edShare@GCU

Bateman, Christopher

edShare@GCU (Glasgow Caledonian University)

Camtasia 9 Briefing Overview

A selection of ICT icons in various colours for staff to use in their presentation slides

ICT Icons - PNG

Checklist to be used for peer reviewing of online/blended modules

MacNeill, Sheila

GCU Online Module Peer Review Checklist	
Criteria 1 - Organisation and Appearance

CRITERIA	DESIGN PRINCIPLES	SELF RATING CHECKLIST
1.1 The module entry point is clear, simple and welcoming				 	The module entry point should look professional and be welcoming for students.				The entry module entry point  should not look cluttered and the number of icons or links should be kept to a functional minimal.			 	The entry point design is clear, simple and welcoming.					Yes		No		Working Towards							Comments:									 
1.2. The Module Handbook is clearly displayed/ 													 	The Module Handbook is a  key document and must be easily accessible at all time. 											 	Yes		No		Working Towards							Comments:	
1.3 The module  design promotes ease of navigation.														 	Navigation refers to how students follow links to access learning resources and information. Design should make it easy for students to find and access information, content and learning activities including assessment and feedback. 				Navigation refers to the number of ‘clicks’ students have to make to get to the information or resource they require. In general, the fewer the clicks (e.g. 3) the better.		When adding a new ‘File’ or ‘Item’ it is recommended that the option not to open a new window is used unless the activity requires a new browser window.		You should include instructions about where students can find resources and information.					Yes		No		Working Towards							Comments:
1.4  Fonts and images.  														 	The following elements should be used in ways that do not interfere with clarity and legibility:		Backgrounds - picture backgrounds can interfere with the legibility of text on the page.		Colours - a simple colour scheme enhances the professional appearance and legibility of the site.		Fonts - fonts used for text should have sufficient contrast to be clearly read.  (12 point arial is recommend)						 	Yes		No		Working Towards							Comments:
1.5 File sizes enable efficient downloads.														 	Students should be able to download les efficiently.		Student access to files linked online is compromised by large files that take a long time to download.		Smaller files allow students easier, quicker, cheaper downloads with fewer problems (e.g. time outs), especially if they are using mobile devices. Consider using streaming and/or Eshare. 		Large file sizes can be indicated in text descriptors next to icons or links so students can choose when and where to download them.					It is recommended that an ‘Item’ is used when adding a link to a file as it shows the file type and size. 	Yes		No		Working Towards							Comments:
1.6 File types and software requirements for opening them are specified.														 	Files can be of various types (e.g. PDF, ppt, quicktime files) and students should be informed of those types through link descriptions or	an appropriate general statement about any specific software that they require to open files.														 	Yes		No		Working Towards							Comments:

	




Criteria 2 - Appropriate use of learning technologies


CRITERIA	DESIGN PRINCIPLES	SELF RATING CHECKLIST
2.1 Learning technologies, tools and mobile apps have a clear purpose and rationale.														 	Activities utilising learning technologies and mobile apps should be planned and should reflect how the Instructor wants students to use them in the context of the unit.		Lecturers should only use technologies, tools and apps that reflect a clear purpose and rationale and should be able to use them competently and appropriately.		For example, students are confused when discussions, chat and assessment links are added but not used.				 	Yes		No		Working Towards							Comments:
2.2 Students receive instructions about how  and why learning technologies, tools and mobile apps will be used.														 	The purpose and use of tools should be communicated to students so they can learn to use them effectively and efficiently.		Other tools such as External Links, Assessments (including Tests) and Assignments should have clear instructions on how and when they are to be used by students.										 	Yes		No		Working Towards							Comments:
2.3 Use of communication tools reflects the preferred learning and teaching approach of the module.								 	Lecturers are responsible for	the communications in online learning environments and should provide instructions on appropriate communication.										 	Yes		No		Working Towards							Comments:				
2.4 Expectations about use of communication tools are clear to students.														 	Communication tools made available to students should be used consistently for their intended purposes.		students can be confused by communication links being added with no clear instructions about how they are to be used.				Expectations regarding communications with the lecturer or tutors should be managed in terms of frequency and purpose.		‘Interaction overload’ (many messages being posted daily or weekly) is appropriately managed					 	Yes		No		Working Towards							Comments:

 





Criteria 3 - Consistency 


CRITERIA	DESIGN PRINCIPLES	SELF RATING CHECKLIST
3.1 Information in GCULearn is consistent with the module handbook and learning outcomes. 	 	Information should be consistent with the Module Handbook with respect to approved learning outcomes, content and delivery.		Information set out in the following sections of the Module Outline is accurately 	reflected in the site.					 	Yes		No		Working Towards							Comments:
3.2  All information has been updated and is current. 	Learning materials and module pages that contain outdated information, blank pages or ‘dead’ links are frustrating for students.												 	Yes		No		Working Towards							Comments:				
3.3 Readings and other resources provided are appropriately linked to avoid copyright infringements.					 	To avoid copyright infringements third party copyright content (e.g. text or graphics) must comply with GCU Copyright procedures.  														 	Yes		No		Working Towards							Comments:				

	



