Learning environment


A whole range of learning content to support technology enhanced learning and the making the most of virtual learning environments from creating content to encouraging student collaboration.

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Learning design


Resources to enhance learning design – a great resource on applying Bloom’s taxonomy and how to develop assessment and feedback practice.

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Sourcing, creating and sharing content


Practical guides to a essential tools in developing engaging learning content including finding and using images and creating accessible content.

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Multimedia


Practical guides to a essential tools in developing engaging learning content including finding and using images and creating accessible content.An essential set of resources on creating and using video content for student learning.

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For more information please visit the Educational Development Unit website.

Enhancing the learning environment


This session provides a range of information focusing on enhancing the use of the VLE in a blended or online delivery. Using the guide can help you create learning experiences which meet the needs of you and your students. It covers:

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  • VLE structure
  • Writing content
  • Academic standards
  • Delivery models
  • Course planning and design
  • Communication and collaboration

Estimated completion time (10 hours)

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Technology enhanced learning


In this session you will learn about how to engage learners at a distance using technologies including:

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  • Video and web conferencing
  • Wikis
  • Blogs
  • Discussion boards
  • Instant messenger

Estimated completion time (6 hours)

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Bloom’s revised taxonomy


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In this session you will learn about:

  • Bloom’s taxonomy
  • Writing learning outcomes
  • Keywords, objectives, activities and outputs

Estimated completion time (3 hours)

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Assessment, feedback and feedforward


This resource focuses on assessment, feedback and feedforward and explores the reasons to reflect on your practice in this area; provides tools to support reflection and includes a range advice, step by step guides and information from other universities.

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The topics are structured around the following five areas:

  • Why reflect on practice?
  • Tools for reflection
  • In practice
  • Assessment design and feedback
  • Blackboard tools for assessment and feedback

These topics have been structured to help you access resources easily and flexibly. You can dip into a topic directly or work through the content in the above sequence.

Estimated completion time (6 hours)

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Creating learning content with the EDU


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In this session you will learn about using Microsoft Word templates to create good quality, accessible PDFs. It covers the benefits of using online learning content and quality assurance issues.

Estimated completion time (1 hours)

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Finding and using images


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In this session you will learn about the legal aspects of using images in your learning resources. An overview of copyright and fair use is provided. Guidance is also given on how and where to find images and how to discern their suitability for use.

Estimated completion time (1.5 hours)

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Accessibility in digital content


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In this session you will learn about making reasonable adjustments to digital resources to provide accessibility for learners

Estimated completion time (6 hours)

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Creating PDFs


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In this session you will learn how to create accessible PDF documents. You will look at why and when we use accessible PDFs, and how to create and assess them for accessibility. Use case examples are given along with their associated templates and guides for use.

Estimated completion time (3 hours)

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MathML


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In this session you will learn the basics of constructing a document containing mathematical equations using MathML. You will learn about:

  • Creating content including fractions, square root and Greek character references
  • Tagging and attribution in MathML
  • Interpreting and recreating complex equations for use in an online environment

Estimated completion time (6 hours)

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UHI Toolkit


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In this session you will learn how to use the UHI Toolkit to share and find learning resources that can be used in your teaching. Instructional videos are used extensively to demonstrate and guide you through the processes of editing your profile, uploading, searching, browsing and editing resources.

Estimated completion time (2 hours)

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Principles of shooting video


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In this session you will learn about the principles of shooting video and the key steps to planning and filming a successful shoot.

Estimated completion time (3 hours)

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Creating and using video content


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In this session you will learn about why we use video and how it is used in a flipped classroom delivery model. You will look at different sources of video content and how they can be created and stored for use in your teaching.

Estimated completion time (2 hours)

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Editing video with Movie Maker


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This session provides a step by step guide to editing video content, adding titles and captions and saving and publishing movies using Microsoft Windows Movie Maker which is part of the Windows Essentials suite of resources.

Estimated completion time (4 hours)

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Converting PowerPoint to video using Office Mix


This resource takes you through the steps involved in using the PowerPoint plugin, Office Mix, to convert PowerPoint files into videos.

Estimated completion time (1 hour)

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Filming Advice and Tips

Llewelyn Bailey from the Educational Development Unit has completed a set of videos on video production basics. The videos explain film and photographic concepts and provide advice, tips and tricks on creating your own videos.

Watch playlist
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Adivce on filming outdoors:

  • Only do it if the weather permits as you will need specialist equipment to film in inclement weather. So if it's raining, snowing, sleeting or anything similar, don't film outside.
  • If recording audio then follow the advice in the video about audio: use a clip-mic if you can and if not place the mic close to the subject speaking; use the wind filter on your mic; don't face the direction wind is coming from, instead put the speakers back to it or put something next to the speaker that acts as a wind break; if you can then record audio separately using an audio recorder and clip-mic, always remember to create a sync point if you do; and most importantly, always do a sound check before recording, so you know the audio being recorded is good.
  • Bring a battery pack so you can charge up your equipment, if you don't have one then make sure everything is charged before leaving and bring spares.
  • For lighting follow the advice in the lighting video about using the available light sources, a reflector can be very useful for outdoor filming, so get one or make one if you can. The sun is a huge light source and can be utilised effectively, even on a cloudy day.
  • Lastly, be safe. Make sure you aren't doing anything dangerous just to get that perfect shot, make sure your equipment is safe when using it and safely packed away when not and make sure you have the proper protective and personal equipment for the environment you will be in.

Virtual Collaboration using Blackboard Collaborate


In this session you will learn about Blackboard Collaborate and how to use it effectively for virtual tutorials and webinars.  The session will cover:

  • a brief overview of Collaborate;
  • the use of Collaborate for flipped classroom tutorial;
  • planning for flipped classroom;
  • planning and delivering tutorials in Collaborate;
  • use of Collaborate breakout rooms;
  • features of Collaborate.

Estimated completion time 3 hours.

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Writing quiz questions for online


In this session you will learn about the creation of quizzes for use in online learning materials.

Estimated completion time 1.5 hours.

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All efforts have been made to ensure materials created by the EDU comply with current accessibility guidelines (JISC: Support for learners with disabilities).

If further assistance is required with accessibility matters please contact the student support section in your academic partner UHI: Accessing learner support.

We welcome any comments on how to improve this unit. Please feel free to pass these on at any time.

If you have any difficulty viewing this resource please contact EDU (edu@uhi.ac.uk) with:

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UHI provides links to external sources of information and may refer to specific Web sites, products, processes or services within this resource. Such references are examples and are not endorsements and whilst every effort is taken to ensure the accuracy of information provided UHI is not responsible for any of the content or guidance. You are advised to exercise caution.

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