Dr Christopher Jobling

Senior Lecturer



Here are the answers you provided.

1. Recording learner presentations for peer feedback

You selected:

Reduces teacher feedback workload , Students have something to keep at the end , A good way to show what they have learned , Students learn a lot from giving feedback to peers,

Additional advantages:

There is evidence of the whole process that will be useful for the students who participated, the teachers who need to justify the grade and external examiners who need to validate the result.

2. Generic video feedback on assignments

You selected:

Students attend more to video/audio feedback , Reduces teacher admin workload , Audio feedback makes it easier to advise on poor quality work,   

Additional advantages:

Audio feedback is quicker to produce unless you are required to also provide a transcript for accessibility purposes.

3. Wikis for collaborative writing assignments

You selected:

Reduces teacher feedback workload, Students have something to keep at the end , Students learn from each other,  

Additional advantages:

Collaboration and writing are important learning outcomes from an employability standpoint. However wikis are tools that tend to only exist in education so more realistic collaborative editing tools, such as google docs or office 365 might be more authentic.

4. Learner-generated multimedia assignments

You selected:

Students have something to keep at the end , A good way to show what they have learned, It motivates them to engage with the content,  

Additional advantages: 

Communications in a multimedia world is a valuable skill in and of itself.

5. Audio / video feedback on assignments 

You selected:

Reduces teacher feedback workload, Audio feedback makes it easier to advise on poor quality work ,   

Additional advantages:

There is a small time saving per student but the students view the feedback as being both more personal and more painstaking. Accessibility for some students might prevent this method being used and written feedback may have to be provided in some cases.

6. Computer marked assessments

You selected: 

Reduces teacher feedback workload, A good way to find out what they have learned, Being able to improve is motivating, It is actively engaging for the learners,

Additional advantages: 

The tests become a resource that can continue to be used year after year and pays back the investment needed to set them up

7. Digital cover-sheets for feedback

You selected:

Reduces teacher feedback workload, Encourages learners to self-assess , Being able to improve is motivating,  

Additional advantages: 

Students are encouraged to think about what they want feedback on.

8. Voting tools

You selected:

A good way to show what they have learned, It is actively engaging for the learners,  

Additional advantages: 

The teacher can get important feedback about what students know and can adjust the rest of the session in response.

November 26th, 2015

Posted In: #FLble1, assessment, blended learning

Leave a Comment


Here are the answers you submitted for this exercise.

1. Why, when, and how will you make use of the DADDIE model for planning your own blended learning?

You said:

DADDIE is a structured model and therefore provides a framework on which to design and build a learning activity and reflect on its success afterwards.

Diana says: 


It’s important to be reminded of all these design stages.


The DADDIE model can be used at any level of design, from a single learning activity to a whole course. You probably use a lot of it implicitly already. In blended learning design going round that design loop helps you think about how best to take your learners (summarised at the Analyse stage) to your intended learning outcome (summarised at the Define stage) and what blend conventional methods and digital technologies will help you do that best (the Design stage). 


Probably on your own for individual activities, sessions, or a week or so of learning, using the Learning Designer or a similar tool. Probably with colleagues for team teaching, or for updating or upgrading or redesigning parts of an existing course; or for a new course or curriculum.

2. Which online OER repositories will you explore the next time you design a learning activity?

You said:


Diana said:

Searching an online repository is always worth a try. You can be lucky and find just what you need, if you try different combinations of search words. 

Your colleagues may be happy to share useful links. Following on Twitter the people who are active in your field would also help in finding good sources of OERs.

3. Which of these technology-based methods of assessment BOTH reduces teacher feedback workload AND is good way for students to show what they have learned?

You said:

Recording learner presentations for peer feedback, Wikis for collaborative writing assignments, Computer marked assessments, Digital coversheets for feedback , Voting tools ,

Diana said:

My answers here would be:

A. Recording learner presentations for peer feedback – Correct

B. Generic video feedback on assignments – This is not related to how students show what they have learned

C. Wikis for collaborative writing assignments – Correct

D. Learner-generated multimedia assignments – This does not reduce teacher workload as is quite complex to assess

E. Audio / video feedback on assignments – This is not related to how students show what they have learned

F. Computer marked assessments – Correct

G. Digital coversheets for feedback – Correct

H. Voting tools – Correct

4. We asked you to rate five statemenst in terms how good a description of flipped learning you think they are.

Allows students to develop independent learning 

You said: 4

Diana says:  4 – But not very good unless it scaffolds their independent learning skills in some way   