Criteria 4 - Learner resources and support

CRITERIA	DESIGN PRINCIPLES	SELF RATING CHECKLIST
4.1 The relevance of online scholarly resources is clearly presented to students.														 	Students have been informed	of the presence and relevance	of online scholarly resources included on GCULearn (e.g. library links, externally developed resources such as e-books, learning objects or courseware).									 	Yes		No		Working Towards							Comments:
4.2 Students are provided with information about what learning supports are available and where to find them.														 	It is good practice to orientate students to online learning environments and to inform them, either online or in classes, of additional learning student support.								 	Yes		No		Working Towards							Comments:
4.3 Students with disabilities have been informed about where to get support for learning accessibility issues.														 	Accessibility standards refer to design features that enable access by students with disabilities..					It is good practice to inform students that accessibility issues sites should be referred to the Module Leader and/ or the Disability Service.				 	Yes		No		Working Towards							Comments:
4.4 Information about the location of student learning supports is provided in the module.											The module should contain links to the Library, and scanned articles available directly from within the module. Details of additional student support services  (e.g. LDSC) should be clearly available and accessible. 											 	Yes		No		Working Towards							Comments:



This Peer Review checklist has been adapted from Western Sydney University Blended learning Standards, under CC-NC-SA, and is licenced under CC-NC-SA






GCU Online Module Peer Review Checklist

McArthur, David

Energy Resources Generation Utilisation - Mauritius (wk7)

Energy Resources Generation Utilisation - Mauritius (wk10)

Overview guidance for staff on online submissio

Creanor, Linda

Appendix A 
E-Submission of Assessments through Turnitin UK: 
Good Practice Guidelines for GCU Staff 
_________________________________________________________________________________
Electronic submission of summative coursework by students through Turnitin is increasingly used across the University and is actively encouraged.  The GCU Online Similarity Checking Policy states that all standard academic summative submissions of coursework will be submitted through Turnitin. 
Turnitin is a similarity checking application that is used to help students develop their academic writing and referencing skills and enhance their understanding of plagiarism and collusion. Before using Turnitin, you should read the GCU Online Similarity Checking Policy Guidelines.
To ensure a smooth e-submission process, the following practices are recommended:
Plan your Submission Timescale 
Ensure your date and time for submission are set for when students can contact someone if they have an issue. In practice this means:
avoiding a deadline of midnight on Friday unless you are available to be contacted
generally trying to avoid Friday as a submission day.
ideally setting your submission time for before 12 noon. 

2. Be aware of the limitations of the file submission system
Turnitin accepts a text file size of up to 40MB (or approximately 400 pages of text).
Specify a file type so your students know what format to submit, what you want to assess and what the system will accept.  
Screenshot 1 below illustrates the Turnitin details which are shown to students when they are submitting their coursework.


Screenshot 1
 


3. Complete the assignment submission settings 
Complete the required settings to suit your assignment. Screenshot 2 below shows an example of settings which meet GCU’s three week feedback timescale requirements:


Screenshot 2

Screenshot 2 shows the top level settings. You should enter a relevant total in the point value cell to enable proper marks entry in Grade Centre. Select  “Optional settings” to add some further key information as shown in Screenshot 3 below.


Screenshot 3
If you are unsure how to proceed in terms of settings for your assessment, then please contact your School Learning Technologists.

4. Further actions to help reduce student submission issues
The Enter special instructions section is where you can help your students by specifiying what is expected of them and what to do if they have a submission problem.
Enter special instructions 








You should also make this information available to students outside of the Turnitin submission.
Screenshot 4 shows examples of other actions to be added to suit the requirements for your assignment:




Screenshot 4

Finally, most of these guidelines will have some relevance to other forms of e-submission but will require some adaptation. Your School Learning Technologists, GCU LEAD Blended Learning team and your colleagues can help support you not only with e-submission but also on using the range of assessment tools in GCULearn. Further guidance is available at:

Instructor Quick Start Guide guides.turnitin.com/01_Manuals_and_Guides/Instructor/Instructor_QuickStart_Guide
Interpreting a Similarity Report guides.turnitin.com/01_Manuals_and_Guides/Instructor/Instructor_User_Manual/21_Originality_Check  
Turnitin for iPad 
guides.turnitin.com/01_Manuals_and_Guides/iPad_User_Manual 








The GCU Online Similarity Checking Policy by the Similarity Checking Working Group is licensed under a Creative Commons Attribution-Non-Commercial-ShareAlike 4.0 International Licence

GCU Online Similarity Checking Policy Appendix A, E-Submission of Assessments through Turnitin UK: Good Practice Guidelines for GCU Staff. 
5


GCU Similarity Policy - Appendix A - Staff Guide

Energy Resources Generation Utilisation - Mauritius (welcome-new)

A selection of business icons in various colours for staff to use in their presentation slides

Glasgow Caledonian University

Not a member yet

Camtasia 9 Briefing Overview

ICT Icons - PNG

GCU Online Module Peer Review Checklist

Energy Resources Generation Utilisation - Mauritius (wk7)

Energy Resources Generation Utilisation - Mauritius (wk10)

GCU Similarity Policy - Appendix A - Staff Guide

Energy Resources Generation Utilisation - Mauritius (welcome-new)

Icons for presentations - SVG

Mahmoud wk 1 pres

resit_cg_comp_Owen_Hamill

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