{"id":2358,"date":"2018-04-24T07:46:43","date_gmt":"2018-04-24T07:46:43","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/?p=2358"},"modified":"2022-04-13T15:46:28","modified_gmt":"2022-04-13T15:46:28","slug":"gw4-learning-technology-at-bath-university-technoleg-dysgu-gw4-ym-mhrifysgol-caerfaddon","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/gw4-learning-technology-at-bath-university-technoleg-dysgu-gw4-ym-mhrifysgol-caerfaddon\/","title":{"rendered":"GW4 Learning Technology at Bath University | Technoleg Dysgu GW4 ym Mhrifysgol Caerfaddon"},"content":{"rendered":"

by Gethin M. Rowlands & Marianna Majzonova<\/em><\/p>\n

*Fersiwn Cymraeg isod | Welsh version below*<\/em><\/p>\n

 <\/p>\n

On a surprisingly sunny Friday morning, we made our way to Bath Spa to join the rest of the Learning Technology teams (and others) of the GW4<\/a>. With a firm agenda arranged and an appetite to discover what the day had in store, we were very excited to hear what Bath, Bristol and Exeter had been working on since our last GW4 meeting, hosted at Cardiff University before Christmas.<\/p>\n

We were also delighted to be joined by Jin Tan, Peter Rayment, Peter Obee, and David Mather. Cardiff University were out in force.<\/p>\n

The first session of the day was a quick catch-up from all universities (unfortunately Exeter weren\u2019t present at the meeting, and thus we didn\u2019t receive a catch-up from them). It was interesting to hear the projects other universities had been working on, with many from Bath University that came along to discover more about MOOCs.<\/p>\n

The second part focussed on ePortfolios, where we were grouped together to discuss our respective University\u2019s use of an ePortfolio solution, any good practice or ideas we could share, any templates that we found useful and the relationship with suppliers. From Cardiff University\u2019s perspective we talked about the way in which Mahara<\/a> is being used across the University, the level of support that is offered across Cardiff University (mainly from Peter\u2019s team) and the supporting materials<\/a>\u00a0that have been recently created for the Intranet by the CEI.<\/p>\n

Bath University also have a license for Mahara, and are using it more so for assessment purposes. It was very interesting and useful to hear their experiences of using Mahara in this way, and the challenges they face that are similar to ours. It is always comforting to hear that other Universities are also facing the same challenges, but also highlights the importance and power of working together. Bristol doesn\u2019t currently use an ePortfolio system, and they are researching their options. They found both ours and Bath\u2019s experiences and insights into Mahara very useful. The discussion around ePortfolios and Mahara will continue.<\/p>\n

\"\"<\/p>\n

The next topic on the agenda was MOOCs. There are similarities across all GW4 universities in regards to how we use and create MOOCs<\/a>. However, we all agreed that we should all share data and statistics from our MOOCs with each other, but also share our success stories, not only with each other, but to raise our Universities\u2019 profiles. We had a very interesting discussion around closed MOOCs, with both ourselves and Bristol noticing the growing interest of creating CPD style courses from professional services (and some academic schools) that is happening internally. There were also some discussion around Preparation or Pre-enrolment courses, and whether a MOOC would be the best option to do this. It was agreed that further research would be needed for this.<\/p>\n

Working in groups and hearing about each university\u2019s MOOC projects, we came to realise that we don\u2019t share successful MOOC stories as much as we could. Raising universities profiles and getting greater attendance numbers on future MOOCs are also dependent on the successes of the past courses.<\/p>\n

Coincidentally, whilst discussing this topic a tweet from the GW4 Alliance came through about development funding<\/a>\u00a0that is available, and talk soon turned to how we could all unite to create a MOOC.<\/p>\n

Lunch was quickly devoured, but discussions continued. This was an excellent opportunity to network and find out what other people are working on, and talk about various different projects to those listed on the agenda.<\/p>\n

After lunch, the next topic was online assessment. All GW4 universities are using Turnitin and the VLE tests (either Blackboard or Moodle are used by GW4 universities). We highlighted a successful uptake of Turnitin and Feedback Studio, the development of supporting materials, and supporting our academic colleagues with face to face workshops and drop-in sessions.<\/p>\n

