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very happy to help further - t.bacon@mdx.ac.uk

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https://telegram.org - great messaging service that hides users phone numbers unless they are already in your contacts

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https://ardenfeedback.co.uk/auth/login (as previously mentioned - this is a platform for External Examination)

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Please login with your username and password below.

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https://itslearning.com/uk/about-us/resources/v-introduction-to-itslearning-vle-for-higher-education-video/

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itslearning LMS Educational Resources | itslearning UK

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View LMS case studies, infographics, ebooks, quizzes, whitepapers and more in our educational resource library from itslearning UK.

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https://www.apple.com/uk/education/k12/teaching-tools/

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Apple has developed tools to help guide students with devices and apps in the classroom, and give insight into student progress.

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I would like to recommend looking at an amazing platform created for The Arden https://www.ucenmanchester.ac.uk/subject-areas/performing-arts-arden-school-theatre - in all my time as an EE, I have never come across such a wonderfully user friendly design - it is behind a password at: https://ardenfeedback.co.uk/auth/login but if you would like me (t.bacon@mdx.ac.uk) to reach out to them so you can preview it please let me know? If we had this it would make our EE processes so much simpler.

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The Arden School of Theatre and Performing Arts

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Our performing arts hub is home to our very own Drama school - The Arden School of Theatre, providing high-quality vocational training to aspiring actors, dancers and performers. We take a hands-on approach and we’re dedicated to developing your skills to give you the edge you need to progress in yo…

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its great for storing learning materials and hosting forums for conversation and interim studio work video in connection with mdxplay. Its also really good for storing assessment. But... Quick Mail is a waste of time as it dumps into Outlook's Junk Folder so I gave up using it.

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This returns us to the department champion idea as a way forward as I find that the its use and design is at the mercy of not everyone being able to use it effectively. I personally love the ability to dive into the html but that is going to be beyond many members of staff desires.

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I have no objections to it as I access through a desktop, though on mobile it is not very good. And the app is very poor.

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I'd prefer to see old modules go into an archive folder rather than having them all listed in the sidebar. It would also be good if you could drag and drop the order of that sidebar list to tailor quick access as suited to you personally.

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It's very easy. You can literally access it via Google!

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I actually like using it, but I find that a lot of staff can't use it and therefore this trickles down into a general malaise from students. I would suggest (with workplace hours attached) a number of My Learning champions are appointed in each dept. to help support staff with general how to intros etc....

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A platform and digital learning strategies for the next decade not just a software solution

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A platform and digital learning strategies for the next decade not just a software solution

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Our key skill is still education and we should be able to contribute or lead in what good teaching and learning looks like in the digital realm.
The toolset should allow for external teaching/training and short-courses as easily as it does for internal use.
Students and staff have many interactions with the university, it is helpful if they feel coherent and are part of a joined up digital mdx

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'Articulate' ...and the office365 'Sway'

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'Articulate' ...and the office365 'Sway'

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both give more 'website like' means to present mixed media - but simple to create like powerpoint or keynote. (we have Sway already but I don't think it is officially supported?)

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The same system without the limitations imposed by restricting plug-ins etc. Hand-built by a colleague - Good to have someone able to tweak the system to suit the programme, very bespoke - In particular a very helpful system for assessment which included rubric and helped keep ones marking consistent and calculated to the 20 point system (Interface still a bit 1990's though and some students still found navigation counter-intuitive at first, obviously some support and consistency issues when things are built by hand, but an extended platform can still be supported and allow for customisation).

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Helps as somewhere to link to existing info. and update that info...

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Helps as somewhere to link to existing info. and update that info...

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...but mainly because we have no other uni supported options (e.g. a richer, internal web-space would be preferred) Teams and one-drive also help but are equally a bit limited to document stores / scheduled meetings - rather than interactive communication.

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This has been very difficult where work is across disciplines (not just a Moodle problem but whole of mdx digital presence does not feel like 'arriving' at ACI)

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This has been very difficult where work is across disciplines (not just a Moodle problem but whole of mdx digital presence does not feel like 'arriving' at ACI)

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UI / UX is a big topic with lots of research and I feel we should engage with that to improve user experience and 'journeys'

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UI / UX is a big topic with lots of research and I feel we should engage with that to improve user experience and 'journeys'

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Section links break if section gets re-ordered.

Programme / Module structure is inflexible and does not fit well with ad-hoc, or collaborative projects or workshops or provide more general spaces for cross programme information.

