Digital Education: Strategic Projects
Working in partnership to develop an educational experience supported and enhanced by technology.
Learning & Teaching Podcast Now Available - Episode 031: Learning & Teaching Conference
Project overview
In October 2020, the School of Engineering launched their new Flexible Stage 1. This cross-disciplinary programme was designed to give stage 1 students a broad introduction to engineering, allowing them to explore the many different specialisms and career paths available to them (Civil Engineering, Mechanical Engineering, Electrical Engineering, Marine Engineering) before committing to a specific discipline at stage 2.
Development of this programme required a complete curriculum redesign as well as a shift towards collaborative module design and team teaching. Programme leaders also sought to embrace modern digital technologies and “blend” module delivery, demonstrating digital innovation and building upon the University’s strategic commitment to provide an “educational experience supported and enhanced by technology”.
This would position the school as a leader in Engineering education; ambitious, modern, forward-looking and capable of producing highly sought-after graduates that can engage creatively and critically in the digital workplace.
Telling the story
LTDS learning designers were able to help academic colleagues develop, explore and embed the use of technology enhanced learning within their teaching and assessment practice. As well as running vision and learning design workshops, we were also able to support colleagues in the best use of TEL tools, adding to the technological and pedagogical knowledge of the school’s programme team.
Project overview
The LDOF Team's academic ambition in 2019 was to design and develop a portfolio of part-time, blended learning, postgraduate programmes: A Coaching and Mentoring MSc, a Strategic Leadership MSc and an Executive MBA, with the latter two aligned to the Degree Apprenticeship Framework. In realising their ambitions of a truly blended learning student experience, the teaching teams from across all three programmes worked in partnership with each other and LTDS.
This collaborative approach, involving many cross-programme curriculum design and development conversations, and facilitated workshops, brought together a unique combination of technological, pedagogical, and content knowledge. What followed from this was a much richer understanding of how to develop an enhanced and engaging blended learning experience. How to make the best use of educational technologies, and how to bring their cross-programme philosophy and pedagogy to life.
Project Team
- Dr Joanne James (Director)
- Dr Nicola Patterson (DPD Strategic Leadership MSc)
- Dr Jenny Davison (DPD Executive MBA)
- Dr Amy Stabler (DPD Coaching & Mentoring MSc)
- Dr Sandra Corlett (Senior Lecturer in Leader Dev & Org Futures)
- Dr Lucy Hatt (Senior Lecturer in Leadership Development and Entrepreneurship)
- Michelle Barr, Learning Enhancement & Technology Projects Advisor (LTDS)
Telling the story
In this short video the team share their programme development journey and showcase what they have achieved in a collaboration that brought academic content, pedagogical and technological knowledge together to create a portfolio of blended, and fully online Executive Education programmes.
Conferences
Invited Speakers
Michelle Barr, SFHEA & Dr Nicola Patterson: Global Online Ed 2021 "Using Elements of Gamification to Engage Learners in Executive Education" 20th May 2021.
Accepted Abstracts
Michelle Barr, SFHEA & Gemma Mitchelson: Three Rivers Conference 2021-Knowledge Exchange For Learning & Teaching In HE "Not just technology for technology’s sake: Working collaboratively to explore, develop and embed technology-enhanced learning" 25th June 2021
Michelle Barr, SFHEA & Dr Lucy Hatt: The nineteenth Academic Practice and Technology (APT2021) conference "Engaging work-based business learners in online spaces through the development of digital residency" 02 July 2021
Project overview
In September 2020, the School of Biomedical, Nutritional and Sport Sciences launched their new Lab Health and Safety Module. This online package was designed to give Stage 1 students an induction into key areas of lab health and safety, but also as a revision resource for Stages 2 and 3. Future content development will look at additional resources specific to the later stages of study.
Development of this module required a complete redesign of lab health and safety resources, moving from paper-based module handbooks to interactive, online blended materials. We had to establish an infrastructure to support both staff and students with this change. We also used key design principles and frameworks to facilitate user engagement with interactive resources.
A collaborative team was formed between the Faculty of Medical Sciences Technology Enhanced Learning team (FMS-TEL) and the school of Biomedical, Nutrition and Sport Sciences (BNS) to amalgamate technological, pedagogical and content knowledge.
Project team
- Gemma Mitchelson (FMS Project Lead)
- Tracy Connell (FMS Content Developer)
- Ashley Reynolds (FMS E-Learning Technologist)
- Alison Gregory (BNS Technical Team Leader and School safety officer)
Telling the story
Project overview
The IoC was launched by the government in 2018. The consortium received a match-funded grant of £20million to develop innovative programmes and projects to digitally upskill the nation and help bridge the digital skills gap. By 2021 the consortium led by Bath University comprised over 200 employers, 20 outreach partners and 35 higher education institutions.
