Considering the user experience of VLEs: reviewing our Canvas templates.

Person using laptop and mobile phone
Photo by Austin Distel on Unsplash

I first learnt about Virtual Learning Environments almost twenty years ago. As a high school teacher I attended a training session on a ‘platform’ designed to record students’ homework tasks which would one day remove the need for planners (the spiral-bound diaries all students were issued) and liberate the five minutes of lesson time used for setting the task and getting each and every child to note down the instructions and due date. Opinions in that session were varied and broad but what we could agree on was that this was a game-changer; we were witnessing a new dawn in education.

VLEs evolved and spread across the sector. Tech companies launched their own and Becta (or the British Educational Communications and Technology Agency) proclaimed that all schools would have to have one by 2010. Becta has long been disbanded and it wasn’t until something happened in March 2020 that many turned their attention back to their digital provision. Time had moved on, and what we needed these tools to do had changed.

At Sussex we use Canvas as our VLE, and have done since 2018. Strictly speaking a LMS (Learning Management System), Canvas offers much of the interactivity we expect from a VLE. There are many routes to generating this interactivity and engagement and for the past few weeks I have been paying particular attention to the user experience of our Canvas sites. Here’s a quick overview of what I’ve been doing and why.

Background and Brief

Recently, feedback reached the Educational Enhancement (EE) team that some students were finding their Canvas sites difficult to navigate, especially when using handheld devices such as phones and small tablets. Canvas has a mobile app but ultimately intends its product to be accessed on desktops and laptops. However, we felt that as our students had taken the time to share their preference for mobiles (one that is rather global), we needed to bring the mountain to them.

Dashboard and Landing Pages

The Student app for Canvas opens to the user’s dashboard, with module buttons which they can choose between organising  as a list or as tiles. So far pretty simple. As we currently have our template set up, once the module is opened the user is presented with an image related to their topic and a long list of formatted links, which on a desktop is the menu to the left of the screen. A click away is the actual homepage which hosts another long list of formatted links, including to key information and then course content week by week. The page is tidy and legible but does call for a dreaded scroll, which we know is hardly desirable in mobile design.

We will be reviewing the amount of content on the module homepages so it fits on one screen.

Navigation

Canvas makes good use of ‘previous’ and ‘next’ buttons to direct students through the weekly content (set up as ‘units’) and on a larger screen it is quite easy for most users to move around the site. On mobile devices though, it can be tricky to locate particular pages. We know that students like to double-check things like assignment details as and when the idea comes to them so we really need it to be more straightforward to do this on the move.

We will be reviewing how many separate pages we need for each week and what key links should appear throughout any module.

Coding

All of the HTML formatting we have currently built into our module pages makes for a tidy and well-organised interface. Realistically though it is all-too-easy for the code to become corrupted as content is edited as part of anyone’s reflective practice. 

While we’d be sorry to see some of the more eye-catching graphics go, usability is paramount so we will be stripping out some of the HTML in favour of a more robust template.

It’s important to share that the work on this project is not finished and no decisions are being taken without consultation. Our goal, as always, is to find the solution that works for as many people as possible and disenfranchises no one.

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Posted in Canvas

Call for Participation now open for the first Sussex University Education Festival

Four people in a classroom, with a projection screen on the left. The two standing people are presenting their work to the two colleagues sitting down.
Sussex staff and students at a recent education event

Call for Participation now open for the first Sussex University Education Festival


Do you have an example of good practice, innovation or research in teaching and learning that you would like to share with your colleagues?

  • Propose a session now

We are pleased to announce the very first Education Festival at Sussex. The Festival, open to all University of Sussex staff, will take place at the Attenborough Centre for the Creative Arts (ACCA) on the afternoon of May 4th, ahead of the Education Awards that evening. The afternoon will be a relaxed space to share good practice, innovation, and research in teaching and learning (lightsabres and blasters optional).


What could you propose?

We hope the Education Festival will appeal to colleagues who would like to share teaching and learning practice and research at any stage. To reflect that aim, we’re asking for contributions in a variety of formats, from five-minute speed presentations to thirty-minute interactive sessions.

The speed presentations are a chance to present work-in-progress, short reflections on current practice, or present an idea for a pedagogic development you would like to make.