Limited functionality (many plug-ins etc not 'allowed' on the MDX version).

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Allows presentation in front of your slides (like a multi-feed set up but without all the hardware)

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the virtual desk / whiteboard space is good for visual work and allows collaborative moving images around to form edits / sequences.

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the problem My Learning has with modules running from Jan - Dec (as the MAs now are) rather than in the normative academic year.

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the problem My Learning has with modules running from Jan - Dec (as the MAs now are) rather than in the normative academic year.

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needs to be aligned with other discussion formums that students use, discord, mirco, slack, so feel more responsive

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needs to be aligned with other discussion formums that students use, discord, mirco, slack, so feel more responsive

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More functions, externally facing so staff use more and can direct material to promote course etc.

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More functions, externally facing so staff use more and can direct material to promote course etc.

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Needs to be more visual for ACI faculty
There needs to be consistancy set up so modules all follow similar structure to help students navigate
Hierarchy so informaton stands out.
Current info should be at top, to avoid long scrolling at the end of a module.

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This is perhaps one of the more successful areas because of the support one can give to students by commenting on forum posts and discussions. However, OneDrive is a more effective space for collaborating through shared materials. And, there are more effective and immediate platforms for interacting with students outside the classroom. Padlet is one.

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The fundamental problem with myLearning is there is far too much manual intervention to manage and maintain a module.  What it should be doing is help staff track and administrate the teaching and assessment.  But what it does is just passively store information and leaves it up to the teaching team to hunt for what they need.  For example you can set up an assessment with a deadline and then check afterwards which students have submitted on time; but what you really want is a system that notifies you of which students have missed the deadline in a way you can follow it up.  Yes you can turn on notifications, but that sends you an email every time a student submits so you end up with *more* paper work to chase up; what it should be doing is sending a summary email after the deadline has passed listing all the students who have failed to submit -- in other words it should be doing some of the work managing the information. As it currently is, it is wasting our time rather than helping us save time on admin. The system is fundamentally backwards from a usability point of view.  It is designed as a front end to a database that the user has to maintain so we all end up being database administrators.  As a further example of the back-to-front usability which doesn't focus on the user's needs is the way all the records of information are treated as unrelated items.  There is a record of all Participants on a module which gives you a list of students.  You have the option to message all the students from that list.  Then, separately, there is a list of Submissions for an assignment and you have the option to lock the submissions or grant an extension.  But what you can't do is look at the Submissions list and then message students from there.  Almost always, you want to message a student *about* a submission but that is the one thing which you can't do directly.  You have to *manually* note which students haven't submitted, then *manually* prepare an email list to work around this.  It is painfully obvious that the whole system is just a passive database and isn't doing any of the tracking and admin that a system like that is supposed to do -- instead it is a machine for generating *more* admin work and is wasting staff time because the functionality is focussed on the needs of the database instead of the users.  It is fundamentally broken from a usability point of view.  John C

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The fundamental problem with myLearning is there is far too much manual intervention to manage and maintain a module.  What it should be doing is help staff track and administrate the teaching and assessment.  But what it does is just passively store information and leaves it up to the teaching team to hunt for what they need.  For example you can set up an assessment with a deadline and then check afterwards which students have submitted on time; but what you really want is a system that notifies you of which students have missed the deadline in a way you can follow it up.  Yes you can turn on notifications, but that sends you an email every time a student submits so you end up with *more* paper work to chase up; what it should be doing is sending a summary email after the deadline has passed listing all the students who have failed to submit -- in other words it should be doing some of the work managing the information. As it currently is, it is wasting our time rather than helping us save time on admin. The system is fundamentally backwards from a usability point of view.  It is designed as a front end to a database that the user has to maintain so we all end up being database administrators.  As a further example of the back-to-front usability which doesn't focus on the user's needs is the way all the records of information are treated as unrelated items.  There is a record of all Participants on a module which gives you a list of students.  You have the option to message all the students from that list.  Then, separately, there is a list of Submissions for an assignment and you have the option to lock the submissions or grant an extension.  But what you can't do is look at the Submissions list and then message students from there.  Almost always, you want to message a student *about* a submission but that is the one thing which you can't do directly.  You have to *manually* note which students haven't submitted, then *manually* prepare an email list to work around this.  It is painfully obvious that the whole system is just a passive database and isn't doing any of the tracking and admin that a system like that is supposed to do -- instead it is a machine for generating *more* admin work and is wasting staff time because the functionality is focussed on the needs of the database instead of the users.  It is fundamentally broken from a usability point of view.  John C

