Welcome to the May edition of our newsletter, which summarises the latest news on technology enhanced learning provision across the University. In light of the ongoing situation, this newsletter also includes updates on our service level for the coming Summer term, our re-focused staff development offering.
With the closure of the campus, the Programme Design and Learning Technology has transitioned towards remote working. Please rest assured, however, that during any period of disruption, we will continue to provide full support for our services within our advertised office hours of 09:00 to 17:15, Monday to Friday. We will endeavour to meet our service level agreement of responding to support queries within three working days, but with respect to the extraordinary circumstances and the expected high level of demand upon our services, we thank you for your patience and understanding should it take us longer to get back to you.
It is expected that unforeseen scenarios will arise, however we urge colleagues to think proactively about their requirements for learning, teaching and assessment, to consult our guidance below, and to contact us as early as possible at email@example.com. Remember, we also have our general online technical help and support pages for a quick and easy way to get to commonly-needed guidance.
To navigate through the contents below, you will need to open up the Google Doc for the hyperlinks to work. Otherwise, you can just scroll through the email.
In this edition:
- Info: Guidance to Departments ahead of the Common Assessment Period
- Info: Transferring Face-to-Face to Online Facilitation
- Info: VLE Summer and Winter Upgrade Schedule
- Training: New PDLT Staff Development Offering (Covid-19)
- Info: Student platform usage analytics advice for Departments
- Info: Web Conferencing: Collaborate Ultra vs. Zoom vs. Google Hangouts Meet
- Advance HE Article: Designing learning and teaching online: the role of discussion forums
- New Blog: Delivering Online Learning To Large Cohorts and Facilitating Engagement
- Call for Participants: Peer observation for online tutors
- E-Accessibility News:
- Training: Creating Accessible Documents • 6 May, 10am-12pm, Online
- Info: Digital Accessibility Tutorial
- Info: Blackboard Ally Update
- Future Teacher Webinar: Wednesday 27 May, 13:00pm
- Conference: Blackboard Europe Teaching and Learning Conference, 18 May to 5 June
- Conference: Free Open Conference on Networked Learning (18-20 May)
- Community: Blackboard User Groups
- Educational Development: Departmental teaching and learning sessions
- Standing Item: MathType Software Licences
- Standing Item: Development Opportunities and Bespoke Technical Training
Guidance to Departments ahead of the Common Assessment Period
As we approach the Common Assessment Period and a large volume of summative assessment activity within the VLE, the PDLT would like to reinforce several key messages.
The set up/administration of submission points
- The greatest concern is the smooth release of the assessment/exam brief
This has been less of a concern with ‘longer window’ open assessments, but becomes more critically important for ‘short window’ assessments.
- There is no need for administrators/convenors to date release or adaptively release VLE submission points
It does not matter if a submission point is available before the release of the assessment brief (assuming there is no time sensitive information in the description) as the student won’t actually have anything to submit. Furthermore, submission points need to remain open after the deadline to facilitate those with legitimate reasons for submitting after the deadline.
- Ensuring the secure release of assessment briefs
We have produced a guide which sets out the process for ensuring the secure release of file-based assessment briefs (i.e. where the assessment brief is a PDF or a DOCX for example that is uploaded in advance of the assessment window attached to a VLE Content Item).
Video/Large File Size Submissions
We are seeing a significant increase in queries from academic staff asking us directly about students submitting video files for summative assessment purposes (presentation or oral assessments for example).
At present the best way to handle large file submission is via the University’s Deposit service. This would require you (or an email that you have access to) being the recipient of the submissions for harvesting the student work.
If you are asked to manage or have knowledge of staff who are intending to ask students to submit large files (especially video) then please get in touch with us to discuss this. These types of submissions cannot be made through the VLE. The Anonymous Assignment tool has a hard cap of 30MB – it won’t accept a file larger than this, and this can’t be changed). While the standard Assignment tool will technically allow individual submissions larger than 30MB there is a serious risk to the VLE itself with accumulating submissions over this size (i.e. larger files from multiple students into the Grade Centre impacting VLE performance); worst case scenario such a situation can actually bring down VLE servers for the whole institution (as you can imagine, that would be very bad at any time but especially during a time of high demand).
Supporting Student Submissions
It is crucial that students are confident and familiar with the process of submitting their work electronically to the VLE.