The 30-minute interactive sessions can be run in any way you’d like; they could be used to demonstrate a new tool or teaching technique, to workshop an idea or challenge, or to access the hivemind of fellow colleagues interested in teaching and learning.

We will also be facilitating a Solution Room dedicated to assessment and feedback here at Sussex. We’re inviting participants to propose a short provocation or challenge they would like to explore. For example:

  • Why do students rate feedback poorly?
  • What are the challenges facing staff wanting to assess their students differently?

These provocations will inspire several breakout spaces for colleagues to share experiences and
thoughts around those challenges. Send us provocations you would like to pose to colleagues. The
solutions generated by the session will be collated together into a suitable resource and shared
afterwards.

We’re excited to celebrate and reflect on all the amazing work that goes in to teaching at learning
here at Sussex. Further information and the form to propose a presentation can be found on the Staff Hub.

Posted in Events

LGBT+ History Month: focus on inclusive teaching, learning and assessment

Nonbinary Person Working At Table With Macramé On The Wall by Noun Project from NounProject.com

This year’s theme for LGBT+ History Month is ‘Behind the Lens’ and seeks to focus attention on the makers of images. However, everyone is a creator of representations and technology has made a huge contribution by providing the means for individuals who identify as LGBT+ to represent themselves. As a team devoted to the enhancement of students’ educational experiences at the University of Sussex, we wanted to take this opportunity to highlight some of the ways in which staff and students can be inclusive in teaching practice and reflect a wide range of lived experience. 

Behind my lens 

Reflecting on my history of when I came out in my mid 20’s, the 2004 lesbian TV show (L Word), played a significant role throughout my journey of coming out. It helped me learn about my identity and was a means of support during a time when I was confused and had many questions. The influence of the show, plus the increase of other LGBT+ shows and films over time, illustrates the importance of inclusivity and representation of those who identify as LGBT+, including relatable characters and experiences, able to reach many others on their unique journey. 

The progressivity of LGBT+ art in its many forms, invokes courage, raw expression, and empowers, whilst truly enhancing the world through highlighting the beauty of various identities, individuality, acceptance, creativity and talent.  

The Education Enhancement Team and I proudly raise awareness and celebrate the ‘Behind the Lens’ theme for LGBT+ History Month. 

Keira Thomas (Education Enhancement Coordinator)

Building inclusive learning communities 

In order to get ‘behind the lens’ of media representations it’s important for students to be able to share their lived experience. The Academic Developers in the Educational Enhancement (EE) team have put together some key principles and guidelines for academics on building inclusive learning communities as a first step to creating an environment where this can happen. 

As online interactions supplement in-person encounters we want to ensure that staff and students can use the learning technologies available to reflect on their personal histories and represent their identities as they want to.  

There are a couple of ways that Canvas, the university’s online study platform, allows users to personalise their virtual presence. Staff and students can edit their account settings to show their preferred pronouns. The Canvas guide ‘How do I select personal pronouns in my user account’ shows you how to do that. You can also add a profile image that will appear across Canvas such as in Discussions and Groups. The Canvas guide ‘How do I add a profile picture in my user account’ shows the steps to adding or editing an image.  

Inclusive teaching, learning and assessment 

When creating teaching and learning materials it is important to be inclusive and there are some great LGBT+ images and icons available from the Noun Project which carry a Creative Commons licence. 

Assessment design can also be an important tool in making students’ learning experience a creative one. The EE resources on Flexible assessment suggest ‘a transition from “This is how I want you to show me you’ve achieved the learning objectives” to “How do you want to show me you’ve achieved the learning objectives” which could help to give all students greater agency. 

Support and guidance from EE 

University of Sussex staff who would like to discuss ways in which they can make teaching, learning and assessment more inclusive – with or without technology – can contact us at tel@sussex.ac.uk. 

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Posted in Inclusive teaching, Uncategorized

Some new features in Canvas, Panopto and Padlet

The key learning technologies in use here at Sussex are regularly updated in response to customer feedback. In this post we’ve cherry-picked some of the most recent updates you may find useful.

Canvas

Canvas have recently introduced a feature that many people have wanted to see. You can now schedule when pages will be published, which saves you having to remember to do so as the term progresses.

