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Using 'visible groups' on forum activities and 'standard forum' with ability to start new topics turned off for teachers, non editing teachers and students. Only Jenny (System Admin) can create new topics.

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Using 'visible groups' on forum activities and 'standard forum' with ability to start new topics turned off for teachers, non editing teachers and students. Only Jenny (System Admin) can create new topics.

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80 students are required to reply to a post and reply to another.That's 160, at least, replies to a forum. So we have to try make the forum scalable. By dividing it into Learning Communities, we can get 40 replies a group, which is easier navigate.

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Use learning sections to reduce scroll of death on FCAs esp in forum activities

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Use learning sections to reduce scroll of death on FCAs esp in forum activities

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From now on, all FCAs use 'visible groups', learning sections. This is to increase rapport between classmates operating in common groups. They can still switch between the groups but it just increases scalability and community building.

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"Introduce yourself" Fadlet now split into individual learning sections

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"Introduce yourself" Fadlet now split into individual learning sections

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Problem: Too many people to get through, difficult to build rapport at early stages.

Solution: Try to use learning sections even for introductory pages so students get an idea of who their learning section lead and classmates are. This uses visible groups, so people can still see all the other people in the course, but can zone in on the people they know they will be working closely with.

Further suggestions: I'm using Learning Sections, but the group work groups could be used for this too.

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Less clicks for introductory information

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Less clicks for introductory information

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This year I am reducing the amount of clicks students need to find 'intro' text in various modules. This can simply be a Text & Media section.

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Problem: Updating documents often requires updating them in 2 places: the start of the module and the assessment page. There are also old Sharepoint links throughout the diploma which must be removed as they draw students to a GDPR protected repository. Students have been requesting to join the PGDHPE Sharepoint when links are shared with them. This would give them access to grades and other sensitive data.

Solution: By having 'one source of truth', uploading documents directly to VLE and linking back to it at the start of the module and the assessment area, only one place needs to be updated and it is safer for staff and students from a data protection pov.

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Problem: We only offer support during business hours, often times students can actually help one another. The AMA generates a lot of emails for anyone subscribed.

Solution: Encourage students to rate advice as 'helpful'. This does not trigger an email.

Explanation: Students now have the ability to rate one another's posts as 'Useful' on the Ask Me Anything forum. The idea behind this is that students should be encouraged to provide some technical support to one another, rather than it just being the diploma team.

It also means as well that a student could rate help they received, rather than commenting that it helped and hopefully reduce the amount of back & forth communication.

The rating is just 'Useful' or not rated. So it's up-voting without a 'down-vote' which has negative implications on forums.