Published on February 24, 2014
Technology Enhanced Learning Survey (Carmarthen/Lampeter) This spreadsheet presents the outcomes of a survey of current Technology Enhanced Learning practice at the Carmarthen and Lampeter Campuses of University of Wales Trinity Saint David (together with a few responses from the London campus). The survey involved both staff and students and was carried out online using Survey Monkey. A total of 64 staff and over 200 students responded to the survey and the results can be viewed by clicking on the Staff Survey and Student Survey Tabs at the bottom of the page. There were 10 questions in the staff survey and 9 in the student survey. They asked specifically about their use of the institutional online learning management system Moodle as well as their use of other online resources including Social Media applications. The students were also asked about how they engaged with these online resources using their own devices (Smartphones, Tablets, Laptops, PCs ) and how they felt about that and the use of social media in their learning. The purpose of the exercise was to contribute to a baseline view of the current use of technology in the learning process to inform TEL planning across the institution. Similar surveys were carried out at the Swansea campuses of the University and with the FE partner colleges. Separate spreadsheets were created to present the outcomes of each of those surveys which, collectively, deliver a rich picture of usage across the whole institution. A final document that synthesises all the information recieved, draws conclusions and makes recomendations for consideration by the Technology Enhanced Learning development team at the University, concludes the exercise.
Survey Responses: Q1: Technology Enhanced Learning Survey: Staff Quantitative Summary: To what extent do you use Moodle in your teaching delivery? Not at all As a small part of the teaching mix As a major part of the teaching mix Central to the teaching Plan 14% 27% 20% 36% 40% 36% 35% 30% 27% 25% 20% 20% 15% 14% 10% 5% 0% Not at all As a small part As a major part Central to the of the teaching of the teaching teaching Plan mix mix
Survey Responses: Q2: Quantitative Summary: Do you use Moodle for student assessment? No Partly Mostly All 35% 33% 22% 23% 22% 33% 30% 25% 22% 23% 22% 20% 15% 10% 5% 0% No Partly Mostly All
Survey Responses: Q3: Quantitative Summary: Do you use Moodle for course management? No For a few management functions For several management functions It is my main management tool 29% 29% 17% 25% 35% 30% 29% 29% 25% 25% 20% 17% 15% 10% 5% 0% No For a few management functions For several management functions It is my main management tool
Survey Responses: Q4: Quantitative Summary: Do you use any other online applications to support learners? No Yes 69% 31% 80% 70% 69% 60% 50% 40% 31% 30% 20% 10% 0% No Yes
Survey Responses: Q5: Quantitative Summary: Do you make your teaching materials available on Moodle? No Some Most All 11% 22% 29% 38% 40% 38% 35% 29% 30% 25% 22% 20% 15% 11% 10% 5% 0% No Some Most All
Survey Responses: Q6: Quantitative Summary: What formats do you use for your online teaching materials? None Text based Text with images and links Multi-media Other 9% 45% 61% 59% 13% 70% 61% 60% 50% 59% 45% 40% 30% 20% 10% 0% 13% 9% None Text based Text with Multi-media images and links Other
Survey Responses: Q7: Quantitative Summary: To what extent do you use open educational resources? Never Occasionally Often As a key teaching resource 50% 9% 46% 37% 7% 46% 45% 40% 37% 35% 30% 25% 20% 15% 10% 9% 7% 5% 0% Never Occasionally Often As a key teaching resource
Survey Responses: Q8: Quantitative Summary: To what extent do you communicate with your students through Moodle? Never Occasionally Frequently All the time 25% 30% 28% 17% 35% 30% 30% 25% 28% 25% 20% 17% 15% 10% 5% 0% Never Occasionally Frequently All the time
Survey Responses: Q9: Quantitative Summary: Do you communicate online with your students in other ways? email Text message Facebook Other 98% 21% 27% 17% 120% 100% 98% 80% 60% 40% 27% 21% 20% 0% email Text message 17% Facebook Other
Survey Responses: Q10: Quantitative Summary: If you are happy to do so please indicate your campus, faculty and subject. No thanks Yes 13% 87%
Comments for Q1: To what extent do you use Moodle in your teaching delivery? (Is it a planned component of your teaching? How well, and in what way does it contribute to teaching in your curriculum area? Do you have feedback from students on how useful it is?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 All class exercises, reading material, slides and handouts are posted on Moodle, in addition to handbooks, assignments and assignment submissions . The class all have to login to Moodle during the lecture to access the material. Will consider using quiz's to test knowledge, and in revision sessions. I have completely avoided using paper for learning materials and activities, similarly students have submitted homeworks and assignments vis Moodle that allowed me to grade and feedback electronically It is a planned component as I place a series of comments, thoughts and other information to read in preparation for projects. Planned in one module. Students find it useful although sometimes get frustrated if they post to forums without response. I sometimes directly access the materials I've put on Moodle to show them on screen during the class, but if they were my materials in the first place, or if I put them there, then I usually know where to find them without using Moodle. Al;l lecture notes and reading lists and research / experimental tasks For on-campus students, Moodle supplements face-to-face teaching by including notes and presentations from the lectures, general module information, links to relevant sites and so on. For distance learners, Moodle is central to the whole teaching plan of the module. I plan my use of Moodle accordingly. A planned component as we support non traditional learners. Learners have major challenges with accessing. use moodle to set weekly reading tasks, and as a means of accessing PowerPoint presentations used during lectures. I used to use it a lot more when I was teaching an actual module but at the moment I'm giving one-to-one writing surgeries/tutorials, so tend to use it less. I use it more as a resource bank now that I can direct students to rather than having the regular weekly use as I did last year when I ask the students to download handouts from Moodle or to check that week's activity on Moodle. quick email for each module should be there at the start we should't have to load it up On undergraduate level I use it to provide students with information about each lecture, with resources and assessment tools On postgraduate level (MA) I use it for all forms of teaching and assessment (distance learning programme). When delivering face to face Information Literacy sessions I mention/show the materials available in the section Information Literacy and study skills section which support the area covered. Information uploaded and submission all on there adding materials for teaching Yes, we have a lot of distance-learning students and they genrally tell us in questionnaires and feedback (e.g. on email) that they enjoy the course content and additional readings, podcasts, filmed lectures etc. posted in Moodle.
