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This resource is designed for:

Education and staff development professionals who want to include digital aspects of teaching practice in accredited courses or as part of their support to individuals seeking recognition via the UKPSF

Teaching staff who want to demonstrate or develop digital aspects of their practice and map these to the UKPSF

Professional staff and educational leaders who are seeking recognition via the UKPSF for relevant aspects of their role

This is not a definitive list but an aid to reflection. Different examples will be relevant to your practice depending on your professional contexts and the level of recognition you are seeking. You may be able to think of alternative examples not listed here. In preparing a claim for recognition, you will need to show how the dimensions of practice work together, in practice, at the chosen descriptor level.

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Digital lens on the UK Professional Standards Framework (UKPSF)

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This resource is designed for: Education and staff development professionals who want to include digital aspects of teaching practice in accredited courses or as part of their support to individuals seeking recognition via the UKPSF Teaching staff who want to demonstrate or develop digital aspects of their practice and map these to the UKPSF Professional staff and educational leaders who are seeking recognition via the UKPSF for relevant aspects of their role This is not a definitive list but an aid to reflection.

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Ensuring good practice and excellent student experience

We believe that the PSF is essential to enabling enhancement, and raising the profile, of teaching and learning in HE. As of January 2023, we have accredited teaching development programmes in over 177 institutions across the world against the PSF. Over 169,000 staff in over 100 different countries have had their individual teaching practice recognised through our Fellowship scheme, underpinned by the PSF.

A comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, the PSF can be applied to personal development programmes at an individual, institutional or national level to improve teaching quality and celebrate success.

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Professional Standards Framework (PSF 2023)

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Advance HE works with individuals and institutions in higher education (HE) to provide students with an excellent learning experience. This is why we manage and lead the development of the Professional Standards Framework (PSF), a globally-recognised framework for benchmarking success within HE teaching and learning support.

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Click here to read more about the "meaning-making" research

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Click here to read more about the "meaning-making" research

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UKPSF (A5, K6, V3, V4).

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ABSTRACT
Despite the high expectation of virtual learning environments (VLEs) to accelerate meaningful educational innovations for more interactive learning and teaching, resistance to changes exists, and innovations are fading over time. How to promote widespread and steady adoption of VLE enabled innovations remains an open question. This study uses mixed methods to examine 13 years of VLE logs, archival documents, and interviews with 51 teachers to investigate two research questions: What is the threshold stage of the institutionalisation process of VLE enabled innovation, and how does the innovation become institutionalised in the threshold stage? We found that the majority VLE enabled innovations (such as virtual classrooms and interactive quizzes) were abandoned or faded before the new or changed learning and teaching practices were fully habitualised. The empirical results show that individual cognitive divergence and collective consensus could promote habitualised institutional leverage through a threshold process, namely, meaning-making. These findings extend our understanding of the cognitive mechanism, and we suggest that universities provide continuous facilitating and teacher support, both on technological use and pedagogical design, to help teachers develop the meaning of the action as a priority. Research significance and implications to the educational transformation in the COVID-19 pandemic are discussed.

Acknowledgement

We thank editors and anonymous reviewers for providing constructive comments to strengthen the manuscript. We thank Dr Trevor Mahy and Dr Simon Schweighofer (Xi'an Jiaotong-Liverpool University) for proofreading and their insightful suggestions on the statistic visualisation of the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by National Natural Science Foundation of China: [Grant Number 71772152].

Notes on contributors

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Meaning-making in virtual learning environment enabled educational innovations: a 13-year longitudinal case study

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ABSTRACT Despite the high expectation of virtual learning environments (VLEs) to accelerate meaningful educational innovations for more interactive learning and teaching, resistance to changes exists, and innovations are fading over time. How to promote widespread and steady adoption of VLE enabled innovations remains an open question.

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Click here to check all the H5P activities

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Click here to check all the H5P activities

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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we can embed quizzes or other interactive activities in the lecture video so that students can learn at their own pace without time constraints.
UKPSF (A1, A2, A3, K2, K3, K4, V1, V2).

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Submitted by H5P Group on Mon, 06/10/2013 - 23:12

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Register on H5P.com to start creating H5P Interactive content. Your content can be accessed via direct link, embeded, or inserted into any learning management system that supports LTI integration.

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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Students need to join the online activities and solve the puzzles to get the password to have access to the information they need, such as the attendance password.
UKPSF (A1, A2, A3, A4, K1, K2, K3, K4, V1, V2, V3).