With respect to cohorts who will be using electronic submission boxes within the VLE for the first time, Departments must provide students with orientation materials. We strongly recommend that students be offered a ‘dummy’ assessment submission point to practise making submissions, before they have to do this for a formal assessment activity.
As has been the case for the last few years, in the run up to and during common assessment periods the PDLT will run an animated banner across the top of all student VLE homepages that links through to a One Page Guide to Submitting VLE Assignments when clicked:
This “one pager” document is always available to students on their “Help & Support” tab that appears in the top right of every VLE page, but the banner helps draw attention to it.
A Note About Handwritten Submissions
We have added a guide on using Microsoft Lens to create pdfs of handwritten material. This guidance has been linked to from the Transferring Face-to-Face Summative Assessment Online document along with similar guides on:
- using the Google Docs app to create a PDF of hand-written pages with a camera enabled mobile device
- creating a PDF from existing image file using Google Docs or Word
- using the Adobe Scan app to create a document from hand-written work
Important Note: We are not pushing, advertising or exposing guidance on handwritten submissions from our student-facing support locations (such as the VLE Help tab). It is expected that departments will provide these links to students specifically where students are allowed to submit hand-written material electronically. Also note that departments who do have a need to disseminate such guidance are encouraged to download the relevant guidance and provide it to students in Word or PDF form (particularly if students may be in a location where they are unable to view Google tools).
Transferring Face-To-Face Teaching to Online
In line with The University’s Academic Contingency Advice for Teaching, Learning, Assessment and Progression, the Programme Design and Learning Technology Team have developed a companion document, Transferring Face-To-Face Teaching to Online to assist colleagues with practical considerations for delivering teaching fully online.
If you have any specific queries that sit outwith the areas covered in this document, please contact the Programme Design and Learning Technology Team at the earliest possible convenience at firstname.lastname@example.org.
VLE Summer and Winter Upgrade Schedule
We are currently testing and configuring the target release for the summer upgrade of the VLE, and this work will continue over the coming months. This release will include further improvements to the mobile device experience and responsive theme, in addition to increased system stability and reliability. The upgrade will also deliver a set of minor feature and functionality improvements and we will be providing further information on the specifics of the new release over the coming months. This release will enable Blackboard Ally for all VLE sites unless your department informs PDLT otherwise. See About Blackboard Ally for more information on this.
At this stage, we would like to advise Departments that we are planning to carry out the Summer upgrade over a two-day period on Tuesday the 7th and Wednesday the 8th of July inclusive, during which time, the VLE and Replay Lecture Capture will be unavailable to all users.
Stakeholders should also be advised that we will also be carrying out further necessary system maintenance in December of 2020. This Winter ‘Mini-Upgrade’ will also take place over a two day period, requiring Tuesday the 8th and Wednesday the 9th of December inclusive. As with the Summer upgrade, the VLE and Replay Lecture Capture will be unavailable to all users. This work is to ensure that the service continues to be robust and stable for the busy assessment periods in the Spring term. We do not plan to introduce any new functionality during the mini-upgrade.
Please ensure that these dates are shared widely within your respective Department. If you are aware of any planned teaching and learning activities that are running during these upgrade periods, please contact the Programme Design and Learning Technology Team as early as possible at email@example.com and we will endeavour to find a solution for you.
PDLT Webinars (New Dates Added)
To support staff with the need to transfer to online teaching, we have developed a rolling programme of webinars in line with the advice from our guide on Transferring face-to-face teaching interventions to Online. These are available as follows:
- Lecture Replacement Strategies/Practical At-Desk Video Tips
- Introduction to Blackboard Collaborate Ultra for synchronous activities
- Using breakout rooms in Collaborate
- Online asynchronous seminars with recorded videos and discussion boards
- Setting up seminar groups within your VLE Site
- Creating interactive vle sites
Lecture Replacement Strategies/Practical At-Desk Video Tips
This practical, hands-on-session will discuss approaches for replacing lectures as part of Online Delivery models, with specific attention given to the Panopto At-Desk recorder as a tool for facilitation. Attendees will be invited to reflect upon their own lecture replacement strategies for the Summer Term.
Introduction to Blackboard Collaborate Ultra for synchronous activities
Blackboard Collaborate is an online webinar tool that can be used with small or large groups for seminars or lectures. Not used online webinar tools before? This session introduces you to the key concepts for running synchronous activities in such a way that learners remain active AND you have time to ‘breathe’ between activities. You will be sent a guide to join the session beforehand.
