Autumn term is fast approaching and with the move to planning for online delivery first, many people are thinking about pre-recording short video presentations to use in their teaching. Here are some tips to make these engaging, accessible and reduce the need to reproduce them year on year.
When designing for online, it’s more important than ever to make sure our resources are accessible to all students. Typical issues include insufficient colour contrast between text and the background, and unreadably small font sizes.
The University of Sussex provides a recommended template which uses accessible colour combinations. Do remember, the content you add to your slides must also be accessible.
It is good practice to add alternative text for images in your slide deck. While alt text is not visible to students in video presentations, it is still important if you are providing your slides separately to students.
Pre-recorded videos must have subtitles
From 23rd September this year (2020) all pre-recorded video must include subtitles. In Panopto you will need to manually add the Automatic Speech Recognition (ASR) captions.
With this reliance on ASR captions, good quality audio becomes all the more important. One way to improve audio is to use an external microphone positioned close to you. I’ve used a lavalier microphone clipped to my chest. If buying a mic, make sure your computer has the relevant ports to support your chosen model.
Avoid reference to specific term dates
It can take time to produce a good video so the more reusable your video the better. You may want to refer to an assignment deadline but doing so can reduce the longevity of your video. Instead, refer students to the relevant assignments screen in your module.
Avoid displaying full link text on-slide
Links to resources and websites, like course dates are prone to change (and without additional effort, students can’t click a link in a video). It is better to refer students to a reading list or embed the video in a Canvas page and include the links to resources below it.
Use licensed or rights-free images
Use of images can greatly enhance the interest of a presentation but it’s important you only use images for which you have licence.
Ensure that all images included in your presentations are either licenced, or rights free and provide the appropriate attribution. Creative Commons Search makes it easy to find rights free images and helpfully provide the attribution for you but there are many other sites too.
Making changes to recordings
Where you do need to make changes to a recording don’t jump to re-record the whole video. Our video hosting platform, Panopto, has some useful functions for making corrections.
If you cough or are interrupted while recording, don’t worry, repeat the last sentence and you can edit out the first take once the video is recorded.
Add additional clips
If you get to the end of a video then realise you’ve missed a vital piece of information all is not lost. Panopto will allow you to edit in additional videos where you need.
Support from TEL
If you need any further support with creating video presentations, see our guidance on the Teaching Online, Learning Anywhere site, or contact tel@sussex.ac.uk.
Active learning is an approach to teaching and learning that requires students to take an active approach to learning material by analysing the topic and producing something tangible. It is different from passive learning which involves listening and reading but does not immediately require the students to produce anything from their learning.
Active learning generally requires students to produce something on their own or most commonly with student peers. Online tools have a number of advantages because the thing that students create is accessible across devices and can be shared easily with each other and the tutors. Furthermore online tools have obvious benefits when all or some of the students are engaging remotely. Active learning activities can be set for students to do before a class, during class and/or after a class.
The following online tools are all recommended for active learning activities.
Online documents include OneDrive and Google Drive. All Sussex students and staff have one Terabyte of space on OneDrive. The service is supported by ITS. An alternative option is Google Drive and all staff and students have unlimited space on Google with the G-suite for Education. Please note that Google Drive is not supported by ITS so students will not receive the same level of support. In order to use shared documents you will need to set up one or more shared documents (text, slides or spreadsheet), set the availability of the documents so they are editable by students and share the link.
Online post-it note applications include Padlet. Sussex has an institutional account so please register by contacting tel@sussex.ac.uk. In order to use Padlet you will need to decide the format of the Padlet wall you wish students to contribute to, create one or more walls, set the wall privacy to “secret” so they are editable by students with the link and share the wall address with them or embed it in a Canvas Page. See previous posts where we have written about Padlet.
Online discussions can be set up in Canvas. They can allow students to upload files, insert ‘video, audio, images, and links. Discussions can be configured so students need to contribute before they see the contributions of their peers and leave each other threaded comments.
Canvas also has a Module Chat feature. To use it we recommend you set a time when the chat will take place, set the topic that you will be covering and be prepared with questions for the students. Communicate this information during face-to-face teaching sessions and Canvas announcements.
Active learning activities may also require students to submit work to the tutor via an online drop box, such as the Canvas assignment. This can be set up so that students submit in groups. The kind of work they submit might be anything including a video of themselves presenting. Students can use Panopto or any other recording application to record video including their phone camera. The Canvas Assignment can also allow students to peer assess each other.
The key steps common to whatever tool you use are the following:
You communicate clearly the expectations that you have of students to complete the task.
References to the active learning activity are made before the task (during lectures and so on), and after the activity. Ensure the students’ contributions are recognised and valued, and the importance of engagement to their learning is emphasised.