an Comments for Q2: Do you use Moodle for student assessment? (Do you post assignments on Moodle? Do you use Turnitin for student responses? Do you respond online? Do you use Moodle assessment tools such as multi-choice questions?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Student assignment are posted on-line and students will submit work online. Students have submitted homeworks and assignments vis Moodle that allowed me to grade and feedback electronically I post assignments on Moodle and the feedback for the students. I also use Turnitin to see the reports. All assessments and all submissions Students submit assessments through Moodle. The essays are marked and then reuploaded. On-campus students are offered a face-to-face meeting to supplement written feedback. Distance learners can have further discussion either by email or by telephone. assignments posted Submission via turnitin Return comments and feedback We are now using Turnitin for assignment submission and marking via Moodle. Turnitin for submission and marking I used Turnitin last year and it worked fine except there was never enough space for my comments. Students have to submit essays via Moodle and I return them also via Moodle. I do not use multi-choice questions. Moodle now only option to use, but system is slow and clunky to mark on and students do have submission issues We have been submitting assessed work to a postgrad box, but are moving more to Moodle submission and assessment now. Students upload assignments through Moodle and Turnitin but I mark offline and send feedback forms through email. We should use Turnitin. A mix of assignments posted to moodle and turnitin. All most all assessments are returned online. I use moodle assessment tools such as multichoice questions although not for formal assessment. Students turn their assignments in on Turnitin, because this is departmental procedure. I then print them all out and mark them, and put the comments and marks on moodle. It is a lot more time consuming than simply having paper copies. I do not use Moodle assessment tools. Do you mean me put assignment tasks or ask them to submit assignments online? Yes to both Don't understand 'turnitin for student responses'. I used to use it for their submissions but it is a very blunt instrument and I am not happy with it. I preferred the Moodle submission for creative writing and am considering returning to it for essays. I do not mark through Moodle - there is nowhere to put ANY positive comments at all! And the critical ones are not helpful to the students. They are purely sum native - I want my marking also to have a formative effect. Not sure what you mean by respond online? I use email all the time and give feedback on plans and abstracts. I ask dissertation students to send me updates of how they are getting on on a particular day of the week and look at ongoing work they send me I teach literature and creative writing so these are writing disciplines and multi choice questions aren't appropriate. All assignments are posted and submitted through Moodle I do not use Turnitin for various reasons Assessments are returned by e mail as distancelearning students require a personal touch. Moodle cannot replace this for DL students
Comments for Q3: Do you use Moodle for course management? (Do you post course announcements for students? Do you use the calendar for key course events and assignment deadlines? Do you have a course tutor forum?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Announcements, timetables and deadlines are online, as well as a forum. I put news about the module on Moodle and the calendar for key dates emails and announcements Contact students for announcments Announcements for sending messages to students I post announcements for student via the News Forum and email them via Moodle. Annoucements etc are used announcements, sometimes calendar, forums Only for notices, such as change of room / guest lectures /student presentation timings sheet (so they double check timings of their presentations). Do you post course announcements for students? Yes Do you use the calendar for key course events and assignment deadlines? No (although assignments are automatically added) Do you have a course tutor forum? Yes I use it for general info about courses, and I use the forum to send emails. Messaging has been a problem-- often the class emails only go to some recipients, or to the wrong ones. I use group emails frequently to tell students about events or contact them about activities. I also group email them if I am ill (and ask them to Facebook the information in case some students don't see the message ) I don't use the calendar. I put submission dates in the link to the assignments and in the turnitin or Moodle submission drop boxes. There is a forum but I don't use it. The students can if get want. I use a mixture of Moodle and e mail. DL students require personal e mails. I do not use the calendar I use Forums sometimes but am now using secret Facebook groups as they are far more versatile and effective. All communications re time table changes, set and follow-up reading, seminar group choice and discussion forum are via Moodle. Mostly for pre-course notices and any changes to the previous term's content Beyoind face-to-face, it is a key course management tool. All information and announcements go up. News forum is used extensively to communicate with students notices to students and forums on the MA I only use it for the placing of lecture notes, handbooks and other relevant paper work so it functions as a repository. For announcements. It is a formal way to contact students and acts as a good repository for FAQs to be answered - if one student is asking a question you can bet that more would like to share the answer.
Comments for Q4: Do you use any other online applications, in addition to Moodle, to support learners? (If you use other online tools such as social networking sites, wikis and blogs etc in the support of your learners, please describe them below including the reasons/benefits /circumstances) 1 Use online tutorials from Microsoft, as well as YouTube videos. 2 I use facebook - both the University's official page (which I also manage) and my own private account; the latter is mostly for unofficial contacts when students have particular questions or queries (they prefer this method of communication to an email), but also to point them to interesting educational videos and other materials. 3 general email, would be good if there was a chat window on webmail. Found Gmail alot useful for that. 4 Although I wish we could... I've tried creating various 'resources' in Moodle and it's frustrating to say the least. Wikis don't work at all, lessons are not engaging (aesthetically they look awful - is it possible to have more control over the way it looks for students maybe?) I've recently tried adding a book, but the button to add sub-chapters or more chapters is missing... I will try again, but we most definitely are not able to create engaging distance learning material that gives a good experience for the learner... 5 Facebook, Youtube, Prezi, Panopto 6 We would like to but are limited by access and licences. We have a Twitter account 7 We use Dropbox a lot for provision of teaching resources as students like the simplicity and the ease of access/ integration with all their devices. A simple login is all that us required to get them started and I manage the resources through the Tutor Dropbox. LinkedIn and Facebook are also used for informal communication between students and also student/tutor. We use Skype and WebEx for online tutorials and classes. 8 Not at the moment, no. I'd like to use Moodle much more than I do and hopefully when I get my page up and running I will. 9 I use you tube for some lectures 10 Only links to useful academic sites and relevant sources posted in Moodle. 11 facebook, links etc --> but try to bundle them in MOODLE 12 Skype 13 Skype 14 Panopto screencasts made available through Moodle. 15 You Tube 16 Skype Webex video conferencing Facebook 17 Distance learners on PG modules also supported via Skype. 18 Website, & social media sites, a number of online open source presentation tools also 19 Not really... but I am one of the 'IT-Challenged' members of staff. 20 I encourage students to follow relevant users on Twitter