Saves the teacher preparation time 

You said: 1

Diana says: 1 – Because they still have to prepare carefully the work to be done at home to make sure it is engaging   

Supports social learning 

You said: 4

Diana says: 5 – There is more chance for interaction in class   

Gives learners more feedback on their learning 

You said: 4

Diana says: 3 – This is very dependent on whether the design for homework includes computer-generated feedback, and class activities allow for peer and/or tutor feedback  

Improves the use of class time 

You said: 5

Diana says:  5 – Because it brings more active learning to the classroom

5. Decide below which tools are most suitable for learning through discussion and learning through collaboration.

You said:

Good for discussion: Twitter, Online forum, Chat room, Blackboard Collaborate,

Good for collaboration: Wiki, Googledoc,

Diana says:


Discussion – No, not enough text for discussion 

Collaboration – No, there’s no opportunity to create or build something

Online forum 

Discussion – Yes 

Collaboration – Possibly, but little opportunity to create or build something   


Discussion – Not by itself as it does not support discussion 

Collaboration – Yes   


Discussion – Not by itself as it does not support discussion 

Collaboration – Yes   

Chat room 

Discussion – Not by itself as it does not support discussion 

Collaboration – No, no opportunity to create or build something   

Blackboard Collaborate 

Discussion – Yes 

Collaboration – Yes, if well designed

November 26th, 2015

Posted In: #FLble1, blended learning

Leave a Comment


Exercise 3.8 of #FLble1 asked us to use the list of curated lists of Open Educational Resources (OERs reproduced below) to look for and post an OER for discussion.

  • Jorum – free learning and teaching resources, created and contributed by teaching staff from UK FE and HE institutions
  • Merlot – MERLOT is a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.
  • Open University’s OpenLearn – The Open University’s range of free educational courses and resources.
  • MIT’s Open Courseware – Free online educational resources from the Massachusetts Institute of Technology.
  • XPERT – repository of e-learning resources created through the open source e-learning development tool called Xerte Online Toolkits
  • Khan academy – 3600 videos from across many disciplines
  • TES – shared teaching resources of all kinds, mainly for schools, but also for the VET sector.
  • OER COMMONS – open educational resources for all sectors.

I posted my response in the comments but reproduce it here.

“I tried all the links looking for “control engineering” and found some materials from Sheffield (via Jorum) and the US (via MIT’s OCW) which looked like whole courses and a few textbooks via MERLOT. I’ll post the links here if there’s interest.

“Other observations: the [results of using the] XPERT search engine leaves a lot to be desired and I couldn’t find anything useful in the search results. Khan academy has no suitable materials because it seems to be aiming to cover the basics of maths, and computing. The OU has very good resources but you have to be lucky to find something specific (and they seem keen to highlight their television tie-ins). OER commons returned very little that was useful.

“In my personal use of OERs I’ve found YouTube to be the most useful source! So here’s a playlist by Brian Dougls that I have used: http://www.youtube.com/playlist?list=PLUMWjy5jgHK3j74Z5Tq6Tso1fSfVWZC8L in my module EGLM03 Modern Control Systems. [I do this] by embedding a video into my VLE to provide another point of view [on a topic that is covered in an activity].

“To summarise, there is a problem of discovery for OERs. Reminds me a bit of the old days of the web where there were lots of curated sites and directories but no “Google” to search everywhere.”

November 18th, 2015

Posted In: #FLble1, oer

Leave a Comment

In this 5 minute video I demonstrate using three features of my institution’s VLE to support a practical in micro-controller code development for a group design exercise. The VLE is Blackboard Learn which we brand as MyStudies.

In the learning activity, which is an introduction to software version control, I use a feature called “adaptive release” with a structured learning activity called a “learning module” with a formative quiz and content review.

The exercise itself has been adapted from Version Control With Git which is part of an open educational resource called Software Carpentry which is open source and released under a Creative Commons Attribution License. This license allows end-users to do anything with the resource so long as attribution to the original source is given.

November 17th, 2015

Posted In: #FLble1, oer, VLE

Tags: ,

Leave a Comment

Hard working students studying at the Alexandria Learning Centre. Photo by Derbashi Ray (Flickr) as used by JISC.

Hard working students studying in a Learning Centre.