To schedule publishing of a page, first check that the page is unpublished. Then edit the page and use the Publish At box to specify the date and time when the page should be published.

screenshot of unpublished Canvas page in Edit mode showing the Publish At box
Screenshot of unpublished Canvas page in Edit mode showing the Publish At box

This video demo shows how to schedule a page to publish at a later date.

Panopto

Improvements to Panopto since our last update will save time when checking captions. There are four significant new features for captions:

Panopto caption editor showing Find and Replace and Confidence Highlights
Panopto caption editor showing Find and Replace and Confidence Highlights
  • Find and replace: You can now find all instances of a mis-transcribed word and replace them in one hit.
  • Confidence Highlights: In the caption editor, Panopto will underline any words that it suspects have not been transcribed correctly. You can then click on these and use the Find and Replace function to update all instances.
  • Custom Dictionary: If you find that Panopto regularly mis-transcribes words you use often in lectures, you can submit them to Sussex’s own Panopto custom dictionary. To submit words to the dictionary, email tel@sussex.ac.uk
  • Caption end-times: you can now specify an end time on captions so that they do not remain on screen for too long.
Panopto caption editor showing caption end-times.
Panopto caption editor showing caption end-times.

See this page on the Panopto website for more information on the new caption tools.

Padlet

Receive email notifications about updates to your padlets (or don’t)

Padlet will now send you real-time email and push notifications (if enabled on your browser) when someone posts or comments on a padlet that you follow. If there’s a lot of activity on a padlet, you will be sent a summary email. You should receive no more than three notifications per padlet per day. For some of us, that’s still too many emails, so you can turn off or change your notifications via the new notifications page in Padlet. To do this, from within Padlet, click on the three dots () in the left-hand menu to open the user menu, then choose Settings.

 Screenshot of Padlet dashboard showing the Open User Menu icon
Screenshot of Padlet dashboard showing the Open User Menu icon.

In the left-hand menu, click Notifications. Then use the checkboxes to the right to choose your notification preferences.

Notifications centre in Padlet
Notifications centre in Padlet

You can also use the activity panel on any padlet you follow to see the most recent activity in chronological order. To access this, click on the Open Activity Pane icon in the Action Bar (which has now moved to the right-hand side of the screen).

 Action bar in Padlet showing the Open Activity Panel icon
Action bar in Padlet showing the Open Activity Panel icon
Activity panel in a padlet
Activity panel in a padlet

New wallpapers

Padlet have added several new wallpapers, including artwork from Seurat, Hopper and Van Gogh. Also, the title and description text will change to be readable in a font colour that contrasts clearly against the backdrop.

 Starry Night by Van Gogh padlet wallpaper, showing readable title.
Starry Night by Van Gogh padlet wallpaper, showing readable title.

These are only a few of the recent updates to Padlet. For more details have a look at the Padlet Blog where you can also subscribe to get news of updates as they happen.

And remember, our team are here to support you with using these or any of the other core learning technologies at Sussex. If you’d like to know more, please visit the Educational Enhancement website or contact us at tel@sussex.ac.uk

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Posted in Learning Technologies

Sussex LearnTech meetup

Sometimes connections fade away due to inevitable change, but if they really did work, why not bring them back? 

When asked to setup a new network to connect old colleagues and bring in new connections, you really can’t say no. Senior staff in Educational Enhancement (EE) asked for existing networks to be explored, with the aim of creating something that wasn’t currently offered in the local area. It was soon realised during the network planning stage that many members of EE first met at a networking group that ran over 5 years ago.

A network can help you to meet like-minded people and share ideas in a safe community, but sometimes its potential can be untapped, due to not being adaptable or limits on people’s availability.

On 23rd November 2022 the new Sussex LearnTech meetup was formed, and its first meeting largely consisted of University of Sussex and University of Brighton colleagues. The network is open to local specialists that use technology to support and enhance learning, largely within but not limited to Higher Education.

The plan so far

The plan for the first meetup, where if more formal could be considered the agenda, was loosely based on past experiences and an internal EE survey that was run earlier in the year. The survey had asked the EE team to share what they find important in a network, and what else they would like to see from a new one.

Feedback from the EE survey included:

  • Asking what individuals and teams are doing to help students with the cost-of-living crisis.
  • Sharing projects from the past, present, and future.
  • Finding and sharing collaboration opportunities and benefits.
  • Forming mentor opportunities, for people wanting a buddy in the sector.