Comments for Q5: Do you make your teaching materials available on Moodle? (If you do make materials available, is it for revision purposes? Is it additional information? is making access to materials online an integral part of your teaching plan?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 All information is available before the lecture, or is made live as we undertake class exercises. This includes links to useful websites, reading material, slides, tutorials and YouTube. It's a key part of the plan. Moodle is the only way I use for learning materials and activities The online access to materials is an integral part of the teaching plan; the students are supposed to download the materials (usually slides) to help them stay on top of what is discussed in class. Some of the material is additional information for which we do not have time in class. As mentioned previously, I've tried most of them and they are not sufficient for elearning. They are not professional looking, which doesn't make us a competitive provision for distance learning. For on-campus modules, the material includes symmary of lecture notes, Powerpoint presentations and links and suggestions about further information. It supplements teaching. For distance learning, everything is done via Moodle. For teaching and learning purposes. Both focussed and wider requirements. Non traditional learners must have a respository for resources, although Moodle has been a challenge for them. Lecture powerpoint Revision guides Panopto - for DL students Links to other cites (videos) All materials are available online for my students from the start of my course.I like to operate a flipped classroom making materials available in advance and using class time for workshops and group discussions. I mostly use Dropbox but am now starting to copy materials to Moodle as well Powerpoints used in lectures are put on moodle. Essential and recommended reading scanned/downloaded and put on moodle. Last year it was mainly for revision but this year I will be aiming to put more material on there as a resource bank. On MA level all, on BA level most (e.g. powerpoint of lectures, resources, links to documentaries and websites), I deliver sessions on using the LRC catalogue, accessing books for example and have created resources in the information literacy and study skills area which can be used as standard aids to accessing resources or as a reminder for those who have attended a session Lecture notes, bibliography etc Yes - we have been using hard copy booklets too. Most of our material is made available in Moodle, but some students do comment that the quality of the scanned reading material is not as good in Moodle as it is in hardcopy format. One of the main problems encountered by the distancelearners (particularly in America, New Zealand etc. - those unable to use SCONUL), is getting access to sources for their assignments: they need a lot of reading material and this changes every year as the assignment titles change. Students may well complain if we get rid of the hard copy packages altogether and we need to improve the quality of the scans we provide as ome can appear yellow or slightly blurred. see previous answer
Comments for Q6: What formats do you use for your online teaching materials? (If you make your teaching materials available online, please describe the format and reasons why you present them in this way) 1 2 3 4 5 6 7 8 9 10 11 12 13 Mixture of formats so that students can find a style that suits them. The idea is to promote self-directed learning, encouraging student to explore a range of on-line resources. It's also a way of showing that things like YouTube tutorials are not frowned upon, and that anything they don't understand can always be looked up online, either via blogs, articles or video/audio. This helps develop digital literacy and learning independence. Making all resources available ensures those who do not attend have an opportunity to take part in all aspects of the lecture. Main document types are Word, pdf, PowerPoint. I save what I do on the interactive whiteboard as SmartNotes which I convert to pdf and put on Moodle. Useful for me as the starting point for the next class. The students don't even have to use their mobile phones to take a photo of what I write or draw on the Smart Board ! These are mostly links to appropriate videos (I personally find them more interesting than pure text), but sometimes text-based (an additional text to read, advice on how to write a particular assignment, etc.) (Only very recently, and it's limited to YouTube. Purpose made videos would be better, and we are aiming to use Panopto, although the quality of what we've seen doesn't make it appealing. Nonetheless, it is on our agenda and we will endeavour to create more engaging material for our learners. We are aiming for further multi media and in the process of videos etc. Students like PDF files that they can print out if desired plus some videos when appropriate. When I was using Moodle for teaching last year I would include a variety of materials: poets reading their own work (from the Poetry Archive and from youtube), links to relevant websites, plus pdfs as well as short mp3 files of my lecture notes. I have created several aids to using using the LRC resources using the Moodle lesson tool. I have used this tool as allows students to interact with the lesson and encourages them to consolidate their learning by answering the quiz question before moving on. With links etc PowerPoint slides / web articles ; video clips Vidcasts and powerpoints for lectures. Bibliographies. In flipped classes preparation materials as Moodle books. Tend to make lectures available as vidcasts as well as pdfs of lecture slides. Depending on course moodle books are used. This offers a wide range of ways for students to access the material. Other - links to open access online specialist resources (eg Harvard medieval pages) and to general discussion (BBCR4 in our time is a great general resource for context and a model for academic discussion. I tell them to listen to it on their iPods) Why - I want them to see the breadth of material eg stained glass window resource for understanding medieval narrative. Links to cathedrals to understand the change from Romanesque to Gothic humanism and the impact of Arabic numbers on architectural revolution. Also excellent medieval resources to help them read Medieval English. Pamphlets about chartism etc. Always the plan is for them to be fascinated and entranced so that they will read and engage with the materials.
Comments for Q7: To what extent do you use open educational resources? (Please indicate your use of resources additional to your teaching notes/materials. Include the library based materials you direct students towards, as well as online resources made available through Moodle and generally available through other online sites) 1 For every topic I put a link to Khan Academy, YouTube and BBC Bitesize plus any others I find relevant. Even if students don't like the resource I give them it at least takes them to the area of interest and prompts them to browse around that area. 2 I make students aware of the enormity of free learning resources available on the internet, be it other university's websites, general learning websites, English exercises or youtube videos (especially tutorials of any sort) 3 We are currently looking into options due to the frustration of using Moodle. 4 Students are encouraged to use university eResources as well as teaching notes and online articles/websites. 5 I've only got into this recently following a training course provided by the library staff at Lampeter and will be making more use of some of the resources I learned about. 6 You tube 7 In addition to directing students to the materiel in the Information literacy and study skills area of Moodle II direct some students who require addition help with using online resources to the help provided by the supplier such as the ref works online tutorials. 8 Open access journal articles. 9 OER mainly relating to maps, journals and ancient sources. From library, for books, subscription journals and databses 10 Tend to utilise non-open access books and articles (either in print or in electronic format). Some useful open access material is flagged up on Moodle. 11 I give them links to sites that can help them with punctuation practicals and practice. 12 I try to put at least one podcast, one lecture if possible (very good Yale resources for modernism) per week. These are not instead of me but so they can see other perspectives. Sometimes I discuss the lectures with the students and point out different theoretical approaches this helps the understand different theories. I also put lots of links to JSTOR articles With my Welsh Writing in English module I could put links to clips of How Green Was My Valley so they good start discussing stereotype etc as both a response to 1930s industrial fiction and as a backdrop for later writing. 13 When appropriate resources are available 14 Particularly used for revision purposes for language classes. 15 Again - I need to learn to do more here 16 I provide links to these for students on Facebook not on Moodle presently. however I feel that these need to be kept for future use and moodle would be a good place to store this information. 17 google scholar online journals (JSTOR/Athens) BBC/ Radio4 podcasts newspapers/ news channels Ted Talks youtube PDF aloud (to get articles read to you-for those who process better audibly). there are free one month trials for mind mapping programs such as 'inspiration' and 'mind view' and some more simplistic totally free ones available. plus the referencing system that is built into 'Word' is very helpful and time saving. I am sure there are more that are not coming to mind currently.
