Category Archives: News

New Technologies for Learning & Teaching

Asking students questions in lectures: Qwizdom QVR

Digital experience insights survey 2018: findings from Australian and New Zealand university students report identified that students enjoyed being asked questions in class. Students feel that they learn better when they are engaged and challenged in this way. But, how can lecturers do this with large classes. One way is to use an Audience Response System (ASR)

Qwizdom QVR is a virtual audience response system that enables lecturers to ask questions during class and allows students to respond.

Qwizdom QRV integrates with PowerPoint, allowing you set up your PowerPoint slides with interactive questions which are presented to students during the lecture.  Using the QVR Mobile Response App, students can respond to the questions from their devices (phone, tablet, laptop etc.) no matter where they are, as long as they have an internet connection.  Student responses are collected and displayed when you need it. UC has 30 lecturer licences that support class sizes of up to 500 students. If you would like a Qwizdom licence contact Donna Thompson (donna.thompson@canterbury.ac.nz)

Qwizdom QVR is just one of the virtual audience response system (ARS) available at UC. Other ARS available to you include: LEARNS Choice activity and UCanAsk. If you would like to know more about ARS available to you and the ways in which these can be used to facilitate student engagement and success contact a Flexible Learning Advisor (FLA). FLA contact details can be found at https://www.canterbury.ac.nz/library/support/e-learning-support/

Asking questions is a great way to engage students in lecturers. Use audience response systems such as Qwizdom to enable the teaching practice of questioning.

Collaborative content creation: Padlet

Padlet can be used to complement learning activities that require students to discuss ideas during or outside of class time, bring their own point of view, share content and show how they work through problems. The ability to capture, store and share this information in a variety of formats can help students reflect on the learning journey and provide lecturers with valuable qualitative information.

Padlet can be used for:

  • Socialising the classroom
  • Collaborative learning such as brainstorming
  • Peer learning
  • Collating or curating research and resources on a topic
  • Gauging learners understanding of a topic or concept
  • Reflexive activities – student’s perceptions, knowledge and attitude over time.

Padlet integrates with LEARN. UC has an institutional Padlet licence i.e. Padlet is available to all staff and students. If you would like access to Padlet contact Donna Thompson (donna.thompson@canterbury.ac.nz)

If you would like to know more about how Padlet can be used to enable student engagement and success contact a Flexible Learning Advisor (FLA). FLA contact details can be found at https://www.canterbury.ac.nz/library/support/e-learning-support/

New Services & Facilities for Learning and Teaching

360 Video Production Studio and Service
Construction of the 360 Video Production studio (located in the Oceania room L4 Puaka James Hight Library) is close to completion. The studio is operational and awaiting the installation of a green screen and new LED lighting. The studio consists of a main recording room, a control room, two editing rooms and an audio recording booth. The video production team also has a DJI Mavic 2 Pro drone equipped with a high resolution video camera. The e-Learning teams Video Production Service is ideal for the creation of high quality video materials for the purposes of learning, teaching and research.

To access the video production service please lodge a service request on the Assyst self-service portal at https://assist.canterbury.ac.nz/selfservice/#serviceOfferings/127 (log in required) or contact a member of the e-Learning support team https://www.canterbury.ac.nz/library/support/e-learning-support/

Use the e-Learning support video Production team to create content for learning & teaching.

How could I use video in my teaching?

Now that you know about our new Technology Enabled Learning Facility (TELF) in Puaka – James Hight Rm 502, and its availability for creating pre-recorded teaching content, you might be asking yourself ‘How could I use video in my teaching?’

Advantages

There are several advantages of incorporating video content into your teaching. By providing videoed content to students before they come to class, you could increase the flexibility in your face to face teaching time and include more active learning, where students engage with the content rather than being introduced to it. The increased flexibility provided by the use of video helps you to reach a wider audience, and supports your students’ learning by allowing them to re-watch recorded content whenever and wherever it suits needs. A range of media can be included in a video recording to represent concepts and information; text, sound, still and moving images. Videos which include active learning elements can recruit student interest and help to sustain their efforts, as well as supporting their learning. Using multiple means of representing concepts and information also facilitates learning for the predictable variability in our learners’ culture, learning preferences and learning needs (CAST, 2018).

Teaching video

Purpose

As you are preparing your video it’s good to keep in mind the purpose for which you are creating it and to ensure that your use of video supports you in reaching your pedagogical goals (Hansch et al., 2015). Early in a course you might be using video to help build connection and rapport with your students; later you may be creating a recording to keep them motivated. Because of its multimedia capabilities, video is particularly good for telling engaging stories. Video can be used to share content distant in either time or place, through edited historical footage or virtual field trips. Demonstrations of unique events or visualisations which require manipulation of time and space (such as slow motion or a bird’s eye view) can be presented through video, as well as the juxtaposition of images to enable comparison or highlight contrast.

Finding the most appropriate style of video to accomplish your pedagogical goals is the next important step in using video in your teaching, and the topic of an upcoming blog post.

References:

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, J. (2015). Video and Online Learning: Critical Reflections and Findings from the Field. HIIG Discussion Paper Series No. 2015-02. Retrieved from http://dx.doi.org/10.2139/ssrn.2577882

Technology Enabled Learning Facility (TELF)

The Technology Enabled Learning Facility (TELF) is a new service offered by the e-Learning team to support lecturers in the use of learning technologies. James Hight Room  502 has been equipped a lectern and other technologies typically found in UC teaching spaces.

With support of members of the e-learning team lecturers utilising this service are able:

  • Practise using and/or receive training in the use of the teaching technologies (lectern) found in UC teaching spaces.
  • Create teaching materials (video recordings, narrated PowerPoint presentations etc.).
  • Teach classes and conduct tutorials to students at a distance using web conferencing (Adobe Connect, Zoom).

If you wish to use this service contact a member of the e-learning Support team.

Technology Enabled Learning Facility

Flipped teaching and learning in a foundational engineering course

Ako project team
From left to right: Pinelopi Zaka , Dr Paul Docherty, Dr Wendy Fox-Turnbull

A collaboration between Dr Paul Docherty (School of Mechanical Engineering), Dr Wendy Fox-Turnbull (School of Teacher Education) and Pinelopi Zaka (e-Learning Support) provided research driven validation of flipped teaching strategy in foundational engineering. The flipped approach proved to be a successful pedagogical mechanism for this unique cohort of students and was well-received. The research was also successful and has yielded three conference submissions and three journal papers have been submitted. Details of the research outcomes can be seen on the Ako Aotearoa website https://akoaotearoa.ac.nz/projects/flipped-classroom-foundation-engineering.