Activity 3.2 of #FLble1 is based around the use of Virtual Learning Environments (VLEs) to promote active learning. Before I embark on the accompanying exercise (my institution’s VLE), As a summary of the video, I thought I’d pick out the advice that most resonated with me:

  • “Making your course easy to navigate by organising content by week, topic, or activity can impact the learner’s experience massively.”
  • “All modules [should be] configured and organised […] according to the curriculum design and learning outcomes.”
  • “Breaking down content and avoiding excessively long pages will keep learners engaged and enthusiastic.”
  • “All material on the VLE […] is available […] 24 hours a day.”
  • “make sure that you provide materials in accessible formats and use common file types so that learners can open them and manipulate them in their own tools.”
  • “The VLE [should] not [be] a passive learning experience. Interactive activities and learner-generated content is a huge part of it.”
  • Collaborative document creation “is real world, authentic and efficient for markers.”
  • “Practice quizzes such as multiple choice questions can offer instant feedback and scoring.”
  • “Discussion forums can work well but need to be carefully planned, well promoted, and managed.”
  • “encourage learners to use a discussion forum for FAQs or course queries instead of emailing the tutor.”
  • “A very valuable aspect of VLEs is their ability to provide detailed data about learners’ engagement with materials and activities.” which can “help you support students who are struggling and flag up issues earlier.”

All quotations taken from the video transcript, emphasis mine.

Photo Credit: Alexandea Learning Centre, by Derbashi Ray, as uploaded to Flickr under a CC-A-SA licence, reused by JSIC for R&D project Learning Environments, found via Google.

November 17th, 2015

Posted In: #FLble1, VLE

Leave a Comment

This is the result of the skills audit that I completed as part of Week 2 of #FLble1.

“Thank you for completing the skills audit. Your answers are below. Identify any areas of weakness and make a note of them in your journal.

  1. I have a general understanding of how I can use technologies to enhance my students learning 8 / 10
  2. I have a good grasp of the language and culture (netiquette) of online communication 9 / 10
  3. I am aware of the broad range of digital study skills that my learners will need for successful academic study 7 / 10
  4. I know how to plug in and configure a microphone on my computer 10 / 10
  5. I know how to plug in and configure a webcam on my computer 10 / 10
  6. I know how to plug in and configure speakers on my computer 10 / 10
  7. I can use the microphone, camera and speakers on my mobile devices 10 / 10
  8. I am confident using a media player on my computer for viewing multimedia 10 / 10
  9. I am confident that I can make the most effective use of our virtual learning environment (VLE) 9 / 10
  10. I am aware of all of the tools available within our Virtual Learning Environment 8 / 10
  11. I know how to set up an electronic submission area in our Virtual Learning Environment for learners to submit assignments electronically 10 / 10
  12. I am confident about writing good threads for discussion boards to encourage learners to engage in effective collaborative study 7 / 10
  13. I am confident using Google docs to produce and share presentations and documents 10 / 10
  14. I understand how to set up a wiki for my learners to work on collaborative writing exercises 9 / 10
  15. I am aware of how I could use social media to support my learners 7 / 10
  16. I understand how to access and use a chat room for my learners to access 7 / 10
  17. I can tell my learners how to find free online courses on the Internet to support their studies 7 / 10
  18. I can create quizzes or tests online for my learners to test their knowledge and understanding 9 / 10
  19. I know how to audio or video record my teaching sessions for learners to use later 10 / 10
  20. I can find and recognise good quality learning material on the Internet to use with my learners 9 / 10
  21. I can find copyright free or creative commons licenced digital learning materials on the Internet 10 / 10
  22. I am aware of the range of ways that a mobile device could be used to support learners’ study 8 / 10
  23. I know how to use digital technologies to support learners with special educational needs 6 / 10

If I was honest with my answers (!) it’s pretty clear that I have no problems with technology but I am not as confident with the pedagogy or perhaps more correctly the appropriate selection of technology to support learning.

An interesting and revealing exercise and one which would be useful to adapt to gauge prior knowledge at the start of a module or course.

November 10th, 2015

Posted In: #FLble1, blended learning, e-learning, reflection


Leave a Comment

The pedagogy of blended learning

Blended learning can support a range of pedagogical approaches and in this section three are highlighted and summarized below. There is an emphasis in all three case studies on the use of mobile devices, particularly tablets for teachers and smart phones for students. The video and audio recording features of such devices are illustrated as well as content browsing and finger input. Interestingly pen input and keyboard input is not emphasized but in my experience these are weaknesses of the current generation of tablet and smart phone devices.