Comments for Q8: To what extent do you communicate with your students through Moodle? (Is it a planned component of your teaching? Do you communicate individually? Though group forums? Do you have feedback on how well it works?) 1 The students say it is the preferred way to communicate with them 2 I post assignments and feedback on Moodle, but that's as far as it goes 3 Its not very attractive or convenient, better to have a university email with chat facilities like gmail 4 Contact cohort, groups within and individually. 5 I haven't used the group forums much, but one student told me last week about her experience of using the forum on another module to give feedback to other students on work that they were each required to post up every week: she said that she didn't feel it was the best way of giving feedback because with face-to-face feedback you can see the other person's expression and I have to say I'm inclined to agree that maybe, at least in creative writing, the Moodle forum might not be the simplest and most useful way of giving feedback. Although technology can be a great aid to learning, sometimes it can just make some aspects of it more complicated. I tend to pick and choose whatever works for me, both as a teacher and as a learner myself. 6 I sometimes post information relating to LRC resources to the students on a particular module 7 Many communication is through Skype, email or face to face tutorials. 8 group forums, forums, messages 9 Notably, group forums. 10 Notices 11 Mainly I use it for class announcements. 12 Is it a planned component of your teaching? Yes Do you communicate individually? No Though group forums? Yes Do you have feedback on how well it works? There are a variety of levels of interaction of students. If a student is required to get a title approved through moodle there generally seems to be a high level of response. Generally, responses to forums are extremely limited. 13 The feedback for messaging the class has been that it doesn't work. I use the forum to send them information. 14 I email them individually from email, I use Moodle for class emails. It works ok they respond. Don't use group forums 15 Through Forums Otherwise individual e mails 16 Group forums and individual messages. Individual messages (pms) on Moodle far more effective than student email. 17 Almost always by e-mail. 18 It is integrated - I point them to the VL in the elctures and expect them to access it in between. It seems to work. 19 News forum for individual modules, and the programme homepage for wider circulation to all students on the programme. 20 Information, upcoming events, advertise services, announcements 21 I comunicate with my students through Facebook. I find that this is the best way currently, it is instant in most cases. 22 Generally only use Quickmail if I need to contact a group of students or send a message to the year as a whole. 23 So far not at all but future intention is to use this as another means of communicating
Comments for Q9: Do you communicate online with your students in other ways? (We all use online communications in our daily lives. It will be very valuable to know how you use such communications in your support of students. It will be equally important to understand, if you don't use online communications, why you have made this decision) 1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 I would email individual students regarding their work but mainly as replies to their emails. I don't give out my personal phone number. I have set up a second Facebook account in appropriate format for college use but is not used a lot I feel that thanks to having a facebook account, I am in more direct contact with the students who are happy to engage with me. They often send me direct messages asking for advice about the English language or the course itself, they also comment on my posts (90% of which are directed at them - it is almost always student-oriented content) or even post questions directly to my timeline. From their feedback, I can see they appreciate this (more modern) form of communication; they admit they can learn things from what I post and feel more connected with the university in this way. About 5% of the online communication is via email; almost all students (or candidates!) prefer facebook even to send enquiries gchat in the past, skypechat Skype telephone meetings Text messaging is popular with my students (and for me) as it is quick, simple and immediate. We also use Facebook frequently and email for more formal communication. Skype chats are helpful to share desktops and explain concepts in tutorial time. generally use email through mytsd as it is easier than messaging through moodle - especially as you can then add attachments if required Email is the simplest way for me to communicate with students. I'd rather not use text messages or Facebook as that would mean having to give out personal details like phone numbers. Students and staff from the schools in the areas I support as a subject librarian are able to e-mail me for information and I have used join me on some occasions. Skype phone Most communication with students is through email. Other communication is through face to face contact in office hours, lectures and seminars. Noticeboards Email is so much quicker and easier Twitter, via internal networks... For individual messages I would Text also if I had a work mobile phone, but I don't so I use Facebook. Mobile phone calls
Comments for Q10: If you are happy to do so, please indicate your campus, faculty and subject area. If you prefer not to, that's fine (please add information about your campus and curriculum area. Also, any comments regarding your personal preferences about using technology in teaching would be welcome and valuable) 1 School of Business (Lampeter) Teaching in Carmarthen - Data Handling and Statistics 2 Coleg Sir Gar Graig Campus Computing & Maths I have a UWTSD account as a result of teaching in Trinity lat year so I am also a UWTSD part-time lecturer 3 SMU Education 4 London campus, teaching English, Study Skills and Research Skills 5 Carmarthen Campus, Faculty of Business and Management, Tourism 6 London Campus. MBA marketing pathways, and dissertation supervision 7 Carmarthen Wales Institute for Work-based Learning 8 Carmarthen Campus SHOE Health, Fitness, Nutrtion and Therapy 9 Lampeter, Humanities anthropology 10 Lampeter, Humanities, Theology, Religious Studies and Islamic Studies 11 Carmarthen Wales Institute for Work-based Lerning 12 School of AHA, FHum Computers not fit for purpose - they are slow, panopto not always working (it slows the computers down) Welcome screen issues........ 13 CertHE Skills for the Workplace Tutor - flexible delivery evenings and weekends on Carmarthen campus (and previously in Swansea Business School). As a part time tutor and part time TEL adviser I try to practice what I preach and make as much use of technology as possible with my students. 14 I teach part-time on the Lampeter campus in English & Creative Writing - I'm the Writing Fellow and give one-to-one writing surgeries on Thursdays. 15 Support services, mental health, Lampeter I would use Moodle more if it were configured for use by support staff 16 Carmarthen Monday-Wednesday and Friday Lampeter Thursday 17 Lampeter, school of business 18 Lampeter Religious Studies (Faculty of Humanities, School of Theology, Religious Studies and Islamic Studies) 19 Ellen Harris Subject Librarian 20 Lampeter 21 Lampeter, SAHA, Archaeology 22 Carmarthen; SBUS 23 Classics Humanities Lampeter 24 Lampeter, Classics 25 Carmarthen Campus Faculty of Social Science School of Social Justice and Inclusion