The initial aim is for the network is to run 6 times a year, twice in person and four times online, and to be adaptable to help include as many people as possible in the area. This will include running on different days and times, and for in person sessions to be open to different institutions to host.

The first Meetup

At the first meeting, previous and new colleagues had the chance to introduce themselves to the other attendees. The tone was casual, people were eager to find out what others had been doing, and what was currently important in their working lives. Although many attendees were not student-facing, existing practices and local communities that can support students with the cost-of-living crisis were shared. These organisations and links were sent out following the meeting to ensure everyone had access. Progress and challenges around major projects were discussed, some given a short mention, whereas others were more detailed, as the wider group could relate to them and the members were passionate about that work. Other potential attendees were also mentioned, and quickly followed up after the meetup. This should allow the network to grow and expand its combined knowledge and experience.

Are you interested?

The next online meeting is in early February 2023, and we aim to run an in-person session in April 2023 at the University of Sussex. Many of the members are passionate about playful learning, so anything could happen in person.

If you support learning through technology in the local area (where you would happily travel to the in-person meetings), contact Ty via t.j.knight@sussex.ac.uk to be added to the list for Sussex LearnTech.

Posted in Events

Autumn Term Conference and Event round-up

Educational Enhancement (EE) team members have been organising, attending, and presenting at a range of conferences and events over the Autumn term. This is part of our work keeping an eye on sector developments as well as disseminating our own good practice and research. This post lists some of the events we have been taking part in.

Pedagogic Revolution: Co-creation in the curriculum – November 2022

The Pedagogic Revolution ran a workshop on Student co-creation in the curriculum in November. Co-creation in the curriculum can help empower and engage your students, while developing a collaborative environment that reflects the diversity of your learning community. The workshop explored co-creation in theory and in practice and showcased co-creation from across the University. The following students and staff spoke about their projects:

  • Class, culture, and conflict – a view from within: Carli Rowell (LPS)
  • Assessment criteria and feedback: Susan Smith (USBS) and Dan Axson (EE)
  • Inclusivity within the curriculum: Katherine Kruger (MAH)

Following on from the talks, participants were given the time and resources to consider how co-creation could be embedded into their own teaching.

Playful Leadership Workshop – Huddersfield, November 2022

Playful Learning Association members met at the University of Huddersfield for a two-day event exploring the theme of Playful Leadership. A blog post about the event is available through the Playful Learning Association website.

 three overlapping cards with "Playful Leadership is..." printed at the top and various text hand printed in bright colours underneath, including: Inclusion and A State of Mind
A printing activity to define Playful Leadership.

DARE to Transform Community of Practice – November 2022

Dr Emma Newport provided the first lightening talk for the DARE Community of Practice this year. Emma showcased her project Sussex Writes, a creative writing programme with the aim of widening university participation through collaboration between the School of Media, Arts and Humanities and local schools and organisations.

The Community of Practice is a supportive space where ideas and opinions can be discussed honestly and opportunities for collaboration are welcome. Further events will be advertised over the year.

China and Higher Education 2022: (Re)imagining Kindness in Times of Conflict – December 2022 (online)

The 2022 China and Higher Education (#ChinaHE22) conference focused on ‘kindness’, in light of social and political climates characterised by increasing levels of polarisation and even international conflict. The conference presented a diverse range of views on what it means to be kind in higher education and the impact kindness has on academic and personal progression. Here is a list of the conference presentations and their recordings.

Coming Up

Thursday May 4th – Educational Enhancement will be hosting an Education Festival during the day followed by the Education Awards in the evening, both at the Attenborough Centre for the Creative Arts. The festival will be a chance to share your practice with colleagues across the University.

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Posted in Events, External events

Tips to create engaging video recordings

The use of video to support teaching has increased significantly over the last ten years, with the number of teachers finding value in video content increasing each year since 2007. This is, in part, due to the forced video delivery of lessons caused by the COVID pandemic, but even aside from that, the increase in popularity of flipped learning means that more academics are looking to create their own recordings to support their lessons. A study by Cynthia J Brame showed that the effectiveness of educational videos can be maximised by considering three elements when designing and creating them: cognitive load, student engagement and active learning.