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How can we more consistently embed ethics in the uses of learning technologies? for example, see this new framework launched by the Association for Learning Technology (ALT) https://www.alt.ac.uk/about-alt/what-we-do/alts-ethical-framework-learning-technology

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How can we more consistently embed ethics in the uses of learning technologies? for example, see this new framework launched by the Association for Learning Technology (ALT) https://www.alt.ac.uk/about-alt/what-we-do/alts-ethical-framework-learning-technology

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ALT's Framework for Ethical Learning Technology (FELT) is designed to support individuals, organisations and industry in the ethical use of learning technology across sectors. It forms part of ALT's strategic aim to strengthen recognition and representation for Learning Technology professionals from all sectors . The need for such a framework has become increasingly urgent as Learning Technology has been adopted on a larger scale than ever before and as the leading professional body for Learning Technology in the UK, representing 3,500 Members, ALT is well placed to lead this effort. We define Learning Technology as the broad range of communication, information and related technologies that are used to support learning, teaching and assessment. We recognise the wider context of Learning Technology policy, theory and history as fundamental to its ethical, equitable and fair use .

Building on ALT's professional accreditation framework, CMALT , which was expanded to include ethical considerations for professional practice and research in 2019, a working group of 120 members has helped define this framework for professional practice alongside tools and resources to help for individuals, institutions and industry.

Explore more

Framework Overview

Keep informed and contribute

The work to further develop the framework is now underway. We invite you to:

: Members will receive a quarterly update about the new framework. If you are not already a Member, consider Keep informed joining or sign up to our public monthly updates;

Join the summit : we are holding an annual summit meeting online, helping you learn about the new strategic developments and research;

Contribute : We are actively looking for contributions in order to develop a robust baseline of policies and practice.

Year 1, September 2021 - September 2022
In the first year our focus is on collecting examples of case studies and policies from individuals and institutions. Specifically we are looking for:
Year 2, September 2022 - September 2023
In the second year our focus will be on developing pathways to accreditation and expanding the framework via mappings to other standards. Specifically we are looking for:

Examples from accredited CMALT portfolios

Mappings to other professional/ethical frameworks

The ALT Framework for Ethical Learning Technology is licenced by the Association for Learning Technology (ALT) CC BY-NC-SA, September 2021. This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator. If you remix, adapt, or build upon the material, you must license the modified material under identical terms.

Text version of the Framework

Framework for Ethical Learning Technology (FELT)

Awareness

Respect the autonomy and interests of different stakeholders

Be mindful, reflective and reflexive

Think critically about your practice and consider the wider environment(s) you can influence

Recognise the limits of one's own knowledge and the possibility of unconscious bias

Professionalism

Demonstrate accountable, evidence-led practice

Commit to ongoing professional development and enhancing your skills

Act with integrity and honesty

Ensure practice complies with relevant laws and institutional policies

Apply knowledge and research to advocate for and enhance ethical approaches

Values

Support the agency and development of learners

Promote fair and equitable treatment, enhancing access to learning

Develop learning environments that are inclusive and supportive

Celebrate diversity as a route to innovation

Design services, technologies to be widely accessible

Be accountable and prepared to explain decision-making

Be as open and transparent as is appropriate

Care and Community

Practice care of oneself and others

Promote collegiality and mutual understanding

Minimise the risk of harms

Recognise responsibilities and influence beyond your institution

Share and disseminate best practice

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ALT's Framework Ethical Learning Technology

# data[].attributes.attachment_link.description
ALT's Framework for Ethical Learning Technology (FELT) is designed to support individuals, organisations and industry in the ethical use of learning technology across sectors. It forms part of ALT's strategic aim to strengthen recognition and representation for Learning Technology professionals from all sectors .

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Announcement, no. It's not immediate enough.

It's more useful as a document bank. And as a place to reference.

We are desperately in need of a more effective way to communicate with students. E-mail is also not working for them.

We need a more immediate space (like Discord) for group chat.

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I think a sense of community is galvanised in different ways through our programmes but not through MyLearning (except perhaps in unifying a negative response to it). Occasionally some positive cohesion perhaps through the engagements in forum discussions.

