical Sharing one module XE121 Engineering concepts A technical module Tweaked when staff was not looking to include PDP material

What I asked them to do (eventually) #1 Essentially, you are expected to submit a reflective review on the COMMUNITY BLOGS for XE121 once every cycle (yielding a total of five submissions). In addition, you will be expected to explore the technology of BLOGS to submit at the minimum two aspects of studentprofile, to include Action Planning and Reviewing Progress. You are also expected to keep the folder up to date. You are expected to submit a BLOG for each cycle as well as one reviewing the presentation in the studio. Each BLOG will focus, as a minimum, on a particular topic area for the cycle as indicated on the next slide.

What I asked them to do (eventually) #2 Cycle ONE: What your impressions of a BLOG, how are you doing to date. Cycle TWO: Reflect on your learning strategy, and the idea of keeping a learning log for each module Cycle THREE: Reflect on the technical and transferable skills that you are developing as part of the module, XE121 and the course. Cycle FOUR: Reflect on the development of your creative and learning skills throughout this module. Do you notice a change in your skill level? Provide justification for your answer (point to evidence to show how you have changed etc.) Cycle FIVE: Reflect on the process of BLOGGING, and the use of Video BLOGS. How have you changed? How have you developed over the year? Has the use of BLOGS improved your creative skills? Have you learnt to reflect more? Support your answers with justifications.

Implementation Show the community page XE121 Engineering Concepts Friends & Friends of

At Brighton Brighton flavour of Elgg - community studentcentral

Community Home page This is the community I was using

Issues Too linear BLOGS Can be confusing – leave the community to return later? NO! this means unsubscribe!

Issues Link to see blogs published earlier Too linear BLOGS

Issues Reflections – works for some students. Too linear BLOGS Issues about how to publish – personal blog or part of XE121?

Issues Useful if one can ensure BLOGS are published at a certain time frame – this is from a teaching point of view Too linear BLOGS Would be nice if I can get a link of student names so that I can see particular blogs easily.

So stan wrote a script for me to do just that. This is quite useful for tutors. However it also was quite dependent on the student making the link visible to me. Issues Too linear BLOGS http://community.brighton.ac.uk/deshi.php

Click here to find out about friends….. Not the same as communities. That was one of the confusing aspects. Issues Too linear BLOGS Would be nice if they were in alpha order….

Great technology, But not yet intuitive for me. Eg here, I wanted to have a look at the groups I own, but could not see XE121 – there is probably a good reason, and I have not had the time to ask yet… Issues Too linear BLOGS

Issues Too linear BLOGS http://community.brighton.ac.uk/deshi_presentations.php

The stan factor Wrote scripts to be able to pick up BLOGS Ok for tutor – student interaction Quite important to know who is engaging Gave Stan a list of names to get the students initially associated with the module, XE121 Engineering Concepts. This project was not possible without the magical help from Stan.

Presentation tool To bring in all of the relevant BLOGS together. Brand new (leading edge) Only introduced in March I think we were the first to use it. Found it useful, perhaps a little too linear. Would like it to be more organised and to give more control to the students. (just saw what Katie did for ElggJam – that is what I needed.)

title Words

title This is an example of how the presentation tool could be used Nice! Words

What I would like More control over the presentation tool. Let students put in icons That click into different areas. Show what I want. Take out the phrase, “leave community” replace with something else, eg resign or unsubscribe. Leaving means going to another place then coming back!

Issues Staff – need time to learn about the technology Not that easy to use (even for me!) needed time to give feedback (this is where I fell down) Once enabled, and on board, the possibilities are fantastic Students - need time to learn about the technology Not that easy to use (surprisingly for a lot of students) students need to see the benefits Trying to reflect was more of an issue, than the actual blogs. Needed more feedback from staff/peers?

Summary of issues The technology and its implementation Video BLOGS Using Community Problematic in some areas, eg forming friends, community. Initially, we could not see each other – not sure why, probably because of the unfamiliarity of the technology. Needed probably many more tutorial sessions – could make it much more problem based and related to particular aspects of the module. On reflection, not enough feedback given to the students by the tutor (i.e. me!) Some other problems, students not setting the right permissions. Some students got confused with the presentations, and instead put their material in the files area. Eg http://community.brighton.ac.uk/cqn/files instead of http://community.brighton.ac.uk/cqn/presentations Not that intuitive for all students. Would like it to be portable – so that students can take away their PDP in BLOG form with them. This is like an e-portfolio

Evaluation – did the students use any of the following that we used to define PDP? Initial self-evaluation and action planning Learning to learn, study skills etc Development of key/ transferable skills Reflection on own practice Regular progress reviews (tutorial systems) Career/ professional development planning

Positive side #1 Majority of students liked it. The technology is under-used – and I think the potential for creative use for academic purposes is enormous. It has been demonstrated that using scripts can help academics track the blogs to monitor progress and give feedback. Use of the private groups is powerful and can be expanded.

Positive side #2 Can explore more peer involvement in providing more frequent feedback. Presentation tool is quite powerful, and evolving. Good to be able to freeze students work in time. Presentation tool can be used by students to formulate personalised CVs, which can be viewed by external sources. There is enough there for the tutor to allow for creative application by the students. However, need to build the framework, and spend time understanding the technology more.

Final comments PDP – should be embedded in the course Any assessment of it should be with a broad brush Process is much more important than product Focus should be on the student evolving and creating their own ways of doing this. Encourage discussion, and allow them to challenge its viability. This opens the door for the tutor to rebut (in the nicest possible way), but also encourages learning

Final comments Encourage activities with other students – group sessions to discuss PDP Presentations in the studio where students have a measure of control – they develop other skills, teamwork, and have lots of fun (so important).

Final comments BLOGS is a possible way forward – I will continue to evolve it to see if it can be developed into an e-portfolio. See if BLOGS can be used for more peer evaluation of PDP. Remember students can choose who can see their work. Assessment should be more on the process, content can be evaluated using formative approaches.

Final comments Students will do it if it they think it is useful. So it is tutor dependent! Use it with the personal tutor scheme. Watch this space!

Final slide Any questions?

L & T conference, 2007