Marks Integration Workshop

Post from: Rachael Magennis, Learning Technologist in the  Academic Development Team

From an Academic perspective, what are the phrases that send you in a frenzy during the end of the Trimester?

Marking? Deadline? Feedback? How about ‘Marks Integration’?

If you’re in a panic as to what that means; do not fear. Marks Integration has meant that once all marks are inputted into their weighted columns, finalised grades can be transferred  directly into the student record system.


Setting up Grade Centre correctly is important. Like organising your kitchen cupboards or sorting through your mail; it’s a little annoying for a few minutes but once completed, it makes life run so much smoother. Same with Marks Integration; by organising the Grade Centre correctly, it makes the whole process far easier.

To help you make sense of the Grade Centre and how to set yours up correctly,  why not come along to to our next  workshop on May 17.

Next  workshop (click on the link below to register)

This workshop covers:

  • Basics of Grade Centre and Marks Integration
  • How to set up  Grade Centre for all your Assessments.
  • How to input  marks and transfer grades to ISIS.

There’s also the opportunity for questions and any hands on help during the workshop.





Ten tools in Ten Days – Collaborate Ultra webinar series

If you are already using, or are keen to find out more about to use, Collaborate Ultra then you may well be interested in the up coming “Ten Tools in Ten Days” webinar series being run by Blackboard, starting next Monday, 14 May.

Each session will last for 30 minutes and will focus on a different aspects of the tools available in Collaborate Ultra

You can find our more and register by following this link.

Evolutions of Carpe Diem for Learning Design – new paper

The paper Evolutions of Carpe Diem  for Learning Design, co-authored by Professor Linda Creanor, Sheila MacNeill and Julie Usher (University of Northampton) has just been published.

The paper presents a comparative case study from GCU and  Northampton Universtiy that contextualises their use of the Carpe Diem Learning Design methodology.  The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. Rather, it explores the different contexts, institutional drivers and evolutions of the original process in both institutions: supporting the development of online programmes at Glasgow Caledonian University, and blended programmes through the CAIeRO framework (Creating Aligned Interactive educational Resource Opportunities) at the University of Northampton.

It then shares common challenges and opportunities; in particular the use of Carpe Diem to support open educational practice. The aim is to contribute to an ongoing collaborative narrative around the processes involved in implementing and embedding a formal learning design process such as Carpe Diem.

You can access and download the paper here.

Catching up with #oer18

The #OER18 conference took place last week in Bristol.  GCU was well represented by Sheila MacNeill (Academic Development) who presented with Professsor Keith Smyth (UHI) on open praxis and practice in the digital university, and Marion Kelt from the Library who presented on the GCU copyright advisor. Sheila is also the current Chair of ALT (Association for Learning Technology) who organise the conference.

There are a growing number of post conference blogs sharing a rang of perspectives and experiences of the conference which can be accessed from the ALTC website.

You can also view recordings of all the keynotes.

New Digital Assessment and Feedback videos for students and staff

In this post, Steven Fraser, Learning Technologist in the Academic Development Team shares the thinking behind some of the resources he has been creating for staff and students as part of the support for the Digital Assessment Policy.

Since I started at GCU I have been hearing various lecturers talk about their individual processes for setting up assessments and giving feedback. In this time it has been frequently mentioned that the lecturers were unaware of what the students see when they access feedback. It had also been mentioned that students themselves were unaware of what to look for when they were receiving their grades and feedback. Various elements of the Turnitin Feedback studio were being ignored. Students had received no information on how to view rubrics, quickmarks or how to listen to audio feedback.

In order to show lecturers what students see and to ensure the students knew how to access their grades and feedback in both Grade Centre and Turnitin, it was decided to create two short videos to explain the process. The first video shows students how to find their feedback in Turnitin, how to view rubrics, play audio feedback, understand similarity reports and how to download their feedback as a .PDF document.

The second video shows students how to access grades and feedback in Grade Centre. Both videos are short in order to allow the viewers to have a quick overview of process and to emphasise how quick an uncomplicated the procedure is. The videos also allow academics to see how students view their feedback without having to login as a student on GCU Learn or use the ‘Student View’ which is not always available.

The videos were recorded using Camtasia, which is a screen recording and video editing software. (NB Camtasia is available to all GCU staff via the GCU App Store)

Using Camtasia allowed me to focus on different topics, make a recording and then edit the different sections of the video together. I could then record my voice over to explain what is happening on screen. This technique ensured the videos were short, succinct and to the point. I also added subtitles to the videos, so they could be more accessible to individuals who have hearing impairments.

The two videos are available from the links below.