Note all illustrations were using tablets (probably iPads):

  • constructivism – illustrated by Blended Learning and Mobile Learning. In the illustration, students are doing the activity and the teacher is recording and making comments based on the learning outcomes as the activity is videoed . The students then get formative feedback by watching their “performance” and presumably are able to make comments and “sign off” the video as a true record. It is claimed that the need for written “reflection” and recording of paper “witness statements” is reduced or eliminated. The tool illustrated (iObserve see below) is proprietary and seems specific to a particular form of vocational assessment. It’s not clear from the example how one could generalize the approach.
  • social constructivism – illustrated by Blended Learning and Social Learning. It is claimed that the Blended Learning Essentials is an example of this mode of pedagogy. The participants in the forums are giving the reflections and commenting on others: but this begs the question — just how many BLE participants are participating in the forums? And are those who do not not learning? Or are they just not optimizing their learning? The video illustration has students gathering images and videos on their mobile devices (phones again), sharing them through Flickr and commenting on them in Facebook on in Moodle. Again I can see that this is useful, but how do you ensure that all students are engaged in this way?
  • problem-based learning – illustrated by Blended Learning and Problem Based Learning. In the illustration, the students, art or design at a guess, are using mobile devices as the medium. I can see it’s authentic and problem-based, although I’d have to say the the input still has a long way to go to beat paper and pencil. The claimed benefit is that it encourages the students to use their existing skills on using devices for social activities into their learning and presumably future professional lives.

Not illustrated in section

The Technology for Blended Learning

Summary of section. Look for web-based tools that work across desktop, tablet and phones.


  • Technology in the Classroom – illustrated by Nearpod and interactive whiteboard. Detailed case study. In this example, the teacher was using Nearpod, a tool that can enhance content delivery by having additional personalized activities that are delivered to students in the class or afterwards (if you upgrade to a premium version). Use was also made of an interactive whiteboard. In both examples, the technology used doesn’t really scale to large class sizes although variations, e.g Catalytic Assessment (Draper, 2009) have been shown to work.
  • e-Learning and flipped learning – illustrated by DREAMS a package by Prospect Training Services (who appear in video 2). Detailed case study. This seemed to be little more than a fancier content delivery system.
  • Open Tools – illustrated by Google classroom – Detailed case study. Google Classroom provides some features of the assessment submission and grading features of a VLE. It is however limited to use in institutions that have signed up the a Google Apps for Education account.

TEL Tools introduced in Week 2

iObserve by Prospect Training Services (who appeared on video 1) costs £49.99. Illustrated being used to observe, record assess and give formative feedback to students performing authentic tasks. Could be used for teacher observation.

Nearpod – freemium software – free version, which is limited to a class size of 30 is essentially presentations with quizzes.

DREAMS – a proprietary e-learning system developed and used by Prospect Training Services. Not sure what it provides over a VLE and looks to have similar costs. Use of Open Educational Resources would be a better approach I think and using development tools like Xerte Online Toolkits might be a better way forward if you can call on the assistance of a good instructional designer.

Google Classroom – is a content delivery and assessment system built on Google Drive. It is free but unfortunately is only available for Google Apps for Education users at this time.


Attwell, G. and Hughes, J. (2010) Pedagogic Approaches to Using technology for Learning. Lifelong learning UK. September 2010. Accessed 9/11/15.

Draper, S. W. (2009), Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British Journal of Educational Technology, 40: 285–293. Accessed 10/11/15.

Social Development Theory (Lev Vygotsky). Learning Theories. instructionaldesign.org. Web resource which includes references. Accessed 9/11/15.

November 10th, 2015

Posted In: #FLble1, blended learning


For the record these are the answers I recorded for the Matching Pedagogy with Technology exercise in Week 2. This is particularly interesting as we plan to create a more comprehensive resource than the hand out for our institution.

1) Constructivism

Technologies I chose:

Collaborative writing, Video recording of learner activity, Discussion forums, Reflective logs (blog), Open Educational Resources, Practical activities, Simulations

How I’m actually using them:

  • Simulate a system stimulated by a particular type of signal in order to better understand the practical applications of the mathematics of signals and systems.
  • Encourage students to use PeerWise to to write their own multiple choice quiz questions with feedback to help them and their peers revise a topic to be studied.