The ground rules for the task are set, particularly if this is a task which requires students to collaborate. In these cases, the ground rules might specify that students are inclusive, respectful and constructive.
There is clarity amongst students how to access the tool and when the output from the active learning activity is due.
Technology Enhanced Learning recently hosted a webinar which aimed to share a range of simple but powerful approaches to combining face to face and online teaching. The session featured five contributors from across the different academic Schools who shared examples, drawn from their own disciplinary area, of how we might enable students studying online to join and participate in an in-person teaching session.
In this blog post Kitty Horne, Learning Technologist, and Sarah Watson, one of the University’s recently appointed Academic Developers, share a summary of the event.
Dr Jessica Horst: Setting expectations for the students
Jessica reminded us that clear communication is paramount as we enter into the fertile, yet relatively uncharted, territory of combined face to face and online teaching. She explained how this will help students feel more in control of their studies and reduce the number of recurring questions via email. Jessica highlighted the following communication tools:
Canvas Announcements facilitate a transparent form of communication, as those enrolled on a module can revisit posts at any time and use the search function to find specific content. Canvas Announcements also allow tutors to schedule posts in advance, meaning messages are released in a timely manner to optimise enthusiasm and engagement for the course. For more information on how to utilize Canvas Announcements, see Canvas Know-how 2: Making Use of Announcements.
Canvas Discussions enables online class conversations and, just like face to face discussions, these need structure and guidance from the tutor. These conversations should be structured around specific teaching groups or topics in order to avoid an overflowing inbox and help students find relevant information. For more information on how to utilize Canvas Discussions, see Canvas highlights 7: Discussions.
These communication tools can be used to explain to students what to expect from each session, such as the teaching methods used and the activities involved. Where possible, information should be concise so as not to overwhelm students.
Jessica ended her talk by reminding us that strong communication channels are equally important between teaching staff within the University and she urged her colleagues to find out how others are teaching and what tools they are using. There is a great deal of innovative teaching happening at Sussex and, despite working remotely, it would be wonderful to maintain an open and collegial atmosphere where best practice can be shared.
Professor Mary Krell: The BC in BC-IC-AC (before class, in class, after class)
Mary opened her talk with a reassuring reminder that we don’t have to reinvent the wheel when combining face to face and online teaching. Teaching staff at Sussex already deliver module content in ways that can be easily transposed onto this new way of working.
Reflecting on her BC-IC-AC (before class, in class and after class) approach, Mary explained how important the BC is within blended learning. Mary sets her students tasks to undertake before class, such as readings, collaborative projects and fieldwork, to engage students with the material before the session. Chiming with Jessica’s message, Mary perceived the BC aspect as an opportunity to explain to students what to expect in class. Again, this ability to manage expectations was stressed as a key factor to ensuring student satisfaction.
Susan Smith: Utilising your students to help you when teaching solo
Susan’s talk addressed the very valid concern of multitasking in the combined face to face and online sessions. She asked, how do we keep on track of what we’re teaching, while interacting with both the students physically in front of us and those studying online?
Susan suggested appointing a student as a notetaker and, in advance, sending them a template of the session so that they had a clear understanding of what the session would cover and therefore what needed to be recorded. These notes could be utilised by students unable to attend a live session. Susan would also ensure the chat box was monitored by another student, who would group questions/queries and feed these back at appropriate points within the session.
Utilising her students in this way, Susan promotes a collaborative atmosphere within her sessions that breaks down hierarchical structures between tutor and student, whilst generating a community between those studying in person and those studying online. For more information on building online learning communities, please visit the Building Online Learning Communities section of the Teaching Online, Learning Anywhere Canvas site.
Dr Mark Paget: Polling for engagement
Mark started off his talk by advising staff to keep things simple and not try to use many different technologies at once. This avoids sessions becoming overcomplicated for both you and your students allowing them to concentrate on subject content. One technology that Mark recommended making use of was Poll Everywhere, an online polling and quizzing tool which the University has a licence for and that can be integrated into PowerPoint presentations. Poll Everywhere can be used to add interactivity into sessions by posing a variety of question types to students including multiple choice questions, word clouds and clickable images.
Mark suggested creating activities to check students’ understanding of different concepts, for example by running a short quiz on a specific topic. Poll Everywhere can also be used to gather feedback from students which can be used to generate a post session response. Mark mentioned a couple of alternative tools which could be used such as the polling tool within Zoom, though this has limited functionality in comparison to Poll Everywhere, and the online collaboration tool Padlet. Mark also stressed the importance of introducing these interactive activities to students, particularly for those who will be joining online.
Dr Graeme Pedlingham: Facilitating collaboration and discussion with collaborative software
Graeme focussed on how we can facilitate shared discussions between students in different locations. As others mentioned, key to setting up these activities is the importance of providing instructions and access to resources early on so that students are aware of what they will be doing and what is expected of them. Graeme suggested using Microsoft Word Online, a tool included in Sussex students’ Office 365 accounts, to create a collaborative artefact during discussion based activities. Word Online allows a number of individuals to collaborate in real time within a single shared document.