Comments continued: 17 18 19 20 21 22 23 24 I upload PowerPoint slides so students can see what we've covered. Useful for those who can't make it to lectures, for whatever reason, and also to students who need a refresher. I know that some find it useful in reading, research and preparation of assignments. I also upload articles from internet sources that are interesting and applicable to the area of study. The students don't use it much; they are Work-based learning students and none of the activities contributes to their assessment, however it's essential that it is offered. Moodle is essential is teaching delivery as a mechanism of getting material to students and of feedback of assessment. I use it as an administrative tool, to provide information, handbooks, reading lists, pdfs etc. It is absolutely central, primarily as a resource. I put huge amounts of material of it for all of my classes. This semester I wrote to the students at least twice before the beginning of the semester to get them to visit it and familiarise themselves with its contents. I wrote to those who didn't visit it as well. I check every few days to see how often students visit it . Most students look at it every few days. I teach in single 4 hour blocks with a couple of breaks inside that means they have 3 hours in total. This is intended to foster a group learning and it works well. I put my PowerPoints on Moodle but the PowerPoint is only used as a starting point for my lecture with quotations and images. (I do not use bullet points.) It is deliberately not the lecture itself. Instead there are YouTube videos, open access academic lectures from Yale, Harvard etc masses of podcasts, art, links to articles through JSTOR etc. I ask students for presentations to start the session each week and get them to post these on Moodle. For my creative writing module last semester I set up weekly creative task submissions which I marked through a rubric. Almost all of them did these - most every week. I also tried to set up Moodle 'workshops' every week for peer group assessment. This tool did not work properly - it only works as a grading not a feedback mechanism. I spent a lot of time with the Moodle team trying to sort this out. In the end I set up small forums for this purpose. The Moodle submissions were not assessed but the use of Moodle was essential to the mark and students had to provide a list of at least 8 writing submissions and at least 4 comments on other people's work. The students are very appreciative - feed back last semester said 'fantastic resources', 'great module' 'wonderful teaching'. All my courses are distance-learning so Moodle is absolutely essential, central to course delivery and the student experience All modules have a moodle presence that is aimed not only to provide students with the opportunity to revisit material covered in lectures, workshops and seminars, but also structure their reading, preparation and follow-up. In many cases, Moodle also provides the opportunity to students to work together through forums and wikis to further explore issues introduced in class. In one class (using a modified flipped classroom Partly TSD module Powerpoints mixed in with my own Powerpoints. About 50/50 across a module
Comments continued: 19 20 21 22 23 24 25 26 27 28 All assignments are posted exclusively on moodle, submission and feedback is through moodle. Quizzes are used for formative assessment. Yes re assignments on M, as well as use of TIN. Have been using Grademark to mark written assessments for the last 6 months. I do use quizzes, but not for formal assessment. Always for end of term assignment marking and student feedback All assignmetns are submitted through TunItIn. This year for the first time, written assessments were marked on line through Turnitin. I have used Moodel for essay submission of a number of years, but for the first time in this academic year I have used it for assessing the essays. I found it a great way to assess, however it would appear that the students find it difficult as a way of obtaining feedback, I will need to explore this. We canot submit practical art work via moodle. Currently, one essay posted and assessed on-line. Have put short quizzes relevant to subject matter on noodle I respond online but I haven't used Turnitin. For degree courses yes - we assess reports and essays via Turnitin. We do run some other courses (eg. Foundation degree) which are not using this, and also run a multiple-choice test on one degree programme which is not put onto Moodle..
Comments continued: 22 23 I use Moodle for course announcements, but not so much the calendar. I'm still a beginner on this but will be running a new programme on flexi-delivery from the autumn and expect to do this a lot.
Comments continued: 21 22 23 24 25 26 I'm desperate for a decent blog that's build into Moodle. It needs to have the granularity so that students can make a post private for them, share it with 1 (or more) individuals such as their tutor or learning group. It also could allow them tweet or Facebook a posting if they so choose. I also need a Wiki so that I can get students to do some joint writing for group work at a distance. I know that Campus Pack for Moodle does all this but apparently its a bit pricey. If there is anything similar implemented I would be overjoyed. Facebook, I have found that this is a far more user friendly methods of communication with students. for art practice it is a fantastic resource for the sharing of current trends in creative practice and to art History as well as to galleries and museums. Facebook has been a useful tool insofar as being able to contact students when phones were broken/out of signal/credit/power as they tend to regularly access it when they do not regularly check email accounts. It has also offered the added advantage of being able to see when emotional (or social) issues have arisen which may impact on their work so that I can support/chastise as necessary. Plus it has also been handy for getting students to send work through to me when the university email system is having problems. It has also been very useful for students to set up research discussions and questionnaires to gain responses from a wide audience quickly, to support research (specifically dissertations of an ethnographic bent). Although facebook is problematic insofar as boundaries and accessibility, therefore I tend to use it far less now. Wikipedia – always worth a look at the references on any topic Bookfi.org – a good digital copy is always worth it especially when free Ref works/Zoltero – obviously for referencing Mindview – citation tool and search tool All the assistive technology applications online help tools Facebook in emergencies and for career opportunities for all - including graduates. At present on distance learning courses, emails are used for supporting students, communicating with them, and receiving some assignments that are not going through Turnitin.
