Technology Enhanced Learning at Sussex

Digital Practice Awards

The Digital Practice Awards give staff the opportunity to develop or experiment with new tools, resources or teaching approaches. Participation also demonstrates an active commitment to the development of scholarly practice and to the enhancement of the student experience.

TEL is running six DPA projects throughout the 2019/20 Spring Semester. There projects will actively contribute to the sharing of good practice across the institution by showcasing the outcomes and lessons learned from their innovation at relevant networking/dissemination events and through the production of a short video case study or blog post after the conclusion of the project. 

The current projects that TEL are helping to support are: 

Podcasting - Borders Project

This project is being developed by Martin Spelinelli from the Media, Film & Music school and aims to enable students to create, produce and distribute a real podcast series over the course of an MA option module called Podcasting. The hope behind this is to give students real practical experience within the field of podcasting by engaging in every step of the process. Students will also be assessed on their podcasts as an innovative means of assessment.

TEL really liked the idea of this project for the way it brought in students as co-creators of content and also for its full conceptualisation as a live podcasting project. 


Making walking seminars accessible

This project brings together academics from the Central Foundation Year and Life Sciences to develop resources to make walking seminars accessible to all. Students and staff will be able to immerse themselves in the experience of a walking seminar using virtual resources even if they cannot participate fully in the physical activity itself. 

Dr Wendy Garnham, Dr Graeme Pedlingham and Prof Alison Sinclair will be working with students and the Estates team to create 4 route maps, suitable for use in 50 minute seminars in a range of disciplines. These will be shared on the Active Learning Network pages of the Learn to Transform canvas site

TEL thought this was great  as it builds on the excellent 'walking seminar' introduced at the Pedagogic Revolution event in September 2019 and seeks to identify means to address issues of inclusivity to ensure all students have the opportunity to benefit from this type of educational experience.


Flipping the field: bringing the fieldwork experience into the classroom

Led by Mick Frogely (Geography) this project utilises immersive technology to explore potential benefits of student created 360 content when out on field trips in the Mojave Desert and in Los Angeles. Using our GoBags containing the GoPro Fusion camera and an iPad, they will recruit students to capture some footage whilst out in the field. When back home they will distribute the footage and test its use as a revision resource, as an outreach and recruitment resource and as a way to help alleviate anxiety for students pre trip.

It’s great that students will get to develop their digital capabilities and experiment with immersive technology. We also like that the application of this is across many different student and potential student areas.


Using H5P to generate bespoke interactive content on Canvas with in-built feedback

It can be challenging to develop learning activities which encourage in-depth thinking and which are capable of assessing more complex concepts. While VLEs such as Canvas provide a range of excellent tools, Louise Newnham has explored using a new tool H5P which expands the range of activities available potentially allowing her to more easily and accurately address her students needs. 

This project will look at the effectiveness of H5P in supporting fourth year MSc students with custom self assessment activities.

We are excited to explore the possibilities for this fast developing tool which provides opportunities for not only self assessment but also enhancing the various design and presentation functions in Canvas module sites.


Flipping the pedagogic impact of Lego Serious Play as an online assessment tool

This project combines Lego Serious Play (LSP) with the video discussion platform,Flipgrid, to make the playful learning technique better suited to larger seminar groups.

Professor Simon Thompson,Tosin Adebisi andVasilis Gkogkidis will be working with colleagues from a variety of Schools to experiment with using LSP in aflipped capacity. Students will be asked to take home Lego explorer sets and create builds as a way of stimulating and processing thinking on a seminar, lecture or reading after a teaching session. They will then be able to use mobile devices to record video commentaries of their builds and upload them to Flipgrid to share with their peers.

Playful learning can be a great way of enabling students to share views and perceptions of a question or problem. TEL are excited by the potential for these practices to be experimented with outside of the classroom setting as a way of exploring how they can be made more widely accessible to students.


A cognitive science approach to peer assessment: Peerceptive

A Professor in Informatics, Peter Cheng, will be introducing peer assessment to his module using a novel cognitively-grounded web-based system for peer assessment–Peerceptive. Peer assessment is a useful method to deepen student learning, familiarise them with assessment criteria and to provide timely feedback. The pilot will be on a final year UG module in the Department of Informatics, in both formative and summative roles.  Students will participate in shaping its implementation and an evaluation of their views about the approach will be conducted at the end of the module.


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