SOLSTICE Conference th & 5 th June 2015 Hearing the Online Student Voice: Addressing student perceptions of technology enhanced learning adoption Emily Webb, Rod Cullen, Irfan Mulla, Hannah Palin, Susan Gregory and Osman Javaid

Background EQAL - ‘step-change improvement in student satisfaction’ (Stubbs, 2014) – Core+ Model Core+ Model – Moodle - 44 million hits – 40,000 unique users – 12,000 programmes and units Learning Innovation team MMU Moodle - wrapping the institution around the learner

Wrapping the institution around the learner megamashup

Wrapping the institution around the learner 4 Student ID Timetable Sync to personal device

Student ID (+ Unit code) Deadlines / extensions / feedback return dates / provisional marks Personalised submission sheet Wrapping the institution around the learner

Unit code Resource list Relevant resource Wrapping the institution around the learner

Unit code Past exam papers Past exam paper 11,000+ past exams uploaded Wrapping the institution around the learner

Adoption of Technology Enhanced Learning (TEL) at MMU Student Voice – Improving teaching & assessment practice – Strategic planning/improvement – University Advancement/Progression

ISS (Internal Student Survey) ISS - Institutional approach to information, data collection, management and analysis – Bi-annual – Student experience on teaching and learning – Two free text questions: Best things about my course? Things I would most like improved on my course? ISS December ,800 comments (best & in need of improvement) 2072 comments – relating to Moodle and learning technologies Best Comments / Improve Comments

Feedback-action cycle Harvey (2011) ‘The Nexus of feedback and improvement’

Phase 1 - Data Collection, Management and Analysis Thematic analysis: 1.Familiarisation 2.Identify Thematic FrameworkIdentify Thematic Framework 3.Indexing (Coding)Indexing (Coding) 4.Charting 5.Mapping and Interpreting

Institutional: Best features Content well organised Provision of audio/video Effective communications Content up-to-date “The wide resources taught e.g. solving questions with software packages as well as by hand. The lectures and tutorials are organised well and a good way to learn the content in the course.” “The organisation of the unit is one of the best things about this unit. The use of podcasts and video lectures alongside traditional lectures and seminars were a good combination. The content was not too heavy and was all digestible in appropriate chunks.” “The communication between groups of the course is improving and suggestions have been implemented to help share knowledge from the course tutors (Facebook/Moodle groups).” “The quality of teaching was amazing and with all the lecture Powerpoints being on Moodle in advanced I was able to start my essay in advanced as I had basic notes already on it.”

Institutional: Areas to improve Better organisation Better communication Content uploaded to Moodle ‘’This unit is very unorganised and I feel like the tasks that we are completing in the class do not relate to the exam that we had to complete. The slides that were uploaded to Moodle were not in any specific order and it was very confusing to revise from for the exam. Last year in product awareness it was very informative and exciting this year it just feels like we aren’t progressing.’’ ‘’Course organisers need to develop effective communication skills. Eg last week information about a room change was given by 30 minutes before the lecture. As it turned out the original information was incorrect. The staff are too laid back and give very little information and what they do give is often contradictory. Information is often hidden in obscure places in noodle or is it muddle.’’ “Would be nice if X would make his lecture slides available on Moodle for the sake of note taking. Often what is being said is more important than the notes, but the notes are also needed.”

Phase 2 - Action Map comments to individual Moodle areas Present findings from Thematic Analysis to FEG and TEL Group Each of the 8 faculties different approach – no one size fits all Example – HLSS Awareness raising sessions – ‘The Student View’ TEL Coffee Club Moodle Template – Programme Area Example – HPSC Moodle Essentials Try it on sessions – (In conjunction with Academic Staff) Moodle Template – Programme Area

Phase 3 – Feedback to students Feedback to students through existing networks – programme committee ‘…monitoring and evaluation of the programme and in particular evaluating its operation, its delivery and standards, its teaching methods, its curriculum aims and students’ needs’ – Student support officers

Next Steps Longitudinal piece of work – future ISS comparisons Cross course and faculty focus groups Moodle Audit Data CMI (Continuous Monitoring Improvement) Dashboard CMI (Continuous Monitoring Improvement) Dashboard

QUESTIONS

CMI Dashboard Programme X Back

Thematic analysis: Codes Back Best: 18 themes Improve: 25 themes

Thematic analysis: Coding Back

Moodle Audit Data Back

Best: Hotspots Analysis Department A Department B Department C

Improve: Hotspots Analysis Back Department A Department B Department C

Recognised Recommended Arranged Core integrated VLE Kaltura Turnitin Originality Equella Office 365 Mahara iTunes via RSS Twitter GoogleDocsWordPress Facebook Ning Screenr Audacity Grademark Flashback Classroom LT Infrastructure iTunesU Bristol Online Surveys Active Inspire & Pods Adobe Connect PollEverywhere Blogger Talis Aspire SkypeFlickr MbClick Dropbox PebblePad EndNote NetSupportSchool Diigo TextWall PaperShow iPadApps Respondus Back We create accounts, ensures access, provide full support and training. Expectation the majority of staff will be able to utilise within their practice Arranged We develop training and support materials to facilitate bringing these seamlessly into the core. No expectation all staff will utilise in their practice Recommended We encourage tutors to experiment with these but no critical mass to research and prescribe integration and training. No MMU account creation or management Recognised