The last topic we discussed was Learning Analytics, and the general consensus was that we don\u2019t do enough of this in our respective departments. The discussions also alluded to the fact that even though we may be capturing enough data, this may not necessarily be the most relevant data and we don\u2019t do enough with that data once collected. Again, we highlighted how we proceed with working on negative comments to any feedback we may receive, but we don\u2019t do enough with the positive feedback, to celebrate success.<\/p>\n

Learning Analytics is an area that has grown in popularity in recent years, and again something the GW4 group may want to investigate further. Cardiff University, together with Centre for Education Innovation<\/a>, should take pride in what we do. We should tell the world about our success.<\/p>\n

Thank you to the guys at Bath University for hosting this GW4 meeting! We look forward to the next one.<\/p>\n

 <\/p>\n

\n

 <\/p>\n

Ar fore Gwener syndod o heulog, aethom i Gaerfaddon i ymuno \u00e2 gweddill y timau Technoleg Dysgu (ac eraill) o GW4<\/a>. Gydag agenda gadarn wedi\u2019i threfnu ac awydd canfod beth oedd gan y diwrnod i\u2019w gynnig, roeddem yn gyffrous iawn i glywed beth fu Caerfaddon, Bryste a Chaerwysg yn gweithio arno ers ein cyfarfod GW4 diwethaf, a gynhaliwyd ym Mhrifysgol Caerdydd cyn y Nadolig.<\/p>\n

Roeddem hefyd yn falch iawn o gael cwmni Jin Tan, Peter Rayment, Peter Obee, a David Mather. Roedd cynrychiolaeth gref yno o Brifysgol Caerdydd.<\/p>\n

Roedd sesiwn gyntaf y dydd yn gyfle i glywed diweddariad gan bob prifysgol (yn anffodus nid oedd Caerwysg yn y cyfarfod, felly ni chawsom ddiweddariad ganddynt hwy). Roedd yn ddiddorol clywed y prosiectau y bu prifysgolion eraill yn gweithio arnynt, gyda llawer o Brifysgol Caerfaddon a ddaeth yno i ddarganfod mwy am gyrsiau MOOC.<\/p>\n

Gan weithio mewn grwpiau a chlywed am brosiectau MOOC bob prifysgol, daethom i sylweddoli nad ydym yn rhannu straeon MOOC llwyddiannus cymaint ag y dylem. Mae codi proffiliau prifysgolion a chynyddu\u2019r niferoedd sy\u2019n astudio cyrsiau MOOC yn y dyfodol hefyd yn dibynnu ar lwyddiant y cyrsiau diwethaf.<\/p>\n

Roedd yr ail ran yn canolbwyntio ar eBortffolios, pan gawsom ein rhoi mewn grwpiau gyda’n gilydd i drafod defnydd ein priod brifysgol o eBortffolio fel ateb, unrhyw arfer da neu syniadau y gallem eu rhannu, unrhyw dempledi oedd o ddefnydd i ni a\u2019r berthynas gyda chyflenwyr. O safbwynt Prifysgol Caerdydd, buom yn siarad am y modd y mae\u00a0Mahara<\/a>\u00a0yn cael ei ddefnyddio ar draws y Brifysgol, lefel y gefnogaeth a gynigir ar draws Prifysgol Caerdydd (yn bennaf gan d\u00eem Peter) a\u2019r\u00a0deunyddiau cefnogi<\/a>\u00a0a gr\u00ebwyd yn ddiweddar ar gyfer y fewnrwyd gan y Ganolfan Arloesedd Addysg.<\/p>\n

Mae gan Brifysgol Caerfaddon hefyd drwydded ar gyfer Mahara, ac maent yn ei defnyddio\u2019n fwyfwy at ddibenion asesu. Roedd yn ddiddorol ac yn ddefnyddiol iawn clywed am eu profiadau o ddefnyddio Mahara yn y modd hwn, a\u2019r heriau a wynebir ganddynt sy\u2019n debyg i\u2019n rhai ni. Mae\u2019n gysur clywed bob amser bod Prifysgolion eraill yn wynebu\u2019r un heriau, ond mae hynny hefyd yn amlygu\u2019r pwysigrwydd a\u2019r cryfder o gydweithio. Nid yw Bryste yn defnyddio system eBortffolio ar hyn o bryd, ac maent yn archwilio\u2019r opsiynau sy\u2019n agored iddynt. Roeddynt yn teimlo bod ein profiadau ni o Mahara \u2013 a\u2019r wybodaeth y gwnaethom ei rhoi \u2013 yn ddefnyddiol iawn. Bydd y drafodaeth ynghylch eBortffolios a Mahara yn parhau.<\/p>\n