Small group discussions can be facilitated in the classroom as well as online by using Zoom breakout rooms. The Word document could then be shared on the Smartboard, for students with the classroom, and via a link for students joining online, with students contributing verbally or with written contributions to feedback the thoughts and ideas that they had during their small group discussions. This collaborative document would be a record of their thoughts which can be returned to as a resource for asynchronous learning and for revision. This approach would hopefully foster a greater sense of ownership for the students. For more information about creating collaborative activities, please visit the How to construct collaborative activities section of the Teaching Online, Learning Anywhere Canvas site.
Podcasts are increasingly popular and many people are keen to adopt and adapt the medium for education. A previous post on this blog looked at ways that you can power up your pedagogy with podcasts but it may be that you don’t want a formal podcast, just one or more audio recordings that students can listen to when and where they want.
This post will outline how Panopto and Zoom can be used with Canvas tools to share audio recordings with students.
Audio in Canvas Pages, Discussions or Announcements
The Rich Content Editor (RCE) in Canvas allows you to add media recordings (video or audio) to anywhere it is used. This would be useful for short recordings that you wanted to add to a Discussion or Announcement, for example. Recordings made directly into Canvas in this way cannot be edited, which is why this method is best used for short informal recordings.
In the RCE, select the Record/upload media icon.
You can then either record straight into Canvas or upload a recording you have already made.
Solo podcasting with Panopto
For a more substantial recording by a single speaker, for example a module convenor introducing a topic, then Panopto can be used to record audio only. Recordings can then be shared just as lecture videos are, in Canvas. If you don’t want your recording available to students as soon as it has processed, choose ‘My Folder’ before you start recording.
To record audio only via Panopto, turn off the video and secondary sources (screen, slides) when starting your recording and only the audio will be captured.
If you forget to turn off the video, or have an old recording that you want to extract the audio from, you can download just the audio from Panopto and add it to Canvas as shown above. Go to the settings for the recording, choose Outputs and Download Audio Podcast.
Interviews and conversations with Zoom
An interview with an external expert, or a conversation between members of a teaching team could make a great addition to a module. For a multi-speaker recording, Zoom will be a good option.
When setting up your Zoom meeting in your account at https://universityofsussex.zoom.us/ check that it is set to record the meeting to the cloud.
When you start your meeting, make sure that everyone’s video is turned off in order to only record the audio.
After your ‘meeting’ the recording will be processed and uploaded to your ‘My Folder’ in Panopto, in a sub-folder called ‘Meeting Recordings’.
Editing and sharing
While your Panopto recording is in your ‘My Folder’ you may want to trim the start and finish (see Focus on Panopto: Editing recordings) and add a meaningful title and description before sharing it with students.
Captions
You may also want to add closed captions. A recording made in Panopto has the option of having Automatic Speech Recognition captions added (see Focus on Panopto: adding ASR captions) and Zoom recordings will automatically have captions added as the recording is processed.
Sharing via Canvas
You will then want to share your recording with your students. To do this you can move the recording to the Panopto folder for a particular module. You may also want to embed the recording in a Page so that you can add some context and related files. Moving and sharing options are outlined in our previous post: Focus on Panopto: Sharing recordings.
Mobile downloads
To make your Panopto recordings more like a podcast you may want your students to be able to download them on their mobile devices to listen to wherever they are. This can be done in the Panopto folder settings.
Padlet is a great tool that allows for a number of synchronous and asynchronous online teaching opportunities, here are 4 fantastic uses for Padlet as part of online teaching and learning:
Backchannel and Q/A space
Sharing resources
Group work
Introductory space / Social space
Backchannel and Q&A space
One use for a Padlet is to use it as a backchannel for a module. Share the Padlet with students and let them know it’s an area for them to post ideas and questions. This can be a good alternative to using Canvas Discussions as students can post questions anonymously on Padlet which may encourage them to post more often.
You aren’t limited to just using text to reply to student questions on Padlet,. You could post a video or voice recording of yourself answering the question which will allow students to feel more connected and establish more of a personal connection with you. Padlet’s ability to showcase a range of posts at once on a wall also then enables students to easily see previously answered questions.
Sharing resources
You can post a wide range of multimedia to Padlet, this can make it a great area to post resources and materials from videos to images to documents to audio files. If you’ve got a resource you want to share with your students chances are you can post it to a Padlet wall. The added benefit is that students can also post any useful resources they come across to share them with the whole class.
Here is an example of a Padlet used as an area to collate resources.