  • Cognitive load. This refers to the amount of information that working memory can hold at one time and has a direct bearing on how much content to present to a viewer in one video, to maximise learning.
  • Student engagement. For students to learn from instructional videos, they must first watch them. So, videos must be designed in a way that helps students to understand their relevance. Once they have started watching, the challenge is to keep them viewing, to maximise the benefit. The length of a video is a key factor here. Research shows that student engagement drops off significantly after six minutes.
Data demonstrating that students watch 100% of a video which is 0-6 minutes long; 97% of a video which is 6-9 minutes long; 58% of a video which is 9-12 minutes long and 20% of a video which is 12-40 minutes long
  • Active learning. Incorporating questions, suggestions or prompts within the video can help students mentally absorb concepts, which changes the passive process of watching a video into an active pursuit to better embed learning. 

Planning your recording

It is important to make a distinction between recording lectures for students to access and review following the lesson (lecture recording) and videos created for students to watch before or during the lesson to support a particular topic (tutorial recording), as these require attention in different areas.

Tutorial recordings

Lecturers will often record screencast videos to provide instruction, minimise repetitive explanations or provide material for extension activities. It is particularly important to maintain student engagement, as well as provide an opportunity for active learning when creating this type of recording. Here are some things to consider when planning tutorial recordings.

  • Cognitive load.
    • Emphasise important information by highlighting key words using colour/additional text.
    • Chunk information by keeping videos between six and nine minutes.
    • Reduce unnecessary information by eliminating music and background noise and using simple backgrounds.
  • Student engagement.
    • Keep videos brief (between six and nine minutes) to increase the chances of students completing them.
    • Use conversational language and include the student in your tutorial by using “your” instead of “the” during explanations.
    • Include recordings of the instructor’s head to personalise the instructions.
    • Speak with enthusiasm – this creates more engagement than deliberately speaking slowly.
    • Emphasise how your video is relevant to the subject the student is studying.
  • Active learning.
    • Incorporate interactive questions if you have the tools.
    • Use guiding questions within your video, to promote further investigation by students.

Lecture recording

When recording lectures, remember the importance of students feeling a connection to the lecturer, and being able to see all the information that is important for their understanding. It is also hugely beneficial to students to be able to review the contents of the lecture quickly and easily. If lecturers are not able to quickly add bookmarks by using the tools available, it is worth investing some time at the beginning to show students how to bookmark and annotate their own version of the recording. Here are some things to consider when planning lecture recordings.

  • Cognitive load.
    • When preparing your lecture, chunk information by keeping each piece of content between six and nine minutes long, to create natural breaks within the recording. 
    • If you have the opportunity, introduce chapters or bookmarks after recording, to aid with content retrieval while viewing.
    • Invest time at the start of your course, showing students how to add their own bookmarks.
  • Student engagement.
    • Create a personal connection with viewers by ensuring that the presenter is in shot, at least for some of the time.
    • Ensure good quality by testing your recording setup beforehand and checking audio and video recording levels.
    • Make sure any supplementary material (for example board work) is clear and visible to viewers.
  • Active learning.
    • Where time and tools allow, include quick quiz questions at salient points during the recording – periodic interaction will keep viewers engaged.
    • Where students have opted for online lectures, award marks for answering the questions, to provide reward and motivation, and to encourage engagement.

Further information and guidance

If you require any support to plan or record your recordings, please contact your Learning Technologist, or email Educational Enhancement on TEL@sussex.ac.uk.

Helpful links:

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Posted in Panopto

Can you trust the cheaters?

There’s an episode of The Sopranos, quite early on, where Christopher Moltisanti has someone impersonate him and take the stockbrokers’ licensing exam on his behalf so he can run a dodgy investment operation. By this point in the series, we’ve witnessed adultery, fraud, theft, violence, and murder but somehow this act of dishonesty really shocked me. It was so brazen: an invigilator calls the register in the test centre and someone whom the audience know is not Christopher Moltisanti raises his hand and says ‘here’. Of course, the ramifications of such academic misconduct reach far and wide – how many other brokers are operating with a licence they didn’t actually earn? How many bankers? How many pilots?

Twenty years later the exam-taking racket has grown and grown. Just as the shift of commerce to online has brought an increase in cyber theft, so digital learning and assessment is making students and institutions vulnerable to criminals who claim to be on the side of the learners. This past month members of the Educational Enhancement team went wading in the murky waters of paraphrasing tools, essay mills and exam personators, and are here to tell the tale. Short version, it’s a con.

