University of the West of Scotland

Embedding e-Assessment in module delivery using Assessment21's ABC

This case study examines the experience of embedding Assessment21's Assess By Computer dedicated online assessment system in module delivery on the CertHE Social Studies programme at the University of the West of Scotland. It outlines some of the central pedagogical and logistical benefits of employing ABC within a framework that focuses on the potential of the system to enhance the student experience of learning and assessment. It considers the potential of ABC to deliver and stimulate feedback through the mechanisms of formative assessment in a way that encourages self-regulated learning. It also identifies the benefits that ABC can offer students and teaching staff in the delivery and marking of high-stakes summative assessments.
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Using Assessment21's ABC and Electronic Voting Systems for formative and summative assessments

Dr Neil McPherson, Lecturer in Sociology at The University of the West of Scotland gives a brief overview of his recent experiences of using a variety of e-Assessment tools for formative and summative assessment. In January this year, Neil ran a summative exam for over 80 students in 6 different invigilated labs at the Hamilton campus of UWS. Within 2 hours the exam had been invigilated, moderated, marked and the marks had been entered in the student information system. Watch this podcast to find out how he did it!
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Using Turnitin as a teaching tool and for summative assessment

Jo Oliver, lecturer in nursing at The University of the West of Scotland talks about her experience of using Turnitin, a plagiarism detector used by lecturers and students to avoid plagiarism and ensure academic integrity. Jo and her students are using Turnitin as a tool for summative assessment, and as a teaching tool. Find out how Jo has become “quick off the mark” by using Turnitin as a marking tool, giving greater consistency in marking papers and faster feedback to students.
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Encouraging shared practice and CPD in Technology Enhanced Learning through support groups

Bill Steele, Senior Lecturer in the Centre for Academic and Professional Development at The University of the West of Scotland talks about two groups he has set up to encourage staff to engage in the use of technology across the University. The first group is known as LATTE which stands for Learning and Teaching Technology Enhancement. This group is the early adopters of technology who were fairly comfortable with exploring different IT tools for teaching and learning. The second group is an action group focusing on basic elements of technology, for those with a growing need to embrace technology but who perhaps have a steeper learning curve This is the aptly named HINT group which stands for “Help I’m No Techie”.
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Developing academic engagement and confidence in students through the use of Turnitin originality checking and plagiarism prevention software

With UWS stating an institutional commitment to make Turnitin available on all modules where text-based plagiarism is a potential issue, Neil McPherson, Lecturer in Sociology at the UWS has written a paper reflecting on student perception of using anti-plagiarism software and the potential of Turnitin as a technical and pedagogical tool.
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Using the JISC TechDis Toolbar to Make Your Website More Accessible

The University of the West of Scotland Enabling Support Team have been piloting the use of the JISC TechDis toolbar on their departmental website.
Note: The JISC TechDis Toolbar which was developed by the University of Southampton School of Electronics and Computer Science and was initially funded by TechDis. Although JISC TechDis no longer supports the Toolbar, it will continue to function and the University of Southampton will continue to develop it with the support of JISC's OSS Watch Open Source advisory service.
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Using Web 2.0 Tools to Develop and Support a Multi-Campus Class

This case study highlights how web 2.0 tools have been used to engage learners studying a Computing Systems course taught at three campuses. The module content was also redeveloped in a very short time scale by making use of Open Educational Resources and Creative Commons licensed materials.
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