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It takes a long time. Feels unstable. Often, loses work. Feels inconsistent, because there are often multiple ways to do something.

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It should have more webpage-like ease of navigation.

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I guess okay once you know how, but as people have commented, it could do with having a bolder presence.

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I've made better friends with My Learning since having to work in a blended way through the 2019-20 academic year. I tend to use it as a week by week repository but lately I've organised a module around strands and used labels to mark sections. I've found embedding video to be a much better way of creating a visual identity. Most challenging for me is usability. For example, I often want to move something and you just get this long undifferentiated list of places to move an item to, which is a scramble on the eyes. I very rarely use quickmail now. Instead, I copy all student emails into my register and then use outlook. Otherwise, the tools I use or find useful are forums and questionnaires. I don't use the announcements. I tend to edit the welcome section with updates on room changes etc. and highlight. My overall experience is frustration. I've long felt it's clunky and unfit for purpose. Difficult to use and difficult for students to engage with.

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interest in reviewing other HE moodle interfaces, e.g. UCL, UAL etc

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interest in reviewing other HE moodle interfaces, e.g. UCL, UAL etc

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Student Information System Software | Workday

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Workday Student is completely connected to finance and HR. With real-time insight into your campus, you can take the right actions to lead your institution into the future. Learn more.

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It would be great if we could see or experience various other Moodle setups, so that we can get further ideas and also offer more detailed feedback on the kinds of structures that might work better than our current one.

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External Examiners find it very difficult / impossible to access MyLearning (even though they technically should be able to) - we have stopped trying to use it in this way because there is so much resistance / difficulty to it.

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External Examiners find it very difficult / impossible to access MyLearning (even though they technically should be able to) - we have stopped trying to use it in this way because there is so much resistance / difficulty to it.

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MIRO - it's so much fun, and easy to use.  Annotate on Zoom seems fun too though we haven't used it much. All of our teaching last year and this year is online on Zoom - which is quite good but students are becoming really bored with it and want return to lecture theatres.  

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MIRO - it's so much fun, and easy to use.  Annotate on Zoom seems fun too though we haven't used it much. All of our teaching last year and this year is online on Zoom - which is quite good but students are becoming really bored with it and want return to lecture theatres.  

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Yes - we use MyLearning for all assessment - formative assessment, peer assessment and summative assessment, using Turnitin, or Assessment Tool. 

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Yes - we use MyLearning for all assessment - formative assessment, peer assessment and summative assessment, using Turnitin, or Assessment Tool. 

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I have used forums to zero effect.  FAQ section never consulted by students.  I have used questionnaire tool to ask for some feedback from students and it was quite useful.   

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I have used forums to zero effect.  FAQ section never consulted by students.  I have used questionnaire tool to ask for some feedback from students and it was quite useful.   

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ZERO.  I think students use it for Fashion Visual Cultures module because it is the only platform we use for that, but it is totally functional and has nothing to do with building module or programme identity.  

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ZERO.  I think students use it for Fashion Visual Cultures module because it is the only platform we use for that, but it is totally functional and has nothing to do with building module or programme identity.  

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Really want to be able to access the archive of all my previous modules as well as default which seems to have been removed this year.  It is really useful to have a repository of all previous work, so that we can remember which each year group has experienced the year before and make sure they are all in the same space, or if we need to give them something additional because they didn't have it the year before etc.  

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Really want to be able to access the archive of all my previous modules as well as default which seems to have been removed this year.  It is really useful to have a repository of all previous work, so that we can remember which each year group has experienced the year before and make sure they are all in the same space, or if we need to give them something additional because they didn't have it the year before etc.  

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It is OK, but it looks quite old-fashioned.

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It is OK, but it looks quite old-fashioned.

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It's OK for me, but I access through web-browser on a computer.  I very rarely use it on phone and I cannot see what the MDX App looks like from a student's perspective - which would be useful!

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It's OK for me, but I access through web-browser on a computer.  I very rarely use it on phone and I cannot see what the MDX App looks like from a student's perspective - which would be useful!