Using breakout rooms in Collaborate
If you are likely to use breakout rooms in Collaborate (see Online Seminar Templates), this session introduces you to the experience and provides you with plenty of practice to run breakout sessions.
Online asynchronous seminars with recorded videos and discussion boards
This webinar will provide you with an example of a straightforward model for asynchronous online activity involving:
- A recorded presentation and introduction to the week, with supporting information/links to resources
- A discussion board activity allowing students to respond to questions/summarise their thoughts/comment on each other’s ideas
- A recorded summary and/or document to summarise the key learning points and move on to the next week of activities
- The session provides you with an overview of how you can set this up within the VLE with a single page for each week. There will be a rapid overview of how to use the Panopto desktop recorder to create the videos for steps 1 and 3, and how to set up a discussion board activity for 2.
Setting up seminar groups within your VLE
If you have large cohorts for modules and need a way to manage the seminar groups through the VLE, you can set up Groups in the VLE using just two spreadsheets to automate the process. These Groups can have access to their own Collaborate room, Discussion Board, Blogs, Journals, Wikis and so on. This approach can help to manage synchronous seminars and asynchronous seminar activity during the covid crisis. This session will align with the online seminar templates advice available to all seminar leaders.
Creating interactive VLE sites
This practical online session will consider how you can align your VLE sites to the principles of the York Pedagogy and best practice in accessibility. We will cover:
- Accessible layouts.
- Embedding and using Padlets, Google Forms (and other Google docs) and voting tools.
Student platform-usage analytics advice for Departments
The Programme Design and Learning Technology Team have developed a new one-page guidance document covering the basic data reporting functionality in the Yorkshare VLE, Canvas VLE, Replay lecture capture, Collaborate Ultra and Zoom platforms. This data can be used as a general indicator for activity and involvement around your online materials, but should not be used as a ‘watertight’ attendance/engagement tracking tool.
Web Conferencing: Collaborate Ultra vs. Zoom vs. Google Hangouts Meet
The University now has a number of different supported “web conferencing” platforms available, after various licensing extensions and purchasings occurring in the last month:
- Collaborate Ultra – been available for years, nothing’s changed
- Zoom – Licenses only recently purchased by the University and made available for use in the last few weeks
- Google Hangouts Meet – been available a long time, but temporarily has expanded features available due to COVID-19
The University’s general guidance around which platform to use when is as follows:
- Collaborate Ultra should be used for Teaching, Learning and Assessment (“TLA”) related activities
- Zoom should be used for non-TLA related activities
- Google Hangouts Meet should only be used if users are already familiar with it, and if they keep in mind that some features (>50 simultaneous users, ability to record) will likely be lost after July 1st 2020.
For a more detailed comparison of the three platforms, see here: Collaborate Ultra vs. Google Hangouts Meet vs. Zoom. Please note that Collaborate Ultra is supported by our team (the PDLT) and the other two are supported by the Learning and Teaching team in the Information Directorate.
Staff can use Collaborate Ultra for non-TLA related activities if they wish to, but unfortunately the PDLT will likely not have the capacity to support these users at this time. As a team, our focus has to be on supporting TLA during the ongoing coronavirus situation. Similarly, staff wishing to use Zoom for TLA activities can get pedagogical support from the PDLT, but technical support would have to come from the Learning & Teaching Team within the Information Directorate.
Related help pages:
- University’s Collaborate Ultra Page – Support help: firstname.lastname@example.org / 01904 32 1131
- University’s Zoom Page – Support help: email@example.com / 01904 32 3838
- University’s Google Hangouts Meet Page – Support help: firstname.lastname@example.org / 01904 32 3838
Further information about Collaborate Ultra
We have been generating a lot of support materials for Collaborate in the last six weeks. Due to this, there are now many guides available in our Collaborate Google Drive Folder, but it may be a little disorientating finding your way around.
- The hub guides (listed out below) focus on different scenarios you may wish to use Collaborate in, and link out to all further relevant guides from there. A “one stop shop” for each scenario.
- The crash course couches the scenario hub guides with a little more context, and includes other Collaborate resources such as server status and more.
- Recording Collab’ Without an Audience to Create Video Resources for Later
- Using Collab’ for Sensitive Meetings/Consultations/Interviews
- Using Collab’ with One Group of Students via the VLE
- Using Collab’ with Multiple Groups of Students via the VLE
- Using Collab’ with People Not Enrolled on your VLE Site (externals, other staff/student audiences).
