Faculty of Science Learning, Teaching and Assessment Information and Resources

LTA updates

04/11/13

1) Employability

All NQF4 Science students now have access to a ‘tool kit’ to keep track of those skills, attributes, knowledge and experiences associated with employability. A reminder that the ‘usual’ arrangements for graduate skills continue for NQF5 and above UGs.

Developed with the Faculty Work of Work and Skills Support Unit (WOWSSU), the new scheme will run in parallel to existing work within programmes to enhance employability. Critically, there will be an emphasis on reflection and evaluation in the Faculty scheme and WOWSSU staff will be available to students for one-to-one meetings. An example student toolkit is here: http://www.staff.livjm.ac.uk/phcpdent/tempsep2014.pdf

2) Science teaching keynote speaker

If anybody has attended an inspirational talk on teaching, learning and assessment given by a scientist then Academic Registry would be interested in inviting them as a keynote speaker for the 2014 LJMU LTA conference. Please reply to me with any suggestions in the first instance.

3) PC availability update (thanks to Harry Morton)

The PC availability website is accessible via the App player: Search for ‘Byrom’ (see LTA update on 30/10 for more information)

4) Student Voice Week

A note that this will take place again this year and the proposed week is week beginning 25^th November. Doubtless, programme leaders will be informed of arrangements in due course.

5) Blackboard Blogs, Journals, Wikis and Discussion Boards (thanks to Chris Gilles, EHC)

The most popular Blackboard tools for interactive learning and communication are Blogs, Journals, Wikis and Discussion Boards. This information will hopefully help colleagues to differentiate between them.

· Blogs: (web log) are social production tools that allow students to easily share thoughts, ideas and resources with each other in a simple reverse chronological format. In Blackboard, you can choose between a course blog (one shared blog) or an individual blog (each student has their own blog page). Posts by students are easily identifiable by name unless the anonymous setting is enabled. Blog guide

· Journals: like blogs, are chronologically constructed, easy-to-use web tools that allow students to jot down ideas and embed web content. Unlike blogs though, Journals are private by default and usually personal. As a tutor you are able to see all postings in one space, whilst the students are only able to view their own. Journal guide

· Wiki’s: are webpage construction tools, which are simple, easy-to-use and collaborative. The result of using a wiki is usually a set of interlinking (hyperlinked) pages similar to a traditional website. By default all students can edit, delete and view content in a wiki but all changes are tracked by Blackboard and can be undone by a tutor. Wiki guide

· Discussion Boards: are online areas that allow many individuals to discuss, communicate and share opinions and information over time. The discussion board area controls and organises the different topics and debates into ‘threads’ (the general theme or question) and ‘postings’ (the replies). The discussion board now has a setting which will prevent students from viewing each other’s posts until they have posted something themselves. Discussion Board guide

Uses and Examples
The table below outlines some ways the tools can be used:

Tool	Uses	Interaction	Examples
Blog	Students can interpret what they learned, showcase their grasp of the material, and present information to their colleagues. Students can incorporate rich media into their posts to entice and inform others.	Medium > commenting from others and tutors	Interpret a case study; submit the final draft of a written, graded assignment; analyse a topic, adding information over several weeks or the entire term; deliver arguments and supporting evidence; provide commentary on a subject
Journal	Students can express their thoughts, questions, and concerns to you privately.	Low > private feedback from the tutor	Ask students to record observations; question the content; identify areas for help; develop a plan for improvement; set goals; evaluate their educational journeys; submit prewriting for a graded assignment for guidance and feedback
Wiki	Students can create course content together. Divide students into pairs or groups, or generate work as a class unit. Because each course member is a trusted source of information, everyone may edit and organize the content.	High > intense collaboration through edits and comments	Class summaries and outlines; course glossary; resources repository; lab experiments; group project presentations; research notebooks; connecting student writing to form a book, students solutions for scenarios and case studies; final test reviews; study guidance whereby a tutor provides an outline for students to fill in
Discussion Board	Students can express their ideas, gathering feedback and help with refining their opinions and plans	Medium > replies and related posts from all course members	Post ideas for projects and papers, and ask colleagues to weigh in; share initial thoughts about a topic before it is discussed in-depth in individual blogs; brainstorm ideas for a wiki project; express opinions to help divide students into work groups

For further information see: Getting started with Blackboard interactive tools

Maintained by Philip Denton. Last Update: 13/10/2015.