Enhancing Digital Learning Tools and Processes: A Case Study with Dr. Swrajit Sarkar
Background
Dr. Swrajit Sarkar, an academic in the School of Health & Medical Sciences (SHMS), sought training and support to effectively use Moodle, Kaltura, and Turnitin. He participated in drop-in sessions and workshops facilitated by the Digital Education and Operations teams, focusing on:
- Embedding videos and interactive tools within Moodle.
- Using Moodle rubrics and marking guides to streamline assessment workflows.
The overarching goal was to enhance teaching efficiency and create seamless, engaging experiences for students and colleagues.
Challenges and Goals
Dr. Sarkar faced several challenges and set specific goals:
- Moodle and Kaltura Integration
- Challenge: Struggling with embedding videos, using H5P tools, and leveraging Moodle’s functionalities to their full potential.
- Goal: Enhance course content by incorporating multimedia and interactive elements to improve student engagement.
- Efficient Assessment Processes
- Challenge: Developing a streamlined marking workflow for modules with a large student cohort.
- Goal: Design a bespoke marking guide in Turnitin that allows multiple markers to work simultaneously, reducing the time required for marking and moderation.
- Knowledge Sharing and Visibility
- Challenge: Limited visibility of existing digital education resources and support materials.
- Goal: Establish a centralised repository of guides, FAQs, and training resources for new and existing staff.
Training Experience
- Drop-in Session (Moodle & Kaltura)
- Dr. Sarkar attended an informal drop-in session where he received guidance on embedding videos, using links, and leveraging H5P tools.
- The session was informal and supportive, fostering a positive learning environment. Dr. Sarkar appreciated the culture of learning and collaboration.
- Workshop (Moodle Rubrics & Marking Guides)
- In this session, Dr. Sarkar learned to create a marking toolkit in Turnitin. This bespoke toolkit supported simultaneous marking by 16 markers and included clearly defined grade boundaries.
- The training emphasised working within software constraints and redesigning processes to fit the system’s capabilities.
Outcomes and Applications
- Improved Teaching Resources
- Dr. Sarkar successfully embedded videos and interactive tools into Moodle, enhancing the quality and interactivity of his course materials.
- Streamlined Marking Process
- The bespoke Turnitin marking system was implemented for Module HS1928, involving 118 students.
- Outcomes included:
- Efficiency: All marking and moderation were completed within one day, reducing the typical marking timeframe from three weeks to four days.
- Accuracy: The system facilitated double marking and quick moderation, ensuring consistent and clear feedback.
- Student Satisfaction: No student complaints were recorded, and feedback was well-received.
- Knowledge Sharing
- Dr. Sarkar shared his marking workflow with 11 colleagues and discussed its potential application in other modules. This process opened discussions about incorporating audio feedback into assessments for further personalisation.
Reflections and Suggestions
- Positive Feedback on Training
- Dr. Sarkar praised the informal and supportive nature of the sessions. He found the short, focused training format effective for self-learning and application.
- Barriers and Recommendations
- Software Limitations: Dr. Sarkar highlighted the constraints of Moodle and Turnitin, which required creative workarounds.
- Training Needs: He recommended additional short, focused sessions (15-20 minutes) to address specific tools or features.
- Visibility: Dr. Sarkar emphasised the need for a centralised, prominently displayed repository of resources, such as Moodle guides, Turnitin FAQs, and video tutorials.
- Future Opportunities
- Interactive Tools: Dr. Sarkar suggested exploring training on advanced interactive tools, such as virtual reality (VR) and augmented reality (AR), for teaching anatomy and physiology.
- AI Integration: He expressed interest in learning how to utilise AI tools, such as ChatGPT, for assessment design and enhancing Moodle’s interactivity.
- Advanced Features: Training on Turnitin’s advanced settings, Microsoft Teams whiteboard, and collaborative features would support more innovative teaching methods.
Conclusion
Dr. Sarkar’s experience demonstrates the value of focused, practical training in enhancing teaching and assessment processes. The successful implementation of a streamlined marking workflow showcases the potential for technology to reduce workload and improve outcomes.
Moving forward, expanding the availability and visibility of training resources, along with exploring advanced tools like VR and AI, could further enhance digital education practices. Dr. Sarkar’s suggestions for more frequent, short training sessions and centralised resources align with broader efforts to create a supportive, efficient, and innovative teaching environment.