Comments continued: 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 It is a fundamental part of the teaching plan, as students having access to all teaching materials is essential for both preparation and follow-up purposes. ALL LECTURES AND ADDITIONAL READING ETC PUT UP IN ADVANCE OF THE LECTURE. If you do make materials available, is it for revision purposes? yes Is it additional information? Yes is making access to materials online an integral part of your teaching plan? No Handbooks, handouts and pdfs of journal articles. I also put up my powerpoint presentations after I've taught the class. I don't write or post lectures but I give the all the material and contextual material I can. It is central to my teaching. I believe - and tell them - that they will learn best if they are aware of the richness of a subject, enjoy and are fascinated by it. Materials online is an essential part of my teaching - some modules at PG level are taught exclusively through Moodle. Some are already on moodle as integral parts of the module. I tend to add additional material (articles, references, etc.) Via the Information and Study Skills area. See commetns to Q1. All powerpoints and additional information I place all lecture notes on moodle as an aide memoir. it would be really good if all modules containing an exam element could have past papers accessible as I would then be able to work on exam/revision strategy with students. Often there are no past papers posted online at all, or they are put up at the last minute, whereas I start work on revision strategy at the point when essay titles are being chosen for coursework, to make sure students do not leave themselves with the most difficult and complex subjects to revise for. Additional reading occasionally posted on Moodle. Limited amount of additional information. Other materials are generally linked to independent study tasks. Material used to illustrate course so it's support information Integral.
Comments continued: 14 15 16 17 18 19 20 21 22 23 Links to recordings of live video-conferencing I personally have some way to go here. I use whatever I have! All formats Powerpoints. Links to websites, to include multi media resources. Text with images/multi media tends to encourage students to be interested and therefore engage with the module information better Word documents, Arial font, size 16. We currently have two visually impaired students and this seems to be an accessible font for them. Text and short video links Links to iplayers/ listen again and YouTube Texts, links to websites As a newcomer, I am aware that others have also put up links etc. The main reason is so that students can access everything 24/7 and to reduce paper. We process large numbers of students. However, it is interesting that actually for some of our distance learning courses at present (for whom these resources should be MORE important), we are at present less likely to use them, whereas full-time students on campus get everything through Moodle. This may so far be accidental as it may depend on tutors and students involved and what suits the different types of programme.
Comments continued: 19 tools suited to their needs and strengths,although good open source stuff is available it is frequently not as well suited to disabled students needs.
Comments continued: 24 25 Both as planned component and contact. I frequently use the Forum to send announcements to the entire cohort.
Comments continued: 18 19 20 21 22 I try to direct them to write their names on a list on my door for my office hours. This is to encourage them turn up if they say they will - a friend who teaches in holland does this. However mostly they do email me and mostly they do come if they say they will. I email them with information and feedback (I send this all individually) I write to them if they miss a couple of classes or haven't visited Moodle recently. I generally frame emails about missing classes as solicitous - saying I am concerned about them and asking if they are unwell and can they write to explain. Last week I asked two students with bad attendance records to do a presentation. I have written to them three times this last week with links to interesting things I've put on Moodle which they might find useful for their presentation. (I've checked and they have looked at them) And I keep saying how much I'm looking forward to their presentation. I will find out tomorrow if they turn up.... I try to use it in an inclusive rather than a formal way. I only ever communicate with students through Moodle or my work email. Direct phone communication, texting and e-mail - generally for short messages My means of communicating with students become more diverse, depending on what I want to communicate and how quickly I want them to get the message. Email is no longer the fastest way to contact students, because the don't always read email. So I increasingly use text messages to alert students to room changes or to make appointments. As said earlier, particularly useful with mature students in rural areas who may not have much access to computers in the daytime due to the nature of their work (eg. in schools) or for whom a highly computer-based programme might not be helpful because they're not experienced in making use of it. However, the opposite could become true as such students are encouraged to see the benefits and we become able to offer more support.
Comments continued: 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Lampeter Lampeter. Literature and creative writing The technology needs to be far more flexible it is difficult to manoeuvre if you want to create vibrant sites for modules. The assessment tools are terrible and there are real problems trying to set group only tasks as they settings of one task impact on others. But it's essential to me. I put a huge amount of work into these and this should be taken into account if management suddenly decide we gave to do something else at the drop of a hat Lampete campus is WOEFULLY provisioned. There is limited server space for staff, continual disruptions to servers, email, inernet and Moodle due to failing infrastructure. Updates take place during teaching/ work time. There is no wifi. Hardware is old and failing. Teaching rooms continually failing. Money is needed to seriously overhaul. Staf need support for BYOD and should have access to pads or laptops for mobile working and marking. Nick Campion MA Cultural Astronomy and Astrology AHA Humanities Lampeter, FHUM, Classics London campus. Entirely PG - MBA teaching and research supervision. Field is HRM/Organisational Behaviour Carmarthen, Lampeter & London. Library & Learning Resources. School of Business, Carmarthen and Swansea. Carmarthen Faculty of Social Sciences BA Primary Education Studies Carmarthen Business & Management carmarthen, SHOE faculty of performance Carmarthen Faculty of Social Sciences Working with students on placement - being able to communicate via text would be helpful. Carmarthen Campus Faculty of art and design. Subject area art and design Lampeter mostly (but also Carmarthen once a week) Student Services Specialist Support Lecturer (study skills) Carmarthen campus Faculty of Social Sciences Early Childhood Swansea & Carmarthen ITET PE, Music, Art & Design & DT Also I'm lecturing in Welsh Lampeter Campus. Specialist Support Assistive Technology Lecturer. I would love to see some of the programs I train on the College network and available for all students. It would definitely be much better if all students were aware of technologies such as speech to text (already built into Windows operating system) text-to-speech (already built into Word) I really think all students whatever their learning styles could benefit enormously from AudioNotetaker software which combines text, audio and slide presentations in one environment in a unique and powerful way. Essay writer software would also be useful to most students. In some respects I think academia needs to look at you tube as a learning environment ... It is learner designed completely suited to the learner's culture and learning needs. It is democratised learning.