Video 1 – Student Feedback in Turnitin 

image of video screengrab

Video 2 – Student Feedback Grade Centre

screen shoot of video

You can find out more about our other assessment and feedback resources and staff development opportunities in the Digital Assessment and Feedback Community in GCU Learn.

Next Collabo-break Session, 28 March, midday – GSBS 5 Days of Twitter

We are delighted that Elizabeth McGlone (Learning Technologist, GSBS) will be joining us for our next Collabo-break session where we will be finding our more about the, now annual, GSBS 5 Days of Twitter event which is running from 26 March.

The event has been designed to help participants explore twitter and  get comfortable with communicating through it. A series of daily activities will help people to set up accounts, find and follow people and explore the potential of using twitter as a learning and teaching tool.

So if you’ve always wondered what twitter can do for you, why not join us next Wednesday, 28 March at midday to find our more.  You can join the session here.

In the mean time you can follow @GSBSlearntech for updates and more information and the event hashtag #GSBS5DoT

Digital Assessment and Feedback – new community, resources and staff

This post is by Rachael Magennis, Learning Technologist, Academic Development.  Rachael joined the Academic Development Team in December along with Steven Fraser. Rachael and Steven are providing dedicated supported around digital assessment and feedback.

community image

In this post I want to introduce our new  Digital Assessment and Feedback community area in GCULearn

Whether you’re new to GCU or a long standing member, creating submissions and giving feedback on line for the first time can be daunting. To get you on track, our Digital Assessment and Feedback Community (or A&F for short) contains all the information and resources on all topics to do with submission and Feedback.

In line with our Assessment and Feedback Policy, we wanted to create guides on key assessment areas, including;

  • Using the Grade Centre
  • Using Turnitin
  • Rubrics and other grading forms
  • Using Wikis and Blogs and e Portfolios
  • Using Audio Feedback for easier submission
  • Incorporating social media and other alternative online tools for feedback.
  • Getting to grips with our video conferencing tool BlackBoard Ultra as an alternative to face to face feedback.

To accommodate the university target of  100% of online submission (of suitable course work) by the end of Trimester B,  Steven and I will be working with staff to make the transition from paper to online.  To demonstrate how really simple it is, we are running a number of CDP events where you can ask us anything and everything surrounding A & F.

So if you really feel swamped – remember to attend our drop ins, read our handy guides and most importantly, experiment and trial the tools on GCU Learn before hand!

As we build content over the next couple of weeks, we would love you (yes, you) to contribute to our Community. We believe that collaboration and sharing good practice is the cornerstone of learning; so if you have any examples of using assessment and feedback online, add your comments on our sharing practice board.

If you are interested in sharing your practice, for example by developing a case study, then please contact me (  or Steven (  and we’ll work with you to develop one.

All GCU staff can access the community by simply putting “digital” in the search box in the Communities tab in GCULearn and then self enrolling onto the “Digital Assessment and Feedback Hub”.

If there are any additional support needs you can think of relating to assessment and feedback, then feel free to share in the comments below too.


Next Collabo-break session: 30 January 12.30 – GCU Online copyright advisor

Screen Shot 2017-10-04 at 11.39.12

The recording of this session is available here.


Our next Collabo-break session will take place on Tuesday, 30 January at 12.30 Marion Kelt (Open Access and Research Librarian) will be demonstrating the new, award winning, GCU Online Copyright Advisor.

Based the most popular FAQs (frequently asked questions) around the use of resources and copyright, the tool provides a simple interface to help guide staff and students. You can read more about its development here.

The session will start at 12.30, but if you can’t make it, it will be recorded and made available via edShare.

To access the webinar just click on this link.



Annual Celebration of Learning and Student Experience

Along with colleagues from across the university we participated in the University’s Learning and Student Experience celebration on January 24th.

The morning keynote was from Dr Lisette Bakalis, University of Groningen who gave a fascinating overview into Groningen’s approach to the digital student experience.   In a entertaining and  very practical overview, Lisette shared how they are focusing all learning and student engagement through the use of their VLE as a portal. Lisette helpful gave a number of take away messages for us all based on their experiences.