Newcastle University’s instance led by Professor Aad van Moorsel and Project Manager Melanie Dunnett is a two-million-pound match-funded project to create new Postgraduate Degree Apprenticeship Programmes and Continuing Professional Development (CPD) that focuses on widening participation in Computing and helps to digitally upskill the North-East workforce.
LTDS Support
For this project, the LET-P advisor Cagri Yildirim, was hired to ensure that the Design and Development of the Programmes met both the University’s Technology Enhanced Learning goals, the MSc and Apprenticeship requirements, and the IoC’s business goals. This included harnessing design thinking to bring different disciplines and stakeholders together, co-host industry workshops, co-lead the design and development of the Blended MSc Degree Apprenticeship in Software Engineering, and help academics and practitioners to realise the pedagogical, theoretical, and practical implications of their teaching approaches.
Telling the story
Design Thinking helped to democratise the voices of academics and professional staff, ensure the inclusion of external stakeholders' voices, enhance, and inform University Programme Approval processes, and create postgraduate programmes supported by the University, and the North-East region.
Further Information
- Contact us at IoCNE@newcastle.ac.uk
- View our industrial conversations on Twitter @IoCNE
- Learn about our programmes
- Degree Apprenticeships
- Continuing Professional Development (CPDs)
- Health Informatics
- Lifelong Learning at Newcastle University
- Is a Degree Apprenticeship right for you?
Project overview
This project sought to develop interactive learning objects to help visualise key algorithms and processes used in Computing (for example, algorithms used in searching and sorting). These were designed to help first-year students make a connection between the algorithms and data structures learned about in class, and the algorithms and data structures used in practical sessions and future work.
Project team
- Terry Charlton (LTDS)
- Nick Cook (Senior Lecturer, Computing)
Demo: Sorting algorithms
Project overview
This project sought to develop an online toolkit to help academic staff design and create effective learning communities. Key deliverables included self-help guidance, a collection of case studies of effective practice, and a reusable bank of online templates/resources that can be easily downloaded and repurposed.
Project team
- Terry Charlton (LTDS)
- Katy McDonald (Senior Lecturer, SACS)
- Susan McLean (Faculty Office, HASS)
Learning Communities Toolkit: Preview
Project overview
The FMS TEL team have been working on bringing a Massive Open Online Course (MOOC) to life. The course, Exploring 3D Anatomy, is an active, hands-on, and engaging online course now available to Newcastle students and staff! The course was designed by Dr Iain Keenan of Newcastle University and Mr Leonard Shapiro of the University of Cape Town, and has been built on Canvas with their collaboration.
The practical exercises in the course are demonstrated by Iain and Leonard on video, allowing students to access the content at their own pace. These videos show the exercises in detail and allow students to hear the conversation as the exercise unfolds. Videos are short and simple to follow and have been captioned by the team to ensure clarity.
Module Refresh for MCR8032
FMS TEL was approached to assist in the redevelopment of this module. This module is an introduction to clinical research delivery in practice, and students are distance learners working in healthcare, hoping to start working with clinical trials in their areas of specialism. Some learners will be very senior within their work settings, and all are working alongside their studies. Old or outdated materials will be removed and replaced with up-to-date content. The module will make use of interactive technologies such as NU Reflect where needed to support delivery, though most activities are based around reflective writing and commenting. The module goes live in January 2023.
Module Refresh for MCR8009
FMS TEL was approached to assist in the redevelopment of this module. This module is an introduction to research ethics and the ethical approval process for clinical trials, and students are distance learners working in healthcare, hoping to start working with clinical trials in their areas of specialism. Some learners will be very senior within their work settings, and most are likely to be working alongside their studies. Rebecca Maier, along with other teaching staff, wish to redevelop and update the module, staring with an update of the assessment rubric. The amount of students on this module is also set to increase dramatically, and learner engagement will be strongly encouraged and enabled by the types of activities selected. This will precipitate more teacher-student engagement without adding too much to the workload of teaching staff in terms of marking and responding.
SDS Captioning
We worked on a short project to report to the Digital Education Sub-Committee on the effectiveness and efficiency of student captioning on specialist lecture materials. The aims of the project were;
- To ascertain levels of accuracy with automated captioning.
- To gather data on how much time it takes to manually edit captions, and how much money this would cost if hiring students to do this via JobsOC.
- To test the processes involved to make sure they are efficient and workable, including working with Panopto, downloading caption files, administrating the workflow.
