1. Operational Issues - Purpose: Demonstrate both understanding and use of learning technology.

'Use' might include the development, adaptation or application of technology within teaching, training or the support of learning more generally.

1 a) An understanding of the constraints and benefits of different technology

You should show how you have used technology appropriately, given the constraints and benefits it provides within your context.

Evidence in support of such statements might include a brief commentary on the choices behind the development and use of learning technology that influence its fitness for purpose. (This might discuss issues as viability, sustainability, scalability, interoperability and value for money.) You may already have something like this in the form of a design outline, proposal, conference presentation or similar. You should include such existing documentation wherever it seems relevant. Alternatively, you might want to take this opportunity to find out more about a technology you have deployed and produce a report on its viability.

Having worked at a number of different institutions has broadened my experience with virtual learning environments having worked with WebCT, Blackboard, UEL Plus and Moodle. I have developed a good understanding of how different universities have employed e-learning platforms to facilitate teaching.

My career in higher education has involved working with a variety of elements on a regular basis including images, audio, video, multimedia production, web page authoring, VLE management, course design, presentations as well as assessment setup and creation. With this experience I have been able to utilise my position to offer advice and recommendation to academics, professional staff and students. One of the main skills I have gained during this period is the ability to problem solve often requiring me to understand complex requirements and offering an appropriate solution.

One such example was in August 2014 where I played a key part in assisting in the delivery of a mini-project for one of our language faculties to embed teaching materials into a Chinese 302 module on Moodle to enhance independent learning through the use of the Moodle quiz activity. In order to offer a solution, I had to adjust my language to reduce the level of technical terms used as well as checking regularly that I fully understood what was being said in order to obtain the information I require to best understand what it was that the lecturer required, which was particularly important given that English was not their first language.

The requirement from the module leader was to create one hundred multiple-choice quizzes which students would attempt to answer after listening to an audio clip to self-test their knowledge of the course content. If the student answers the question wrong, they would see a hint until they got the answer correct, which would then display a full explanation of the answer with the translation. Students are expected to understand these expressions after the exercises (listening) and be able to use them in their course.

One of the issues with supporting this particular project was that it required the original audio file to be broken down into one hundred short clips to accompany the multiple-choice question. This task was somewhat problematic given that the module leader was already stretched for time and as the audio clip was in Chinese, the BLE team (myself and the E-Learning manager) were unable to offer assistance.

The difficulty was that between us we had experts in technology, Chinese and English however neither of us was an expert in all three. The solution was to obtain small funding from the language department to hire a SOAS graduate fluent in Chinese, whom I would train to carry out the task of cropping the audio clips, creating the quizzes and hints, as well as carrying out testing.

In practice the graduate was effective in communicating and better understanding the needs of the academic by talking directly in Chinese, which resulted in them making suggestions, and refining the explanations and hints.

Some of the observations made by the course leader after the quizzes had been used during two terms were that learners can now:

• Control the pace at which they learn;
• Consult hints and attempt the quiz multiple times;
• Check or read the transcript while listening;
• Access the quiz anywhere without the need for a physical copy of the material.

The pilot for the quiz proved successful and obtained a positive student response. Additional inquiries also arose from the language faculty staff seeking advice for their own courses on how to do something similar, after the module leader presented this mini-project at the May 2015 Teaching and Learning Conference: Using technology to extend classroom learning.

I also discussed with the Chinese 302 module leader further ways to develop their course, as for example using a combination of both audio and video, as well as using a variety of question types such gap fill, drag and drop or matching, rather than only multiple-choice questions. The faculty has agreed that there will be some funding available for a future project. As with the pilot, we are likely to employ a graduate or current student who is fluent in Chinese to create the new quizzes.

There are obviously benefits of employing student ambassadors to assist academics in setting up Moodle activities such as quizzes given the academics limited free time to explore new techniques to improve course experience. It was however realised through discussions with academics that funding was a major barrier to implement similar projects.

In regards to training, I have agreed to deliver faculty specific training to the language centre as well as offering never before group training sessions open to all staff members on how to make effective use of quizzes, which I hope will encourage greater use of quizzes within Moodle courses.