Advance HE Article: Designing learning and teaching online: the role of discussion forums
Advance HE has recently published a new article on the role of discussion boards in the design of online learning and teaching, with some valuable tips on how to manage asynchronous discussions.
This article has significant University of York interest, as it was co-authored by Ellen Roberts and Jane Lund, from the Online Masters programme team in the Department of Social Policy and Social Work.
The full article can be read on Advance HE’s Official Website.
New Blog: Delivering Online Learning To Large Cohorts and Facilitating Learner Engagement
On February 12th 2020, a knowledge-sharing event was held on these two (related) themes, in collaboration between the Programme Design and Learning Technology team (PDLT) and the Online and Distance Learning Special Interest Group. In this topical blog post, Nathan Page from the PDLT summarises some of the key points that were shared in the plenary.
Peer observation for online tutors: Call for participants for 2020 programme
At the November 2019 meeting of the Online and Distance Learning Special Interest Group it was agreed that we should explore the possibility of running another peer observation programme for online tutors and programme managers.
Peer observation is primarily a developmental technique for the individuals involved. It facilitates the sharing of impartial and objective feedback based upon actual observations of online tutoring practice. It’s intentionally non-directive, with participants free to determine the amount of time that they can commit to the process, what they want to get out of it and how and when they will conduct the peer observation.
Participants from previous programmes have found that being paired up with a colleague from a different discipline can bring fresh perspectives on tutoring practice and new insights into online course design and technologies to engage students in their learning. For some participants, it can represent a less daunting experience than working with a colleague from your own programme team who is already familiar with what you do, and can provide a safe space to reflect on current practice and explore new tutoring techniques. You are free though to choose whether you would like to be paired with someone from the same discipline or a different one.
The programme is entirely flexible and it’s up to you to decide whether you want to just observe someone’s practice, rather than be observed too in a reciprocal arrangement.
If you are interested in taking part this year, please could you get in touch with Richard Walker, Head of the Programme Design and Learning Technology Team (email@example.com). It would also be extremely helpful if you could publicise this opportunity to colleagues – anyone really with a significant tutoring or programme management responsibility for online learning who might be interested in taking part.
Please do drop Richard a line if you have any questions about the programme. For further details please take a look at a YouTube video which offers an overview of how the programme works and how it may benefit participants. We have also blogged about previous peer observation programmes, including a cross-institutional online exchange with colleagues from the University of Waikato (New Zealand). Please note that the opportunity to experience a virtual exchange with a colleague from Waikato is available again this year. There are a number of Waikato tutors who are keen to share practice with us again.
Info: E-Accessibility News
Training: Creating Accessible Documents • Online using Collaborate Ultra • 10am-12pm • 6 May
A workshop demonstrating how ‘universal design’ can help everyone, and not just those with an accessibility need. Practise creating accessible documents using your own documents or using sample documents. Find out more and sign up (HR LMS). You’ll have to login to the HR LMS and search for ‘accessibility’ to view the events. Or sign up for those who cannot access the HR LMS. You will be sent a Collaborate Ultra link to join the online training room.
Find other events at http://bit.ly/eaccess-wiki.
Digital Accessibility Tutorial
Our Digital Accessibility Tutorial introduces you to the 2018 regulations and why it’s important to reach certain standards in digital accessibility. Find out how you can create accessible documents and create your action plan today! Login to the HR LMS and search for ‘accessibility’ to find the online tutorial.
Blackboard Ally News
We now have 17 departments running Blackboard Ally.
Our institution score has risen from 55% before summer to 75% after summer, and is now at 79%. Well done everyone! Let’s keep going and making our learning resources more accessible for everyone.
A new feature available to all is the Bee Line Reader. The Ally Instructor guide and Ally student guide have been updated. Anyone can also use Ally outside of the VLE for the next few months at https://ally.ac/covid19/.
Mathtype licences, Mathjax, Latex documents
Webinar: Future Teacher 3.0 Webinar, 27 May, 1300 hrs
The May Future Teacher webinar is on the topic Strategies to support writing. 27 May, 1pm to 2pm. Sign up form is now available on the Future Teacher website.