The results of the project were shared with Digital Education Sub-Committee
Project overview
In November 2021, the HaSS faculty office wanted to launch a meet the faulty team video. The video was designed to reboot, refocus, reintroduce, and connect the HaSS faculty to HaSS, the university, and most importantly the students.
The video is about the HaSS faculty being present, and that the office is here for the journey as well. It highlights the HaSS faculty’s passion, care, and enthusiasm for the students, the locations in HaSS, the values of Hass, and that they give our students a voice.
The video is not a corporate video or a branding exercise. It is about humanising and not corporatizing. It is not about strategy or what the HaSS faculty is doing. It is how they can support and how they can support the Student Voice.
Telling the story
The video was storyboarded before production in collaboration between LTDS, the HaSS faculty office, and our students. To give a holistic view of design procedures, what the faculty was looking for, and the Student Voice.
There are two versions of the completed video. Firstly, a short one-minute version for social media platforms and a longer four-minute video for the HaSS faculty website. The video featured Sarah Graham, Head of Education, Sophie Brettell, deputy director of faculty operations in the HaSS faculty office, and two students Mack and Orla.
Short Video
Long Video
Project overview
In February 2021, the HaSS faculty office wanted to design and develop a reusable Canvas Commons module to support students during times of disruption, whether that be industrial action, Covid lockdowns, or other periods of uncertainty.
Content included video explainers and Canvas-based text and support-resources. Students also provided first-hand advice and experiences for two videos centred around maintaining study motivation, mental health, and wellbeing during periods of disruption. Further videos we also created where students interviewed Dean of Education Sarah Graham to discuss some of the support mechanisms available to students.
Designed alongside colleagues and students, the content was readily available to download and add to existing courses and communities. The project was a collaboration between LTDS and colleagues from the HaSS faculty.
Telling the story
Following initial discusses and storyboarding sessions, it was agreed to create the follow content that could be used by schools within HaSS.
- Context and messages from individual schools
- Videos and guidance on supporting student learning. Including videos from students
- Videos and guidance on supporting student wellbeing. Including videos from students
- Details on how to get in touch a student’s school and student representatives
Video examples from the course.
Student Video
Students and Dean of Education Video
Project overview
The Director of Dental Education approached the Faculty of Medical Sciences Technology Enhanced Learning (TEL) team for support with non modular programmes set up on Canvas. Initially we supported one Dentistry TEL Lead to develop a complex structure of Communities and Blueprints on the new Canvas VLE. However, this staff member left the university meaning a need for revisions to this structure, alongside wider team training to allow the Dentistry programmes to become more self-sufficient.
The main courses involved are:
School of Dental Sciences Staff Community
This contains staff training materials including use of Canvas, digital delivery, and online examinations. This is an open-ended community that can be rolled over each year.
School of Dental Sciences Clinical Community Blueprint
This links to each stage’s clinical attachments courses via Associations.
School of Dental Sciences Community
This gives generic school information, induction information etc.
Dentistry Exam Blueprint
This links to each stage’s assessment course for the Bachelor’s in Dental Surgery and Oral and Dental Health Sciences.
Project Outcomes:
- Planning and mapping core training needs for novice Canvas users
- Design processes so that individual course leads (Directors) can take ownership of Canvas courses
- Updated training to accommodate new approaches needed when rolling over content; including Blueprints, Associations
- Development of troubleshooting guides in response to staff needs
- 1:1 staff support
Project Team:
Gemma Mitchelson (Learning Enhancement and Technology Projects Advisor, FMS)
John Moss (Technology Enhanced Learning Manager, FMS)
Chris O’Connor (former Canvas TEL lead, School of Dental Sciences)
Dr Luisa Wakeling (Director of Engagement, School of Dental Sciences)
Dr Janice Ellis (Professor of Dental Education/Director of Dental Education, School of Dental Sciences)
Project overview
NHS Trust Clinicians are recruited on an annual basis to deliver teaching to our medical students. The School of Medical Education staff development team run monthly forums for both new and returning clinicians but require help with more technical training needs, therefore they contacted the FMS Technology Enhanced Learning team.
The Medical Education team works with clinicians from a range of trusts including Newcastle, Northumbria, Teesside, Durham and Sunderland. Due to I.T. restrictions within the NHS Trusts, the clinicians are somewhat limited in the online tools that they have access to: Teams is the only option that they have for synchronous meetings and sessions. One issue with this is not all Trusts have access to the same Teams licences, meaning training has to be very carefully tailored to individual needs and that our usual Newcastle University training and resources is not wholly suitable.
Training needs are longitudinal in response to the regular updates provided by Teams software. Sessions include updates on both the pedagogical and practical advantages of using Teams to support teaching.