2) Social constructivism

Technologies I chose:

Collaborative writing, Discussion forums, Social media, Video conferencing

How I might use them:

  • Get students to discuss a topic in a forum in order to help them develop critical reading and writing skills
  • Share and curate learning resources found on the web using social networks.

3) Problem-based learning

Technologies you chose:

Online formative assessments, Audio / video learning resources, Open Educational Resources, Practical activities, Simulations

How I might or do use them:

  • Planned – get students to define and implement in simulation a system that can synthesize sounds from frequency spectra.
  • Actual – Build an autonomous robot in order for students to learn team skills.

Comments seem to be turned off on this blog by Admin so until I’ve got them to fix this, comments are welcome on twitter: https://twitter.com/cpjobling/status/663812565101858816.

November 9th, 2015

Posted In: #FLble1, blended learning, pedagogy, TEL


Leave a Comment

Diane Laurillard has posted a nice summary of week one of #FLble1 and I thought that I’d records a few things myself.

Good Ideas for Blended Learning

  • Crib sheets – introduce new technology and provide a user guide.
  • Padlet – is a good place to collect ideas and links but may not work so well for large classes.
  • Quizzes can be formative – if you provide feedback, it doesn’t matter if your students answer correctly.
  • Glossaries can be a useful learning tool – but I’m note sure that mediawiki is necessarily the easiest way to create one.
  • Typeform is an interesting tool for creating surveys and formative assessments.

Linking to the discussions

The thread on started by Clare Alderson is particularly pertinent to my current work:

The benefits of Blended Learning are undeniable but if educational institutions expect their teaching staff to incorporate digital technology to create student-centred, action-based and authentic curriculum, then they need to provide them with training and resources.”

I wanted to link to this discussion so I responded:

“Really great discussion in this thread … no way to link to it though. Is that a limitation does anyone think?”

and got this response from Adam Warren one of the FutureLearn developers which would be useful to others:

“Christopher – you can link to specific discussions but it definitely a work-around: right click on the ‘report as inappropriate’ flag to the right of any comment and ‘copy link location’ (or similar; depends on browser). Paste that link where you need it and edit to remove the last part (moderation_reports/new) – so your post (for example) is https://www.futurelearn.com/courses/blended-learning-getting-started/1/comments/8692259/

“You can also right-click on the View conversation links in your Replies page (linked from the top of every page) to get the URL for your own comments if you wish to share them, add them to a portfolio etc.”

For the record, the rest of my comment was:

“I’m a teacher not an instructional designer and I think that I have some of the skills needed to achieve some blended learning in my courses (perhaps in parts it’s already there). Plus, I believe that there are many others like me. Lack of time and skills/training is an issue but perhaps a bigger one is that there’s little recognition within many institutions’ recognition and reward structures to encourage innovation and to provide the time and training to foster it.”

The value of forums in large courses

Discussions remain for an issue for me. FutureLearn courses are of course outliers in terms of learner numbers but in my institution we also have large classes and since social learning is important, the best way to use technology to support this is important. I’m not convinced that forums, at least in the way they are typically implemented in VLEs, provide the best way to achieve this. They are particularly flawed in the FutureLearn platform in that there’s no search function and no way to find people. Relying on “likes” and “following” to filter the conversation only works once you’ve been immersed in a forum long enough to be able to judge the community. And of course, there are many participants who don’t actually post anything so their voice is effectively silent.


To follow some of the links in this post, you’ll need to join the FutureLearn course Blended Learning Essentials.


November 8th, 2015

Posted In: #FLble1, blended learning

Leave a Comment

Padlet, a digital equivalent of post-it notes on a whiteboard, is a useful resource for gathering student comments and questions which I used a bit on one of my modules last year as a replacement for Blackboard’s discussion lists.

Whether it is still useful for the numbers signed up for the #FLble1 MOOC is less clear.

The brief for exercise 1.9 was either to post a 40 word reflection on some videos about blended learning from the teacher or student point of view or to share a resource with comments. I shared the HEA starter tool page on Blended Learning which I’d found last week when gathering information for a project to run some pilots of blended learning within the College of Engineering.

See if you can spot my contribution in this lot (clue — the newest posts seem to float to the top of the page).

November 5th, 2015

Posted In: #FLble1, blended learning, reflection, sharing

Next Page »


© Swansea University

Hosted by Information Services and Systems, Swansea University