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we can use this branching scenario to design the learning paths with different difficulty levels for students to attempt.
UKPSF (A1, A4, K2, K3, K4, V1, V2).

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Submitted by H5P Group on Mon, 02/25/2019 - 16:15

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Register on H5P.com to start creating H5P Interactive content. Your content can be accessed via direct link, embeded, or inserted into any learning management system that supports LTI integration.

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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we can design an image pairing game for knowledge check or memory check after they look at the assessment outcomes from their peers in the virtual exhibition.
UKPSF (A3, K2, K4, V1, V2).

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Submitted by jithin on Wed, 05/02/2018 - 16:47

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Register on H5P.com to start creating H5P Interactive content. Your content can be accessed via direct link, embeded, or inserted into any learning management system that supports LTI integration.

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Submitted by jithin on Wed, 05/02/2018 - 16:47 Get started Register on H5P.com to start creating H5P Interactive content. Your content can be accessed via direct link, embeded, or inserted into any learning management system that supports LTI integration.

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The Moodle page activity allows us to embed the interactive activity on a web page within our own module area.
UKPSF (A4, K4, V2).

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A page resource creates a link to a screen that displays the content created by the teacher. The Text editor allows the page to display many different kinds of content such as plain text, images, audio, video, embedded code or a combination of all these. Pages are more accessible than uploading word-processed documents, particularly if the document just contains text to be read and not downloaded.

How is it set up?

1. In a course, with the editing turned on, choose 'Page' from the activity chooser.

2. Give it a name and, if required a description, checking the box if you want the description displayed on the course page.

3. In Content, add the text, images, links or multimedia you want to display. If you use the Atto editor you can also embed H5P questions.

4. In Appearance, specify your requirements, particularly whether you want to display the last modified date. This is useful if you will update the page frequently but doesn't look good if the page is static and rarely changed.

5. Expand the other settings to configure the resource as you wish, and then click Save and display.

How does it work?

Student view

Students click the icon to view the page and can access the text or media the teacher has provided.

Teacher view

Teachers can edit the page (even without the editing turned on) by clicking the page icon and then clicking the gear icon>Actions menu.

More information

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A page resource creates a link to a screen that displays the content created by the teacher. The Text editor allows the page to display many different kinds of content such as plain text, images, audio, video, embedded code or a combination of all these. Pages are more accessible than uploading word…

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The activity access restriction setting allows us to set conditions for students to have access to different content or activity in our module area.
UKPSF (A4, K4, V2).

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Students are required to undertake 4 tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must

view a page explaining the course

post an introductory message in a forum

take a quiz

move onto a lesson tailored to their performance in the quiz.

Here is the teacher view.

Students will only see the first task (the webpage)with the second task (the forum) greyed out. The other tasks only appear once the conditions have been met.

How's it done?

Task 1, the page must be read (or at least viewed) before students can access the forum. In task 1 the activity completion condition is set to require view

Task 2, the forum, needs to have the restrictions set such that the page Read This First must be marked complete. The "open" eye icon means the forum is greyed out until available:

Task 2, the forum, needs to require students to make a post before they can do the quiz. The activity completion condition is set to " require posts"

Task 3, the quiz, needs to have the restrictions set such that the forum must be marked complete. The "crossed out eye" icon means the quiz is completely hidden until a student has posted in the forum:

The student must get a grade in the quiz for the activity to be complete:

Task 4 is two lessons - either at level 1 (basic) or level 2 (advanced). If the student scores less than 50% in the quiz they do Level 1; if they score more, they do Level 2. In the Level 1 lesson, the restriction is set such that students can only access it if they get under 50% in the quiz

The Level 2 lesson has the restriction set such that students can only access it if they get 50% or more:

An example of "all or any"

It's possible to set conditions such that a particular activity is available if one or more previous activities are marked complete, rather than all of them. In this screenshot, the Advanced task will become available either if the student gets above a certain grade in the quiz or if they receive a grade in the assignment.

When the first restriction is set, the teacher can then click the "Add restriction" button again to add a second (and subsequent) restrictions. The teacher can then change the "all" to "any" , thus changing the "and" to "or":

An example of a Restriction set

The Restriction set button offers the possibility of creating several criteria using all/any to create complex conditions. In the screenshot below, students can only access the Assessment and Feedback section of the course if they have EITHER completed the work on Monet OR if they completed all the work on Pissarro.