Completed Training:
Engaging Learners; Interactivity; Advanced Features in Teams
Project Team:
Gemma Mitchelson (training lead, Learning Enhancement and Technology Projects Advisor, FMS)
Dr Richard Thomson (Clinical Sub-Dean: Northumbria Base Unit and Sub-Dean for Staff Development, School of Medical Education)
Catherine Wallace (Learning & Teaching Assistant: Staff Development, School of Medical Education)
Project overview
In response to the Covid pandemic, schools within the Faculty of Medical Sciences needed to move key assessments online. Due to the nature of these assessments, it was not suitable to follow the university guidance to implement open 24-hour exams. Of key importance was the issue of exam integrity and security.
Stage one of the project was to scope affordances available within the Canvas VLE and to make modifications to the assessment questions if appropriate. Stage two was to evaluate options for implementation of the exams. And the final stages included rigorous testing, alongside staff and student training and trials.
The following schools took part: Dental Sciences; Biomedical, Nutritional and Sport Sciences; Graduate School; and Pharmacy. However, the majority of the project was carried out in liaison with Dental Sciences.
The key project aims were:
- To agree development priorities in consultation with each assessment lead
- To support the design, development and implementation of a range of online assessment question types e.g. SBA, SA, OSPE (stimulus)
- To test and implement the assessments in a secure environment, maintaining exam integrity
- To trial use of Lockdown browser and Remote Proctoring
- To ensure inclusive approaches are used throughout the design, development and delivery stages, ensuring all students can access the assessments equitably
- To review the impact of remote, online assessments on both students and staff
- To take team based approaches to design and development stages which build capacity within academic and professional teams in Schools.
The core testing group consisted of the Dental Sciences Assessment team and FMS TEL team. Once processes reached a satisfactory stage, resources were shared and adapted by other schools.
The development team worked on testing affordances within Canvas and Respondus. We also assisted with question design and modification, system set up, monitoring and live technical support during the assessment periods.
Content checking was carried out in three ways:
- Professional Services and Academic: peers were identified and given reviewer access in advance to look at the content and ensure accuracy and appropriacy.
- FMS TEL: everything was technically checked:
- The technical quality of assessment materials and exam set up was checked.
- Everything was copyright cleared and appropriately licenced.
- We made no commitment to publish the course until we were happy that the quality was up to standard.
- Students: there was a thorough, systematic liaison with students via training and mock assessments. Feedback was sought and processes reviewed as needed.
The project was cyclical in response to the uncertainty of the pandemic.
Main Project Team:
Dr Sarah Rolland (Director of Assessment, School of Dental Sciences)
Dr Luisa Wakeling (Director of Engagement, School of Dental Sciences)
Dr Jo Matthan (Director of Academic Studies, School of Dental Sciences)
John Moss (Technology Enhanced Learning Manager, FMS)
Gemma Mitchelson (Learning Enhancement and Technology Projects Advisor, FMS)
Project duration: August 2021 – September 2023
LTDS are currently working in partnership with AESSC colleagues in the School of Natural and Environmental Sciences (SNES) on the redesign of nine UG programmes in Agriculture, Food and Land Management, and Earth and Environment Sciences. The redesign follows an industry review of the whole curriculum and aims to ensure students graduate with the employability skills required for the future of work, a global perspective of their discipline, the opportunity for inter-disciplinary collaboration, and a broad understanding of the UN Sustainable Development Goals.
The foundations for this will be achieved through the design and development of three 20 credit modules to be shared as common modules across all disciplines in stage one. These modules are being carefully designed to meet the requirements outlined in the review, and in consultation with staff. As part of this process, we are also undertaking a holistic review of student assessment and skills development journey across all programmes, as well as creating 360 virtually tours of NU farms.
The video below provides more information on the programme review.
Project milestone so far:
- Holistic programme review;
- designing and developing the common modules;
- curriculum review workshops;
- programme level assessment and skill development workshops;
- A promotional video has been created to share the story and progress of the review so far with colleagues, students and Industry (shared above);
- content development, including a suite of visual identity materials, module trailers, open days materials and virtual tour of the NU Farms;
- students and alumni consultations;
- assessment and digital technology workshops.
The animations below are the result of the skills and assessment mapping workshops. These will be used to support students’ reflection on skills development (using NuReflect).
Animations Examples Coming Soon
In Development
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To review our current audience interaction system subscription to Ombea and establish whether or not a better system should be purchased.
To support the development, at Newcastle campus, of a suite of Data Science programmes, FHEQ level 7, in partnership with an OPM. And to progress development of a suite of online level 7 Engineering programmes by NewRIIS colleagues.
A request to improve staff user experience when accessing key information such as staff profiles, intranet sources. The aim is to develop a more visible and accessible landing page, and an app.