At the bottom of the chain are the paraphrasing tools. These have simple interfaces and use jolly verbs like ‘spin’ which make the process feel like a game. Recently a Google Doodle honoured Irene Bernasconi so let’s use the first paragraph of Wikipedia’s article on her to demonstrate:

  • Original text: Irene Bernasconi was an Argentine marine biologist specializing in Echinoderm research and best known for her work in the Antarctic. She was the first echinoderm specialist in Argentina and spent 55 years conducting research into echinoderms found in the Argentine Sea.
  • Altered text: Irene Bernasconi was an Argentine sea life scholar spend significant time in Echinoderm exploration and most popular for her work in the Antarctic. She was the primary echinoderm expert in Argentina and endured 55 years leading examination into echinoderms tracked down in the Argentine Ocean.

The tool increased the word count by 24 words (almost 10%) and rephrased certain sentences. Now, if you run this new text through a plagiarism checker it shouldn’t hit as high as the original Wikipedia text would have. Take a closer look though, ‘marine biologist’, the official recognised term for this role, is now ‘sea life scholar’, Bernasconi’s most renowned work is now what makes her ‘popular’, and the ‘Argentine Sea’ has been renamed, erroneously, as the ‘Argentine Ocean’. Can you spot any other curious edits?

So surely no HE student would fall for this nonsense?  They could instantly spot that the rephrasing is utterly useless and so go back to writing their own essay, right? But wait, what’s that button at the bottom? Well, it says ‘Advanced Paraphrase’ and clicking it will take you to another site where the paraphrasing makes more sense but reverts in similarity to the original – no getting past the similarity checker here. Now what? Let’s take ourselves back to the beginning of this blog post: a tale of criminals exploiting the vulnerable. The new site offers the enticing ‘premium’ option and encourages students to sign up for a chargeable service and this service includes a built-in plagiarism checker so anyone who uses it doesn’t have to worry about triggering any alerts when they come to submit their work. You see how they hook you? Remember, it’s a con.

For obvious reasons, we won’t be sharing everything that we learnt as we investigated further. Let’s instead focus on how we can be certain that these sites and services are on nobody’s side but their own.

  • The graphics. From cartoon characters to industry-style branding and academic looking logos, these sites all employ the kind of visuals that appeal to viewers. No matter the cutesy or corporate graphics, these services are neither kind nor honourable. It’s a con.
  • The pop-ups. Try to navigate away from these sites and a pop-up will alert you to possible savings if you sign up there and then. Of course these ‘one time only’ offers will always be there. It’s a con.
  • The chat windows. Every site we visited had a chat window that opened instantly. The text used direct address and conversational language and featured avatars of smiley youngish people looking right out at us. Our suspicion is that these start as bots and a real person joins if the user engages but we can’t be certain of that. After all, it’s a con.
  • They’re watching you. A simple Google search for ideas such as ‘how to start a philosophy essay’ generated a page of results each of which was a link to an essay-writing service. This makes it really easy for students to stumble onto these sites unintentionally and that makes them vulnerable to all the tricks we’ve listed above. There are a few ways to get to the top of a Google results page but the key one is money. These criminal sites are able to invest in their prominence by spending the money they convince students to part with. Remember, it’s a con.
  • We’re onto them. The eternal tussle between the cops and the robbers is at play here. We know of a number of sites and have firewalls in place, and we also know ways to spot a script generated this way. Now imagine what happens if a student is discovered having used an essay-writing service and faces an academic misconduct panel – do they get their money back? Of course not, it’s a con.
  • It’s illegal. Earlier this year, the Skills and Post-16 Education Act 2022 stated that ‘it is an offence for a person to provide, or arrange for another person to provide, in commercial circumstances, a relevant service for a student in relation to a relevant assignment’. It should not be underestimated that these sites are being taken very seriously and are being called out for what they are, cons.

This is a conversation that is far from over. For now, please remember that no one is offering to write anyone’s essay out of the goodness of their heart and any site that offers illegal services is not one to engage with. It. Is. A. Con.

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Posted in Marking and assessment

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We are the Educational Enhancement team at the University of Sussex. We publish posts each fortnight about the use of technology to support teaching and learning. Read more about us.

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