Technical Knowledge and Ability in the Use of Learning Technology

In my previous role as lecturer I learnt to use the Moodle and Blackboard virtual learning environments (VLEs) and a variety of other tools such as: Etherpad, blogs, wikis, Google Docs, Google Sites, Camtasia, Prezi, Socrative, Turnitin, Kahoot!, Oxwall (for a historical recreation of the New World Information and Communication Order series of conferences), Padlet and others.

After I started working as a Learning Technologist I completed Google Certified Educator Levels 1 and 2, Trainer Skills Assessment and attending a Google Trainer workshop. I also completed Microsoft Office Specialist certifications in PowerPoint and Word. I deepened my knowledge of Moodle administration, as well as other platforms such as ClickView, H5P, Zoom, Kaltura, Gather Town, and others. I will discuss two examples here, Gather Town and Turnitin.

Description

Gather Town

My colleague and I were approached by lecturers who wanted to replicate a poster presentation scenario and were curious about using Gather Town that provides customisable 2-D virtual spaces, where users can interact using video and chat. We had never used Gather Town before, so we researched its possibilities, and its compatibility with our existing IT infrastructure and data protection guidelines. I then gathered information on how to use Gather Town and built a working prototype to show the lecturers. They liked it but asked to have a ‘lobby’ with some introductory content, and a way for students to leave comments on the poster itself. For the latter, I investigated some options such as a Google Jamboard, Microsoft Whiteboard, and others, but these had implications in terms of data privacy and user experience, so in the end we agreed on using a tool that was provided within Gather Town and that could be placed beside the poster (see examples below). The final poster presentation project was used for two groups of 25 students, and the lecturers reported that it went well and would be using the same solution again if needed.

Turnitin

An unintended consequence of the increase of information and resources on the internet is the increased ability of students to find material online and reuse it in ways that breach academic integrity. Turnitin is effective as a monitoring tool for these issues, but actually offers a lot more. It can also be used to create a variety of marking rubrics and to create customised banks of frequently used comments by using the QuickMark functions - these can be very helpful in reducing workload by when these are shared across a department, and can also mean that students receive a more consistent experience of feedback.

In my lecturing role I wrote guidelines on academic misconduct procedure that were approved and distributed by the School Education Committee and successfully proposed that Turnitin become mandatory for all units in my department, preceding the faculty decision to do the same by about two years. In my current role as Learning Technologist, I have developed online resources and taught workshops in the use of Turnitin and will discuss this below as an example of my technical knowledge.

In my previous role I created a comprehensive suite of help documents for the use of Turnitin Similarity Report and Feedback Studio, and created resources for how to use similar tools in Moodle for those who prefer that (below). In my current role I created resources on Turnitin available on the website. This is combined with group and individual training in the use of the Similarity Report and Feedback Studio by providing workshops and ad hoc training on demand.

Reflection

Gather Town

Working on the Gather Town poster presentation project was interesting and rewarding in that it is able to reproduce some of the spontaneity and interactivity that in-person events provide. The functionality that enables smaller ‘private spaces’ where users can connect via video, as well as the proximity function that allows people who are close to each other to talk, mitigate somewhat the disadvantages of online interaction. It is an example of where new technologies are heading, and I recently assisted with an online conference that was using Remo in order to learn more about this type of product.

I had to manage expectations of the lecturers who initially assumed that I would be uploading the students’ posters and managing other aspects during the event itself. I did this by providing clear instructions for students on how to create properly formatted images, a welcome video with navigational guidance in the ‘lobby’, and working closely with them to make sure they were confident in using the platform.

Turnitin

The Turnitin similarity report is often used incorrectly by users who assume that the percentage of similarity is an absolute measure of plagiarism, although it only reflects similarity for which there may be legitimate reasons. At my previous college assignments frequently included standardised content – for example an assignment that involved creating a health and safety manual for air cabin crew – and lecturing staff sometimes dismiss the usefulness of Turnitin because of this. However, but I have learnt that by showing how to exclude sources from the generated report, staff are able to use Turnitin more effectively.

In my previous and current role, I have given training in the use of Rubrics and QuickMark and made some online resources (below) and these generate significant interest. I strongly believe that students and staff benefit from using these tools, and do my best to demonstrate how they can fit into existing departmental and disciplinary practices - for example where lecturers worry about the potential strictures of a predefined rubric and the need to provide qualitative feedback, I show how QuickMarks can be customised, and how general freeform feedback can be given via text and/or audio recording.

However, I have learnt that many learners are not likely to carry through innovations because of other workload pressures. To address this, through a follow up feedback form I also provide more resources and emphasise my willingness to provide further support in person. I have been able to successfully support some staff to moving to use more Turnitin features.