\"\"<\/a>Cyrsiau MOOC oedd y pwnc nesaf ar yr agenda. Mae elfennau sy\u2019n gyffredin ar draws holl brifysgolion GW4 o ran y modd rydym yn defnyddio a chreu\u00a0MOOCau<\/a>. Fodd bynnag, gwnaethom oll gytuno y dylem rannu data ac ystadegau gan ein cyrsiau MOOC gyda\u2019n gilydd, yn ogystal \u00e2 rannu straeon ynghylch ein llwyddiant, nid yn unig \u00e2’i gilydd, ond er mwyn codi proffiliau ein prifysgolion. Cawsom drafodaeth ddiddorol iawn ynghylch cyrsiau MOOC caeedig, ac fe wnaethom ni a Phrifysgol Bryste nodi ar y diddordeb cynyddol ymhlith gwasanaethau proffesiynol (a rhai ysgolion academaidd) o greu cyrsiau DPP o\u2019r fath yn fewnol. Yn ogystal, bu rhywfaint o drafodaeth ynghylch cyrsiau paratoi neu gyrsiau cyn-cofrestru, ac ai MOOC fyddai\u2019r dewis gorau ar gyfer gwneud hynny. Cytunwyd y byddai angen rhagor o ymchwil i hyn.<\/p>\n

Drwy gyd-ddigwyddiad, wrth drafod y pwnc hwn, anfonwyd neges Drydar gan Gynghrair GW4 ynghylch cyllid ar gyfer datblygu<\/a> sydd ar gael, a buan iawn y trodd y drafodaeth i sut y gallem oll uno i greu MOOC.<\/p>\n

Ar \u00f4l cinio cyflym, parhaodd y trafodaethau. Roedd hwn yn gyfle gwych i rwydweithio a dod i wybod beth mae pobl eraill yn gweithio arnynt a s\u00f4n am amrywiaeth o brosiectau gwahanol i’r rhai a restrir ar yr agenda.<\/p>\n

Asesu ar-lein oedd y pwnc trafod nesaf ar \u00f4l cinio. Mae holl brifysgolion GW4 defnyddio Turnitin a phrofion VLE (naill ai Blackboard neu Moodle a ddefnyddir gan brifysgolion GW4). Gwnaethom amlygu defnydd mwy helaeth a mwy llwyddiannus o Turnitin a Feedback Studio, datblygu deunyddiau ategol, a chefnogi ein cydweithwyr academaidd gyda gweithdai wyneb yn wyneb a sesiynau galw heibio.<\/p>\n

Y pwnc olaf a drafodwyd gennym oedd Learning Analytics, a chytunwyd yn gyffredinol nad ydym yn gwneud digon o hyn yn ein priod adrannau. Cyfeiriodd y trafodaethau hefyd at y ffaith, er ein bod \u2013 o bosibl \u2013 yn casglu digon o ddata, efallai nad hwn yw\u2019r data mwyaf perthnasol, o reidrwydd, ac nid ydym yn gwneud digon \u00e2\u2019r data yma ar \u00f4l ei gasglu. Unwaith eto, fe wnaethom dynnu sylw at sut rydym yn ymateb i sylwadau negyddol mewn unrhyw adborth a gawn, ond nid ydym yn gwneud digon \u00e2\u2019r adborth cadarnhaol, i ddathlu llwyddiant.<\/p>\n

Mae Learning Analytics yn faes sydd wedi tyfu mewn poblogrwydd dros y blynyddoedd diwethaf, ac eto\u2019n rhywbeth yr hoffai gr\u0175p GW4, o bosibl, ymchwilio ymhellach iddo. Dylai Prifysgol Caerdydd, ynghyd \u00e2\u2019r Ganolfan Arloesedd Addysg<\/a>, ymfalch\u00efo yn yr hyn a wnawn. Dylem roi gwybod i\u2019r byd am ein llwyddiant.<\/p>\n

Diolch i bawb ym Mhrifysgol Caerfaddon a gynhaliodd y cyfarfod GW4 hwn! Edrychwn ymlaen at yr un nesaf.<\/p>\n

 <\/p>\n

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