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I have used MyLearning extensively and think it is OK, but I view it more as broadcast rather than interaction (MIRO and Padlet much better for this).  I don't use Quickmail because it used to go into student's junk mail and even messages from my own colleagues get filed into my "other" folder, so I do not find this a useful tool.  I always get email address from MISIS class list and copy and paste them into an email message. the structure is quite inflexible so if you have multiple cohorts attending at different start points in the year - you only get one module page with multiple users, and because I have found Book Tool to be very poorly understood by staff or students (with weird loopholes inside, and very easy to navigate to old content), I use a "long scroll of death" structure with topic view and very difficult to use for a cohort starting in September, one starting in January and one part-time cohort, all using the same page.  See ART4002 2020-21 for example. It would be really useful to have a more flexible infrastructure where we could set a more interactive space, not necessarily linked to a specific module for e.g.  Fashion Directorate, that would be really useful for me.  MyLearning is the only platform we use for Fashion Visual Cultures modules, but other colleagues are using multiple different platforms, so this disincentives students from navigating MyLearning on their own.  They never know how to access their Turnitin feedback, or see their official grades at the end of the module /year in MyGrades.  How do they get trained on how to use MyLearning?    

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I have used MyLearning extensively and think it is OK, but I view it more as broadcast rather than interaction (MIRO and Padlet much better for this).  I don't use Quickmail because it used to go into student's junk mail and even messages from my own colleagues get filed into my "other" folder, so I do not find this a useful tool.  I always get email address from MISIS class list and copy and paste them into an email message. the structure is quite inflexible so if you have multiple cohorts attending at different start points in the year - you only get one module page with multiple users, and because I have found Book Tool to be very poorly understood by staff or students (with weird loopholes inside, and very easy to navigate to old content), I use a "long scroll of death" structure with topic view and very difficult to use for a cohort starting in September, one starting in January and one part-time cohort, all using the same page.  See ART4002 2020-21 for example. It would be really useful to have a more flexible infrastructure where we could set a more interactive space, not necessarily linked to a specific module for e.g.  Fashion Directorate, that would be really useful for me.  MyLearning is the only platform we use for Fashion Visual Cultures modules, but other colleagues are using multiple different platforms, so this disincentives students from navigating MyLearning on their own.  They never know how to access their Turnitin feedback, or see their official grades at the end of the module /year in MyGrades.  How do they get trained on how to use MyLearning?    

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This is an area that mylearning could do much better. we use forums, questionnaires but there is limitations to any substantial collaborations 

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This is an area that mylearning could do much better. we use forums, questionnaires but there is limitations to any substantial collaborations 

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I don't feel that mylearning has particularly been part of this 

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I don't feel that mylearning has particularly been part of this 

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Overall it is easy to use but I do use it mainly as a broadcasting tool. When it comes to collaboration between students and/or staff is much less effective 

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Overall it is easy to use but I do use it mainly as a broadcasting tool. When it comes to collaboration between students and/or staff is much less effective 

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We extensively use Discord for delivering online classes. The students prefer it to Zoom and it has the same functionality (screen sharing, chat, voice calls) but it is on all the time rather than scheduled meeting times.  That encourages peer learning, especially for students who can't come on campus.  The trouble is it is blocked on campus by the firewall

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Our Integrating Themes

Equity and improvements in health and wellbeing

We take action to make health care better for those who need it and to improve physical, mental and social health and wellbeing in all parts of society.

More on health and wellbeing

Inclusive socio-economic development and enriching lives through culture

We believe that entrepreneurship, culture and creativity can build a more equal, caring and prosperous society that enriches individuals, communities and organisations.

More on socio-economic development and culture

Sustainability of communities and the environment

Locally, nationally, and around the world, we support people to make their communities more sustainable and fairer and to protect the environment.

More on sustainability

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We take action to make health care better for those who need it and to improve physical, mental and social health and wellbeing in all parts of society. More on health and wellbeing We believe that entrepreneurship, culture and creativity can build a more equal, caring and prosperous society that enriches individuals, communities and organisations.

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Moodle/MyLearning seems to be the academic standard for most universities. For that reason I don't feel that it should be abandoned, however, it would be nice to see some kind of visual customisation away from the old-school blandness. 

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Moodle/MyLearning seems to be the academic standard for most universities. For that reason I don't feel that it should be abandoned, however, it would be nice to see some kind of visual customisation away from the old-school blandness. 

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I often find MyLearning confusing and time-consuming to use. I think this is due mainly to the following:
- I use the MyLearning pages of others mainly.
- I co-teach on modules, so I do not design or decide on content / infrastructure.
- MyLearning pages seem to vary between programmes / modules in terms of how they are used, and where content is held.
- I do not use it every day.
There seems to be quite a lot to learn before you can use it effectively. It is not a very intuitive or transparent platform.