Comments continued: 25 26 27 28 29 30 31 32 33 34 35 36 I am new here and have always used Blackboard extensively. I am now trying to transfer this approach to Moodle, with some difficulties, as it is less versatile. But I use VLs to supplement my teaching, I add extra resources, supplemetary material and all teaching amterials used. It is used for announcmetns and any information I need to shre. I upload links and videos that inform my teaching. All notes and presentations are posted on Moodle. it is central to the MA teaching and part of the undergrad, but undergrads dont engage in it as much I don't find Moodle to be contemporary enough. Social network sights are far more interesting to use and are also more visually stimulation. I place all paperwork related to the course, for example assignments, handbooks, assessment, lecture notes so on As a Specialist Support Lecturer I access it, with students, to download handbooks, deadlines, referencing guides etc. Plus I also engage with moodle to encourage students to become familiar with it so they find it easier to access information from it. students find that some modules are laid out better than others; primarily they need to find assignment details & deadlines, but often they need to scroll through to the end of the lecture list or open the module handbook (often to find the information contradicts that which is elsewhere on the page or has been given in a lecture). Students have commented that they wish all lectures could be podcast to use for revision and that they would like these to be easier to find/use on moodle. Students access lecture notes, module handbooks and assignments via Moodle. Messages also placed on Moodle. I try to contextualize the assistive technology training I deliver to the students current work and work needs. So it plays an important part in what I decide to teach, but no part in the actual teaching. I post the week's study tasks together with guidelines. I also include some information related to topics covered in class. Students have to be frequently reminded to access this. Whilst it is a planned component and features heavily in the induction process the 'take up' from students to use moodle is low It acts a o repository for important information, but is not typically the students first port of call Key information is posted on Moodle, e.g. module bibliography, assignments, reading assignments etc. Lectures, assessments, learning activities (eg. self-tests), and academic papers and materials are on Moodle for our degree programmes.
Comments continued: 43 44 45 46 47 Carmarthen, Work Based Learning Carmarthen Performance Theatre, performance, media, production Lampeter Campus, Faculty of Humanities, Chinese Studies I work across the university. I am not a member of the teaching staff therefore I do not believe that this will be helpful. Carmarthen. I think my School (SJ and I) uses Moodle very well and have been impressed by what is available for students. It's great to see everything available for them 24/7. However, putting things up on Moodle mean that here isn't always time to get everything written, translated and computer-ready fast enough, and there can be a tendency for material to get 'fixed'. Writing lectures less formally can be more responsive to issues that come up each week, which can be responded to the following week - with Moodle this is 'technically' possible but unlikely. I would like to see further investment in online journals and ebooks, but not at the cost of actual books - where I believe book boxes taken out to rural classrooms can still have a role to play. Interesting to see whether we can develop assignments eg. like writing blogs etc. which require students to develop their IT skills. I still think there are problems with Turnitin in reducing the freedom that may be possible in handwritten feedback where there is a personal relationship with students - IT has its place but if allowed to completely dominate, whilst it's useful for processing large numbers, it can become very impersonal, machine-like, and reduce originality and human responses because everything is so tightly monitored (or perceived to be so!).
Surveymonkey Responses: Q1: Technology Enhanced Learning Survey: Students Quantitative Summary: To what extent do you use Moodle as a learning resource? Not at all For general course information For access to the learning materials As a planned part of course delivery Other 70% 10% 50% 66% 15% 2% 66% 60% 50% 50% 40% 30% 20% 10% 15% 10% 2% 0% Not at all For general For access to As a planned course the learning part of information materials course delivery Other
Surveymonkey Responses: Q2: Quantitative Summary: Are your course materials available on Moodle? No Yes, as lecture notes Yes, as lecture notes with guidance Yes, including multimedia Other 13% 30% 19% 27% 11% 35% 30% 30% 27% 25% The 19% 20% 15% 13% 11% 10% 5% 0% No Yes, as Yes, as Yes, including lecture notes lecture notes multimedia with guidance Other
Surveymonkey Responses: Q3: Quantitative Summary: Do you use Moodle for assessment submission and feedback? No Yes, for written assignments Yes, for online tests Other 70% 27% 66% 5% 7% 66% 60% 50% 40% 30% 27% 20% 10% 0% 5% No Yes, for written assignments Yes, for online tests 7% Other
Surveymonkey Responses: Q4: Quantitative Summary: To what extent do you use Moodle for course communications? Never Occasionally Frequently All the time 50% 46% 40% 11% 4% 46% 45% 40% 40% 35% 30% 25% 20% 15% 11% 10% 4% 5% 0% Never Occasionally Frequently All the time
Surveymonkey Responses: Q5: Quantitative Summary: Do you use any social media applications in your learning? No Yes, for information Yes, to communicate Yes, for resources Other 80% 15% 73% 62% 44% 2% 73% 70% 62% 60% 50% 44% 40% 30% 20% 15% 10% 2% 0% No Yes, for Yes, to Yes, for information communicate resources Other
Surveymonkey Responses: Q6: Quantitative Summary: Do you use any other online tools? No Wikis Blogs Google docs Other 34% 14% 8% 45% 25% 50% 45% 45% 40% 35% 34% 30% 25% 25% 20% 14% 15% 10% 8% 5% 0% No Wikis Blogs Google docs Other
Surveymonkey Responses: Q7: Quantitative Summary: What personal devices do you use to go online? None Smart phone Tablet computer Laptop PC Other 1% 54% 42% 88% 45% 2% 100% 88% 90% 80% 70% 60% 54% 50% 45% 42% 40% 30% 20% 10% 0% 2% 1% None Smart phone Tablet computer Laptop PC Other
Surveymonkey Responses: Q8: Quantitative Summary: What do you feel about using social media and personal devices in your learning? I'm happy to use social media I prefer not to use social media I'm happy to used my personal devices I prefer not to use my personal devices 48% 38% 44% 2% 60% 50% 40% 48% 44% 38% 30% 20% 10% 2% 0% I'm happy to use I prefer not to social media use social media I'm happy to I prefer not to used my use my personal personal devices devices
Surveymonkey Responses: Q8: Quantitative Summary: If you are happy to do so please indicate your campus, faculty and subject. No thanks Yes 35% 66%
Comments for Q1: To what extent do you use Moodle as a learning resource? (Moodle is intended to provide flexible online access to learning resources and student support. How well does it work for you? How easy is it to use? How could it be improved to provide more effective support?) Did not really use it for resources, but only to access uploaded slides and files by lecturers to help for studying the modules. 1 Doesn't have anything on it relevant to my studies (MA Medieval Studies distance learning) 2 3 Moodle is fairly easy to navigate especially since it's layout was slightly changed this academic year. If more general support could be provided and made accessible to everyone, such as referencing guidence and tutorials, I think students would be more encouraged to use the system. Everything important, meaning useful links like referencing help for example, is hidden away in 'folders' of faculty, and this may be daunting to some students or they may not be bothered to look in that section thinking it is irrelevant to them as it is not a module. 