April’s webinar on Strategies to support reading saw several attendees from the University of York, with Lou Stringer from the Learning Enhancement team helping to demonstrate the Reader View in browsers that can help with reading. It was great to see the increased participation in these free webinars at this time. The webinar recording from the session will be available from the Future Teacher website.
This series of webinars has been running for over two years. We are re-running the topics from the beginning, adding fresh input by guest speakers and updating resources as we go, to ensure that these open source materials continue to benefit everyone.
If you have a minute to give us some feedback (feedback form), just let us know what you’ve gained from the FutureTeacher sessions or how they’ve influenced your teaching.
We’re looking for presenters willing to share their experiences. Or if you’ve not got experiences but enjoy researching and presenting you could review the content from the previous webinar and provide a fresh literature review!
If you are interested in presenting your work on any of the topics below, please do get in touch with firstname.lastname@example.org.
Also see our standing item Future Teacher Webinars.
Free Open Conference on Networked Learning (18-20 May)
Registration is now open for the free open research-based conference on Networked Learning (18-20 May)
Further details on the conference can be found on the official website.
Free Blackboard European conference (18 May – 5 Jun)
Blackboard Europe are hosting their annual conference in a free online format over three weeks.
The themes are
- Continuity of Education in Disruptive Times
- Implementing Innovation and Change
- Effective and Efficient Assessment Practices
- Fostering Inclusive Education and Accessibility
- Enhancing the Teaching and Learning Journey
- Using Data and Analytics to Drive Learner Success
Sign up for the online conference which runs from 18 May to 5 June.
Community: Blackboard User Groups
Blackboard (the company that provides the platform that the Yorkshare VLE is built on, as well as Collaborate webinars and the Ally accessibility tool) have a number of User Groups which any Blackboard customers from across the globe are welcome to join. The user groups meet regularly online to discuss best practices, user cases, updates and more. As the University of York is a Blackboard customer, any interested staff (technical, academic or otherwise) are welcome to join user groups if the area is of interest.
The following User Groups may be of particular interest:
- Ally User Group – For discussions around all things Ally
- Medicine and Health User Group – A great area for staff working in Medicine and Health-related areas to get together and discuss the use of technology in teaching and learning
- Mobile and Collaborate (“MoCo”) User Group – Lead by our very own Amy Eyre, this group focuses on the Collaborate webinar platform and the mobile experience of the VLE
- Northern England User Group – A space for local institutions to network and share practice
- Technology Learning Community – The Blackboard TLC is a community of *educators* whose common goal is to create and successfully maintain a high quality online teaching and learning environment at their respective institutions.
Standing item: E-accessibility
Several initiatives are happening across the university as a result of the 2018 regulations. Find out more by reading our blog post and visiting our e-accessibility project wiki (UoY login required). The latest items on the wiki relate to:
- Making equations accessible at the University of York (updated version 1.4)
- Accessible forms (in Resources > checklists and guides)
Workshop dates, guides and links are available on the wiki. If you’d like to be involved with any of the working groups, please do get in touch.
Mathtype licences and latex documents
For anyone who types Maths equations or formulas into Microsoft Office Word or PowerPoint using the Maths Editor, you can improve the accessibility of these equations or formulas by using Mathtype.
You can sign up for Mathtype licences (which are limited this year) if you regularly type maths in Microsoft Office. If you have any issues with getting your licence on your PC, please email email@example.com.
Mathtype licences have been installed on student campus machines.You can also use Mathtype via Unidesktop.
We ran a Mathtype forum in December 2019 attended by IPC, Economics, TYMS and the Maths Skills Centre. We all learned something from each other and look forward to welcoming more people who are interested in creating accessible maths to the next forum. Get in touch if you have any questions: firstname.lastname@example.org
If you create documents using Latex, you can improve the accessibility of the documents (pdf or web pages) that you generate from Latex by reviewing the university’s document about Making equations accessible at the University of York.
At our last VLE coordinators meeting, we shared the good news that we now have Mathjax on the VLE following the upgrade in December.
View the recording from the VLE Coordinators meeting (UoY login required)
About Blackboard Ally
Ally is a tool that works seamlessly on Blackboard to provide tips and step-by-step guidance to help you improve your content accessibility. In addition to providing you with an accessibility report, Ally automatically creates alternative versions of your files. This allows students to choose the type of file they want that best suits their needs. While you’re in the process of improving files, students can still access alternative copies.