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tedious number of pages / actions to get to mylearning page.  Something accessed this frequently should  be a one-click operation

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tedious number of pages / actions to get to mylearning page.  Something accessed this frequently should  be a one-click operation

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Used to be dreadful, far too many clicks to log on, but much improved through phone fingerprint ID

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Used to be dreadful, far too many clicks to log on, but much improved through phone fingerprint ID

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Please contribute via any mode you wish, anonymously or not, or only mention your programme area. If possible, please add your work group at the end of your comment (e.g. Academic / Support Staff / Technicians)

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It needs reform of the design and links to other software.

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Thank you very much for doing a review of My Learning.  I apologise that I cannot stay due to commitments, but nevertheless here are some of my thoughts and suggestions.

In my opinion it is not really fit for purpose and some of the reasons are:

at the moment we mark on the 20 point scale but My Learning does not support this as it supports a 100 point scale.

this means that grade calculations need to be supported by excel spreadsheets and the manual inputting of grades - unless of course our approach changes?  The manual inputting of 100s of grades is laborious, not the best use of lecturer time and is open to human error.

If CAPE has a better solution, please can they create an example test module with 130 students, 4 assignments weighted at 20%, 20%, 20%, and 40% with 3, 3, 4, and 5 assessment criteria / rubrics, showing us how the marking can be done so that My Learning does the calculations automatically, internally, to create the overall grade that is published automatically to each individual student and is able to be exported as an excel spreadsheet for the tutors?  If an example can be drawn up and demonstrated, then I feel that this could be a very valuable step forward.

Would it be possible for these final grades to be directly inputted to the boards rather than Lecturers doing it manually?  Of course there should be a process for Lectuerers to confirm that the grades are correct but I wonder if this process could be automated in the first instance?

Also, we need to support My Learning in other areas that it does not cover, with other applications, eg:

Excel

Zoom

Vimeo

Doodle poll to set up meetings etc

Socrates Polls

Other polls etc....

Personally, I feel that there is room for improvement and am very glad to see that you are looking into this!

Many thanks!

Best wishes,

Vron

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Katy Deepwell's contribution is definitely along the MDX strategic lines of radical simplicity. Agreed protocols (for digital platforms and interfaces) provide a cornerstone to supporting teaching, learning, and research for both academics and students. If we all devise our own systems this will have a negative impact on NSS questions regarding programme organisation and other NSS questions !!

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Current design is very old; if I were a student I would not be persuaded at all to use it

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Current design is very old; if I were a student I would not be persuaded at all to use it

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I use it often but I admit it is visually unatractive, clunky and oftentimes not fit for purpose

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I use it often but I admit it is visually unatractive, clunky and oftentimes not fit for purpose

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Redesign the module page.

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We definitely need more streamlining of platforms used. One of the areas we've scored very low in the NSS is programme organisation; after talking to students, it seems one of the causes is that there are too many different kinds of information used on too many platforms, and students simply become lost. 

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We definitely need more streamlining of platforms used. One of the areas we've scored very low in the NSS is programme organisation; after talking to students, it seems one of the causes is that there are too many different kinds of information used on too many platforms, and students simply become lost. 

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The difference between student/staff experiences must be considered.

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Padlet is fine but do we have the right licenses and, if not, can we afford them? I'm not clear about how or whether material on Padlet is currently backup up and who retains ownership of it. (Academic)

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The protocols for different technology use and preference of which programmes should be used. The open source and software must be considered as well as GDPR.

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Yes, GDrive and Slack; but huge problems with both (eg. we use GDrive instead of OneDrive because we don't have the possibility of sharing content with students from our OneDrive accounts)

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Yes, GDrive and Slack; but huge problems with both (eg. we use GDrive instead of OneDrive because we don't have the possibility of sharing content with students from our OneDrive accounts)

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Not effective; MyLearning lacks the dynamism of modern social media platforms - all students are on them. 

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Not effective; MyLearning lacks the dynamism of modern social media platforms - all students are on them. 

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Acad staff and students have their own preferences for Miro, Padlet, etc. but it's far too arduous to have to operate across all these AND Moodle -- simplicity, please.