4 As a 2nd year student on PES, module info on Moodle is essential for me. As an (inexperienced) Mac user, certain files which lecturers load onto Moodle for us, sometimes prove impossible to read on an Imac, because print is too small, and no way to enlarge it, and advice from IT service desk has not found a way to do this either. As a mature student who wears specs, this is incredibly frustrating and a great strain on my eyes. I also do not have a facility to search the item for specific words, or highlight certain passages, to assist me when studying, whereas Microsoft users do have this (editing) facility. This is grossly unfair. As a student who wishes to become a primary school teacher, we have been told that UK primary education use many Apple Mac products, such as iPads etc and this is the way to go. So I have purchased an Imac, Ipad and MacBook Air. I have had the added expense of having to purchase Microsoft for Office software, just so that I can access Office tools to be able to basic editing facilities, also to use files on Moodle geared for Microsoft users. I am new to Macs agreed, but our IT desk staff, who try to help me whenever I visit, are not Apple experts. Moodle is not set up for Apple, and as an inexperienced Apple user, this has been a nightmare. it has been very time consuming learning and finding my way around on Mac, in order to just access some Moodle files put on by Lecturers, especially zip files, and has had a serious impact on the time that I have to study. I have been advised to speak to people in Media at Trinity, as they are totally geared up for Apple, but no one can give me a name or number of who to ask!!!! Why isn't there an official Apple trained person on the IT desk at TSD Carmarthen???? Access to certain parts of Moodle is poor as a consequence, and proving to be a barrier to my learning and experience at TSD Carmarthen, and this is therefore not a fully inclusive learning resource or support mechanism for students who use Apple Mac. I am very disappointed in Moodle in this respect, because it is much easier to use if I had a Microsoft windows computer. I cannot afford to buy a Microsoft PC or laptop, having forked out the better part of £2k plus! I would like to see instruction on Moodle on how to access files for Apple Mac users, and Microsoft users, because Mature students particularly may be inexperienced IT users. Yes, there is support for Apple users in the Cwad on Friday afternoons, but even this support has been unable to assist me because I cannot cart my Imac into Uni!! I wish I had never invested in Apple, not because I don't like Apple computers, but because Moodle which is essential for students makes it so diifficult for me to access stuff, and I am a diligent student. I need support in this and every avenue I try has been futile so far.
Comments for Q2: Are your course materials available on Moodle? (What resources do you have available on Moodle for your course? Are they helpful as a contribution to your learning? Do you have suggestions about how they could be improved?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Lecture notes, as well as e-journals and links to websites are available to me via Moodle. On Moodle my lecturers upload assignment essay titles/deadlines and lecture notes. Not all lecturers upload as much material as maybe some of us would like but I think it is a great site to use regardless. Of course it could be improved, everything could be improved - it could be interactive and taking the individual into account. As in TSD in general it is one size fits all, nothing is bespoke. It could be bespoke, tailored for individual needs. It is impersonal and primitive like the school which is Tayloristic more than tailored and catering more for the needs of TSD to be seen as doing good things than actually being effective. Only some of my courses have made study materials available on Moodle. Sometimes it's not necessary, but I like having all of the information available in one place. Lecture notes/slides plus additional journal articles music files, scripts More video links would be extremely helpful - lecturers don't use video enough in their teaching I find! Some do make video/Youtube links available through Moodle. Yes they do help with the modules but as previously mentioned they do not always appear in time for lectures my course material comes on the moodle site as between 7-10 parts, consisting of a few pages of information per part. There are occasional powerpoints to look at, but with very little information on them I am never sure if I have missed something on the site, as I am not great on the computer. Don't know. Sometimes, depends on subject Most of the lecture notes are up. The lecture recording software needs to be improved, as lecturers have problems recording the lectures This is not always consistent from unit to unit. one unit i was on this turn only ever used moodle as a submission point PowerPoint lectures, pdf's on articles, Welsh Assembly Government Acts and legislation (essential for my course), but some loaded by lecturers as zip files. I cannot open the zip files because I am an Apple Mac user. I don't know why this is so. I cannot edit PowerPoint lectures either, probably due to my inexperience, but instructions for this on Moodle would be great, and some explanation that Moodle for Microsoft and Mac users is different, with information on what and how to access stuff with a Mac, on Moodle itself would be invaluable. None As a student on a Distance Learning course, the Moodle resources were essential. IT IS GOOD ,
Comments for Q3: Do you use Moodle for assessment submission and feedback? (Do you use Turnitin to submit assignments? Do you receive marks and feedback through Moodle? How well does it work?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 We now submit assessments online for all lecturers from the beginning of this year. I've found it to work Ok, although not all lecturers give feedback via Moodle, so this is something that could be improved. Yes I do. Uploading essays are very simple to do and feedback is easy to find, with an automated email that is sent to your student account to inform you of feedback which is very helpful. Turnitin is a sinister joke. I would like my submissions back with comments written on them. Have never used Turnitin (wouldn't know how to). I have completed interactive assignments on Moodle, but I've always submitted papers by emailing them directly to the faculty member concerned. Sometimes I have submitted via Moodle as backup, but usually I don't do this. I received marks and feedback for the first time last semester. It worked very well, saving lots if time that generally got taken out of our lecture time. I have come across issues of staff not formatting turnitin, for instance I can only upload my assignment once which defeats the purpose of it. Perhaps have a set of default settings which include things like the amount of times we can submit and make it look at phrases more than three words long. Yes we use turn it in to submit assignments on moodle Turnitin is used and have had no problems to date. It is a great shame and have heard a lot of complaints from fellow students however, that we cannot download the marked assignment properly with all the feedback annotations from Turnitin. Before Turnitin we used to be able to. used for first time What is Turnitin? What also is Vocal Eyes? I have had no explanation of anything, have difficulty with constant passwords for different things- why? I use Turnitin but have not always understood how to use it correctly. My last essay was marked with comments from my tutor posted back onto moodle. I could not find the comments anywhere,although I searched for 3 hours. She might as well have said your comments are in Manchester, at some 'obvious to those in the know' location. I eventually found the comments on the turnitin site, which I had to create yet another login code and account before I could read the comments. I would prefer my marked work with comments to be sent in an email directly to me. The use of turnitin may require simplyfying/amending as the front sheet for each assignment bumps up the level of 'copied material' again, not for all units this term Most assignments had been submitted by e-mail. Others via a departmental electronic system. Moodle was used to submit some of the
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