TYMS have successfully piloted Ally, with more detailed feedback on their experience available from end of May. To date, 17 departments have now turned on Blackboard Ally for their students.
- View the message to departments about Ally.
- View the instructor guide to see screenshots and find out more.
- Use this Blackboard Ally instruction form to tell us if you want it enabled on a particular site, or to confirm that you wish to turn it on for the entire department.
Ally user group at UoY
Join the discussion about Ally on Google Groups. The welcome message has links to the instructor guide, student guide, message to departments and messages that can be shared with staff.
Standing item: Future Teacher Webinars
Future Teacher webinars have been running once a month at lunch time for over two years. Previous sessions have featured various University of York staff or resources and covered:
- Online learning – what works?
- The Flipped Classroom
- Knowing what they know – getting feedback from students
- Collaborative teaching and learning – inside and outside the classroom
- Strategies to support reading
- Strategies to support writing
- Self-assessment and mastery learning
- Using Social Media in Teaching and Learning (Glenn Hurst, Chemistry)
- Inclusive Practice (Emily Brunsden, Physics)
- Working with Rich Media – Images (Sandrine Devlin, LFA)
- Working with Rich Media – Audio (David Beer, Sociology)
- Working with Rich Media – Video (features our Replay guides)
- Getting Savvy with digital tools and resources
- Designing appropriate assessments
- Designing for technology enhanced programmes
- Designing and Creating Online Learning Activities and Resources (Sociology’s resource ‘The Bureau of Applied History’ was added to the inspiration board)
- The wonderful world of webinars (Amy Eyre, PDLT)
- Future Proofing Future Teacher – including sharing and reusing our Journeys
- Learning Analytics (Jess Wardman, TYMS and James Youdale, PDLT)
Standing Item: Departmental teaching and learning sessions
As part of our remit to provide advice and support to academic Departments, we can work with you to design and deliver sessions focused on a range of programme design and learning technology matters.
You may be planning some specific programme developments or looking to explore the potential benefits of different approaches or tools within your learning, teaching and assessment within and across modules. Or you may want to address some particular learning, teaching and assessment challenges or opportunities within your Department. Themes that we have helped to address recently include:
- Facilitating interactivity and engagement within large lectures using Electronic Voting Systems and synchronous discussion tools
- Enhancing student engagement with learning outside class contact time and between scheduled sessions using the VLE
We can provide bespoke input informed by case studies on subjects such as:
- Learning and teaching in large groups or in small groups
- Supporting independent study
- Maximising the benefits of live learning and teaching activities through activities carried out in between sessions (front-loading, flipped learning, ‘blended’ learning)
- Enhancing formative assessment
- Enhancing feedback processes
- Developing assessments to maximise learning (e.g. assessing process elements as well as end products; incorporating collaborative working; integrating skills)
- Approaches to ‘engagement’ in assessment: Active learning and assessment; ‘real-world’ / authentic assessments; integrating transferable skills
If you would like to discuss this further please do not hesitate to contact us at email@example.com.
Standing Item: Development Opportunities and Bespoke Technical Training
- VLE Induction – Getting Started with Yorkshare and Baseline Approaches
This can be tailored to an academic or support staff context, specific to your use of the VLE in your role – ideal for those who are new to using Yorkshare or who may need a refresher on certain tools and functionality. Section 1 of the York TEL Handbook also covers recommended good practice for baseline use of Yorkshare. As well as 1:1 consultations at the modular level, we can tailor this session to programme teams for a more holistic overview.
- VLE Induction – Yorkshare Administration
Yorkshare Administration training is for departmental administrators who need to create and manage Yorkshare module sites and content system privileges.
- VLE Induction – Self-paced Getting Started Materials
We’ve developed a series of short help videos (hosted on YouTube) covering the most common tasks you might need to undertake when developing, preparing or managing your Yorkshare (VLE) site.
This blog post provides a table listing (and individually linking to) all of the short ‘getting started’ help videos we’ve produced. The table also includes links to equivalent written guides where available too.
The blog post also provides links to three online Prezi files that further contextualise the help videos:
You can view a more comprehensive list of the professional development opportunities that we offer on our E-Learning Blog. To request a session for either yourself or to make a booking for your department, please contact us at the earliest possible convenience at: firstname.lastname@example.org
As always, we welcome any feedback and suggestions on how we can support e-learning and use of the VLE and other technologies within your departments. Please don’t hesitate to get in touch at email@example.com