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MyLearning does not really help with this. Students don't really read emails and respond better to other platforms we use (eg. Slack)

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MyLearning does not really help with this. Students don't really read emails and respond better to other platforms we use (eg. Slack)

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Fairly simple for staff and great selection of tools for staff; but many of those are not really fit for purpose (eg. forums, quizes)

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Fairly simple for staff and great selection of tools for staff; but many of those are not really fit for purpose (eg. forums, quizes)

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Unfortunately not very easy; after talking to first years they wouldn't know how to reach module pages if we didn't send a direct link to their emails

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Unfortunately not very easy; after talking to first years they wouldn't know how to reach module pages if we didn't send a direct link to their emails

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The scrolling is particularly difficult for BA Animation because we have to share module pages with BA 3D Animation & Games and we are at the bottom of an extremely long thread.

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The scrolling is particularly difficult for BA Animation because we have to share module pages with BA 3D Animation & Games and we are at the bottom of an extremely long thread.

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A more friendly and visual interface would be welcomed. Moving  the design to a portal of entry points in order to avoid scrolling. 

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A more friendly and visual interface would be welcomed. Moving  the design to a portal of entry points in order to avoid scrolling. 

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We mainly use Gdrive, just because its easy.

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We mainly use Gdrive, just because its easy.

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Mailchimp to share information with students in a more exciting and visual manner

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Mailchimp to share information with students in a more exciting and visual manner

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Not a very visual interface. Structure is rigid. Would love to be able to customize the layout and presentation of information to be better suited to our programme. 

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Not a very visual interface. Structure is rigid. Would love to be able to customize the layout and presentation of information to be better suited to our programme. 

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I don't use the platform very often, so when a  new design feature is created, I often feel lost. I also don't feel that the editing system is very clear; for example, I'm often unsure if students can see material they are not supposed to. 

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I don't use the platform very often, so when a  new design feature is created, I often feel lost. I also don't feel that the editing system is very clear; for example, I'm often unsure if students can see material they are not supposed to. 

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Students upload coursework to their blogs and we mark the work from there. At the end of the year we ask students to send a submission document with a blog link to Turn It In to make the submission official. We also upload provisional project marks to MyLearning, but students seem to have difficulty accessing their marks.

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Students upload coursework to their blogs and we mark the work from there. At the end of the year we ask students to send a submission document with a blog link to Turn It In to make the submission official. We also upload provisional project marks to MyLearning, but students seem to have difficulty accessing their marks.

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Mirroring the computer and mobile interface is key to enhance student experience. Ensuring that they are not left behind because they are not able to access to the same features on their phone.

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As mentioned, the platform is useful as a repository but students (as I understand it) don't use it to communicate with each other. They tend to make FB groups, which are faster in terms of communication.

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As mentioned, the platform is useful as a repository but students (as I understand it) don't use it to communicate with each other. They tend to make FB groups, which are faster in terms of communication.

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Unsure whether the platform has the design flexibility to capture the identity of any art and design programme, but I'm not sure it has to. (acad)

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Unsure whether the platform has the design flexibility to capture the identity of any art and design programme, but I'm not sure it has to. (acad)

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Great for storing information, not great for engagement!

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Great for storing information, not great for engagement!

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MyLearning is a great tool to store project briefs and useful links and resources. We tend to share PDFs on MyLearning but it isn't the easiest to access or the most interesting to look at. Needs to be modernised in terms of visual customization.. agree with the "death scroll" comment - there are some great platforms out there that can be used to inspire a more visual platform that isn't just a list of documents

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The most effective means of communication with students is face to face teaching, backed up by email and Discord.

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The most effective means of communication with students is face to face teaching, backed up by email and Discord.

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Reveal student's phone numbers and staff numbers, slack does not.

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Access determined by login.
Not used as a navigation of all material in one place.

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It is slow, but once you've learnt the logic it's ok. The main problem is that there is an upload limit of 500mb and in Animation we are working with files that are sometimes several tbs.

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It is slow, but once you've learnt the logic it's ok. The main problem is that there is an upload limit of 500mb and in Animation we are working with files that are sometimes several tbs.

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Links built into my learning pages.
These are not widely used for storage.

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It's so clunky and extremely out of date. It feels like going back to the 1990s.

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It's so clunky and extremely out of date. It feels like going back to the 1990s.

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Better handling of video uploading, downloading, storing and viewing.

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It's ok once you've learnt how to use it, but it has taken years and students won't make the effort.

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It's ok once you've learnt how to use it, but it has taken years and students won't make the effort.