One of the things I had previously found difficult was trying to get language centre staff to come to the training sessions. Interestingly since the mini project ran, academics have become more confident in approaching me to gain assistance in trying new tools such as Panopto as well staff regularly attending training workshops.

1 b) Requirement: Technical knowledge and ability in the use of learning technology

You should show that you have used a range of learning technologies. These might include web pages, PowerPoint, Virtual Learning Environments, Computer-Aided Assessment, programming languages and so on.

Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.

I have a vast amount of both practical and academic experience using, creating and advising on learning technology:

Web pages - I created new and amended existing departmental web content at SOAS and UEL.

Wiki pages – I devised a new wiki site at UEL specifically to support secondary trainee teachers.

Video blogs – I initiated and managed a project for students to record their school placement via flip cameras, with videos being uploaded to a social media group.

Twitter – I actively disseminate vital information to staff and students. Tweets are also fed into the BLE (Bloomsbury Learning Environment - SOAS' Moodle) via RSS feeds.

Blogs – I use Google’s Blogger to write about new and existing innovation that could be used to improve efficiency or enhance learning. For example I have had lecturers read my blog posts on the JS Timeline and followed this up by booking time to receive one to one training on creating their own interactive timeline within their course area.

When I deliver the Introduction to BLE for new staff I assist them with learning how to use the Moodle to aid the management of their courses. With the experience I have gained I have been able to encourage and facilitate the creation of activities and resources within the BLE. For example, I have created a number of ‘how to’ guides for the inclusion in a Moodle course of multimedia and interactive content such as videos, blogs, wikis and timelines.

One of my roles as an E-Learning Officer is to discover new technology and tools that can be utilised to enhance the learning experience. My weekly blog assists me in the learning of new web and app tools which I research and investigate for potential benefits to the university population.

1 c) Requirement: Supporting the deployment of learning technologies

Statements about your involvement in supporting the deployment of learning technology might relate to providing technical and/or pedagogic support to teachers, advising on (or re-designing to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of learning technology.

For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues, for example.

As an E-Learning Officer I liaise with academic staff across the university to support in the implementation of various activities and resources via workshops and one to one support. The training sessions I have delivered include online marking using Turnitin, BLE for new staff, Panopto Lecture Capture and interactive tools to make your courses more engaging.

Before I started employment at SOAS, staff were offered a two and a half hour Moodle which I felt was not sufficient enough time to cover most of the features Moodle has on offer and allowed little time for participants to try out the tools covered in the workshop. In January 2016, I redesigned and deployed a new BLE programme to offer three levels - beginner, intermediate and advanced to make it easier for new and existing staff to sign up to workshops based on their knowledge of Moodle.

So far the feedback from attendees has been very positive (see Padlet feedback) and their comments indicated it is now easier to go to training sessions based on existing knowledge or if they wanted to know more about Moodle, there was another level to progress towards.

When I deliver sessions I aim to provide an informative yet engaging training which begins with background information about the technology, demonstrating features and encouraging participants to carry out tasks.

I often use examples of how other colleagues have implemented tools. This case study approach has provided an effective way to highlight how peers are utilising the technology.

For example a lecturer who I worked with to develop a multiple choice quiz where students listen to audio before answering. The quiz incorporates the use of hints and explanations depending on if the question was answered correctly or incorrectly. In order to produce the 100 question quiz I trained a former student to create the quiz, once I had created the template based on the requirement of the course leader.

IT staff members have been trained in the use of Panopto and will support staff, students, and classroom setup. We want to encourage academics to use Panopto for flipped lecture recordings, which can be done in their own offices. Members of the Panopto Working Group have been meeting with people from Birkbeck and LSHTM to coordinate systems in preparation for the move to Senate House where rooms will be shared. This shared expertise has been particularly helpful when considering which microphones to use for Panopto.

One of the constraints that I face is the availability of lecturers to attend group sessions therefore I offer one to one training at the convenience of the staff member as well as follow up sessions. To increase awareness for Panopto both me and my manager ran lunchtime drop in sessions in the staff common room to showcase the software’s capabilities, which proved successful with a number of colleagues interested and requesting following up training.