Supporting the Digital Student experience takeaways:

  • Blackboard as a student portal, for teaching and digital exams
  • Improve teaching and learning by teaching tools
  • Hire students to work for your support team

Student portal takeaways:

  • Blackboard as a student portal
  • Organise and personalise to improve user experience
  • Supports both students and teachers

Teaching and learning takeaways:

  • Blackboard courses customised with 3rd party tools
  • All educational activity organised and connected
  • Improve teaching and learning by teaching tools

Digital exams takeaways:

  • Blackboard as a digital exam platform
  • Improves written student work
  • Less examination time
  • Usable for both formative and summative exams

Supporting the digital experience takeaways:

  • Blackboard as a student portal, for teaching and digital exams
  • Improve teaching and learning by teaching tools
  • Hire students to work for your support team

You can view the slides for the presentation by following the link below

The afternoon keynote, “Enhancing the Student Experience”,  focused more on home based activities and developments. Led by President Kevin Campbell  and VP (SEBE)Chris Daisley from the Students Association, this was a very interactive and engaging session. Kevin and Chris highlighted the importance of academic advising and clear communications in supporting the student experience.

It was also great to hear how the GCU Student Partnership Agreement is becoming increasingly recognised at national and international levels as an world leading example of student/staff/institutional commitment to partnership working and the student experience.

In between the keynotes there were a fantastic range of presentations showcasing the excellent and innovative teaching practice that is taking place across the university. Themes covered included: assessment and feedback, internationalisation, academic advising, online learning, the Common Good, student life, school collaboration, accessibility, enhancement themes, innovative teaching.   There were also a range of poster presentations and interactive demonstrations.

You can get a flavour of the day from some collated tweets below.

Guest post: Fighting the fear of copyright with the GCU Online UK Copyright Advisor

This guest post is from Marion Kelt, our Open Access and Research Librarian.

Fighting the fear of copyright with the GCU Online UK Copyright Advisor

Screen Shot 2018-01-23 at 09.08.09

My name is Marion Kelt and one of my many tasks is to act as Copyright Advisor at GCU. With the rise of online courses and transnational education there has been an increase in the number and types of copyright enquiry. Another aspect of my job is to promote the building and use of OERs (Open Educational Resources). One of the main barriers to their uptake is a general fear of copyright and licensing issues. They are the elephant in the room, we all know it is there, but nobody wants to admit it exists!

We developed an online copyright advisor to help staff and students to quickly answer the most frequently asked questions on commonly used resources. We also wanted to share the result with the wider academic community, as we felt that it would be a useful tool which could be easily customised to fit the needs of different institutions. It is available here.

The other reason to develop a system was to save myself from having to answer the same questions repeatedly, and to provide a 24-7 resource to help enquirers with the more straightforward questions.

It all started with our list of FAQs. As you know, we often build FAQ pages which are then ignored and our users ask us anyway! We had been keeping a note of enquiries so we could reuse answers, but started wondering if there was a way that we could use it to develop an online resource. Of course we looked around to see if there were any OERs which could either do the job, or be adapted to suit. Although we did come across some, they did not quite meet our needs and were tied to institution specific software.

We decided to tackle FAQs on seven types of resource:

  • Audio files
  • Book chapters
  • Computer code
  • Journal articles
  • Maps
  • Video files

First we developed flowcharts of questions and answers, then we developed a list of text answers to the questions and a glossary.

We found that one or two people working together was not enough, so we formed a group. It was made up of:

  • Me (Copyright Advisor)
  • Susan Cunningham (Library Admin)
  • Toby Hanning (Systems)
  • Nicky Stewart (Systems)
  • Elinor Toland (PURE Repository)

This helped with the logical flow of questions and ensured consistency of language. These documents are available here.

We built the advisor using iSpring software which was compatible with edShare. We already had a licence for it and it integrates well with PowerPoint. It was simple to set up the questions and paths through the system. The main snags are that iSpring only allows forward navigation, and that it was not clear how to restart the advisor if you had another question. We later found that refreshing the browser or hitting F5 restarts it.

The design is very plain at present, though we do have plans to improve this in the next version. We aimed to keep our answers as positive as possible, suggesting alternatives rather than forbidding certain actions. Some of the answers can be a bit “wordy”, so we added traffic lights to give quick visual cues to our users. We also added links where possible, so we link to the licenses we refer to, the library web pages and our own quick copyright glossary.

Screen Shot 2018-01-23 at 09.14.43We are now on version two of the advisor and are promoting it to the GCU community. We have made the advisor available under a Creative Commons (CC) license, so if you like what it does, you can download a zip file of the content and adapt it for your own purposes. If you would rather start from scratch, but use our workflows and texts as a starting point, feel free! They are also available under CC licence. I found that developing these was the hardest part of the project – we spent many hours in a small room arguing about copyright. The good news is that we have done it so that you don’t have to!

We would love you to look at the advisor and use it as much as you want. We would welcome your questions and feedback, even if you are pointing out mistakes that may have slipped through the net! You can contact me at , I’m always happy to chat!