The actual settings for this are as follows:

Tricks and techniques

With a bit of lateral thinking, you can achieve some interesting results beyond the most obvious uses of the system. Here is one example:

Project allocation

Imagine that you let students choose one of two projects. Each project has its own activities (a forum for all the people doing that project, resources with information about the project, etc). You want it to hide all the activities that a student isn't doing.

This can already be achieved in Moodle using the Groupings system. However, conditional activities gives another way to set this up which might be preferable in some cases. Here's how:

1. Create two forums called 'Frog project sign-up forum' and 'Zombie project sign-up forum'.

2. Set both forums to be automatically marked complete once the user makes 1 post.

3. Set each forum to be conditionally available only if the other forum is NOT complete.

4. Create other activities for the frog and zombie projects. For each Frog activity, set it to be conditionally available only if the Frog sign-up forum is marked complete. For each Zombie activity, set it to be conditionally available only if the Zombie sign-up forum is marked complete.

When a student first visits the site, they see the frog and zombie sign-up forums and none of the project activities. As soon as they post in one of the forums, the other forum will disappear, and all the activities for their preferred project will appear. (If they want to change their mind, they can delete their forum post so that it isn't marked complete any more, and it'll be back to square one.)

Gamification

Many Moodlers are using Restrict access as a means to "gamify" their course. This section is for sharing examples and ideas:

What is Gamification and what is it in Moodle?- presentation by Gavin Henrick

Gamify your Moodle courses in under 20 minutes (using Restrict access and Badges) video on YouTube

Quizventure activity - an activity module that loads questions from the course it's added to. The possible answers come down as space ships and you have to shoot the correct one.

Level Up! - a customisable block which a teacher can add to a course to give experience points to students as they progress through a course.

Stash - a block that allows a teacher to create and then show items around a course. Students can then go and collect these items which will then appear in their stash block.

Game module - This module contains 8 games: hangman, crosswords, cryptex, millionaire, sudoku, hidden picture, snakes& ladders and book with questions.

Exabis games activity - the goal of this activity is to bring the aspect of game-based-learning into Moodle-courses.

PhET simulations - interactive simulations for science (physics, biology, chemistry, Earth sciences) and math at elementary, middle school, high school and University levels.

The Ranking block can improve the gamification into the course. It works with the activity completion tracking, so you need to enable that and configure the criterias for all activities you want to monitor. The plugin only add points to activities with completion criterias.

Dorian Love - The Mobius Effect Gamified Moodle from iMoot 2015.

A way to create a very simple 'game' where the text is blurred but as you hover over it it appears

The Learn Moodle MOOC makes good use of badges in a way that could be called gamified, if you want to see it in action.

The Mootivated is a mobile app that rewards student effort for learning in Moodle. Coins are awarded for working in Moodle and they can be spent in either the Avatar Part Store or your School Store.

The Ranking block works together with the moodle course completion. In the moodle course you configure the criterias to the end of the course. The ranking block monitors these activities and add points to the students based on accomplishing the activities.

The UNEDTrivial a is an activity module that allows the teacher to create tests based on learning concepts like testing effect and spaced education. In addition, UNEDTrivial uses resources related to gamification to increase student engagement.

Moodle game-related forum threads

Should you really use restrict access?

The restrict access feature is a way for you to force your students to do things in a certain order. Is that really what you want? The answer will depend on your particular circumstances, but it is worth taking a moment to reflect upon the degree to which restricting access is appropriate for your course.It is certainly good course design to make it clear to your students what they are expected to do next, to give good guidance. Restricting access can be used to create alternative pathways and to introduce repetition. As course sizes grow, such mechanisms can allow teachers to offer learning experiences that cater more to individuals, providing reinforcement when it is needed. However, some may still prefer to use labels and layout rather than locks and keys to direct the learning path.

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Students are required to undertake 4 tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must view a page explaining the course post an introductory message in a forum take a quiz move onto a lesson tailored to their performance in the quiz.

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we can organize a virtual exhibition for student assessment outcomes, such as posters, videos, 3D models, paintings and any other artefacts. UKPSF (A1, A3, K2, K4, V1, V2).

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Submitted by H5P Group on Mon, 02/25/2019 - 10:37

Would you like to create content like this on your own?

Get started

Register on H5P.com to start creating H5P Interactive content. Your content can be accessed via direct link, embeded, or inserted into any learning management system that supports LTI integration.

# data[].attributes.attachment_link.description
H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.