1. Enhancing group assessment with Moodle, Mahara & Turnitin Sam Taylor & Aurélie Owens, Learning Technologists 23 rd March 2016, MoodleMoot 2016 https://www.flickr.com/photos/dunechaser/2937139778

2. The Module Systems Engineering Workshop MSc Systems Engineering for Defence Capability Students will plan, design and build real systems (with Lego Mindstorms), in order to gain practical experience and understanding of the impacts functional design, sub-system integration and through-life choices can have on projects. Find out more: https://vle.cds.cranfield.ac.uk/mahara/user/p-adams/lego https://commons.wikimedia.org/wiki/File:Lego_Mindstorms_kit.jpg

3. Why change? Paul Adams Lecturer in Defence Systems Engineering Assignment: Group Portfolio The aim of the portfolio was to provide a record of the group activities throughout the week and capture the work, assumptions and any learning points. Previous group portfolios ‘poor’ No cohesive narrative Flat & uninspiring Could an online collaborative space enhance the assessment experience and quality of work?

4. New approach Moodle Pre-course activity SSO link to Mahara Submission point Hidden links to live pages Mahara Main module Mahara group Separate group spaces Page template Bespoke resources Turnitin 1 student per group submission Feedback & grades fed-back to students using Grademark

5. Pre-course: Student carry out pre-course activity in Mahara using Moodle as a starting point. Activity ensures student account has been generated in Mahara Students are put into their respective Mahara groups by FLSC Time line P P

6. Start of week-long module: Students given 15 min Mahara demo (supposed to be 50 min induction) at start of the week Students use Moodle to access resources used in classroom, Mahara to record findings Time line P P S S

7. End of week-long module: Students save Mahara page as a PDF and one student per group submit PDF to Turnitin in Moodle Time line P P S S E E

8. Marking period: PDF is marked and graded in Grademark, hidden links provided to moderators and EE’s via Moodle for easy access Students share feedback as downloaded PDF in Grademark via Mahara group forum Time line P P S S E E M M

13. Group approaches Each group had their own ‘incident room’ where they could build and test their Lego-Mindstorms models and record their findings All groups had their Mahara page open on the main projector screen and used that as a focal point All students able to add contributions in a variety of ways in full view of each group member 3 different approaches to Mahara page use: 1.One main Mahara editor throughout 2.Two main Mahara editors throughout 3.All members contributing as & when Images created by SEDC Students

16. Feedback from students Pre-tasks were too easy Hands-on induction not needed Easy to add text and images to Mahara page Files area = great ‘drop box’ Grateful to be able to show videos & other media captured during testing phase

17. Feedback from students Group review was ‘easy’ ATTO Editor - some issues (tables, centre images, full screen etc.) ‘Can we not use Turnitin?’* –Restricted to one page instead of collections –‘Staff won’t look at media’ –Like to include HTML blocks/external tools *Not an option…yet!

18. Feedback from staff Better quality of work in all cases Secret URLs to live pages are useful Issue with embedded PDFs & Videos in PDF upload in Turnitin

19. Further information Aurélie Owens & Sam Taylor - Learning Technologists Flexible Learning & Support Centre Learning Services Cranfield University Defence Academy of the United Kingdom Shrivenham SN6 8LA flhelp@cranfield.ac.uk

20. Thank you! Aurélie Owens Learning Technologist @agso0707 Sam Taylor Learning Technologist @samwisefox http://www.cranfield.ac.uk/About/Cranfield/Themes/Defence-and-Security

21. Questions?