Do you have students working on group projects together? Then why not get them set up with their own Padlet wall (students can have their own Padlet back accounts created by TEL on request from tutors) as an area to work collaboratively. They can post messages, share resources and collaborative documents. This can then also serve as a space for them to exhibit their finished group project to tutors or other students.
Padlet can also work for more short term group work, for example if you are holding a group teaching session on Zoom and you’ve broken students up into breakout rooms then you could ask for each group to post their group’s thoughts or notes onto Padlet, this way you capture all your students thoughts and allow them to be easily shared with other groups.
Padlet can also be used as a social space for your modules allowing students to connect with each other. For example at the start of a module a Padlet could be created for students and staff to introduce themselves through video, text, audio or other media. You could ask every student to create a short video recording introducing themselves, other students then have the option to reply to each other and form a social connection.
Not all of the functions in Padlet are fully accessible, though this is something they are working on (see Accessibility and Padlet). When using Padlet you should consider whether you need to provide alternatives or modify the activity to allow everyone to take part. If you know that students are using screen-reading software to access internet content, or relying on keyboard input to navigate computer resources (i.e. do not use a mouse), you should consider alternate ways to include these students in the planned activity. Care should also be taken that wallpaper and colour schemes used in Padlet do not disadvantage students who are partially-sighted or have a colour vision deficiency.
You can read more about using Padlet at Sussex on the TEL website and in these previous posts about Padlet:
The Technology Enhanced Learning team (TEL) are always happy to support staff getting started with Padlet or thinking about how it might be useful for their students’ learning. Contact us at tel@sussex.ac.uk.
The Covid-19 global pandemic has introduced enormous uncertainty across the HE sector while social distancing measures will undoubtedly place restrictions on the ability of institutions to deliver face-to-face teaching or undertake in-person assessment come the autumn term. As a result, at Sussex we’ve been preparing a blended approach – planning to ensure our curriculum can be fully delivered online in Semester 1 whilst intending to offer as much face-to-face teaching on-campus as can safely be accomodated. Work over the summer is focussed on planning and preparing modules for this new blended mode. Lots has been learned from the recent experience of online teaching and a new initiative to emerge has been the establishment of a University Online Learning Baseline, designed to help staff with the planning of their module to help ensure a high quality experience for our students. In this blog post we introduce the Baseline and highlight the support available for Schools with its implementation.
The Online Learning Baseline
The University of Sussex has introduced a new Online Learning Baseline which establishes minimum expectations for all taught modules facilitated via Canvas.
The Baseline has been developed based on feedback collated from School snapshot reports, focus groups and staff/student survey data and is designed to be flexible, ensuring there continues to be space for creativity in relation to methods of teaching and supporting learning whilst setting out practical steps to deliver a more contextually rich, consistent, connected and accessible online experience for our students and staff.
The baseline addresses seven core areas: Technology and Software; Structure and Organisation; Orientation and Communication; Content and Resources; Collaboration and Engagement; Assessment and Feedback; and Accessibility and Copyright.
The Online Learning Baseline seeks to ensure consistency between the provision of modules. The baseline establishes that:
Learning materials and activities are accessible to all students.
The structure and organisation of the module is clear and uses a School-provided Canvas template to help orientate students.
The expectations we have of students each week are clear
Each module uses one of Sussex’s core communication channels (Canvas Announcements, Canvas Discussion, Canvas Chat and Padlet) and tutors use it regularly.
Content and resources are readily available before face-to-face teaching sessions. It is chunked into manageable sizes and provided with questions for students to think about while engaging with it. Where possible it is made available through the library reading list.
The learning material is linked to collaborative activities so students get opportunities to discuss and use the knowledge covered in the material.
Students have opportunities to engage with the tutors and their peers in Zoom and Zoom Breakout rooms to enhance collaboration.
The assessments include clear instructions and marking criteria and methods for feedback are clearly explained to students.
Support
Meeting the baseline is extremely important so we can deliver the teaching and learning experience that our students have grown to know and enjoy. Professional Service teams are doing their utmost to support faculty adapt their teaching to meet the challenge and be ready, if need be, to move teaching and assessments online.
Almost every School has developed a bespoke Canvas template, which will make the student experience more consistent and familiar and make meeting the baseline much easier for faculty.
Technology Enhanced Learning will be on hand to provide workshops with four new academic developers. They will be happy to deliver tailored workshops too for the specific needs of your School. The library and IT Services staff are available to provide support developing reading lists and solving hardware and software related issues respectively.
The baseline requirements will allow us to provide an excellent and meaningful learning experience for students despite the new challenges the pandemic has created. If you’d like help on how to meet the baseline, using the Canvas templates or with anything else we have raised in this post, please contact tel@sussex.ac.uk.
With the publication of the University of Sussex’s Online Learning Baseline, a flexible guide designed to establish minimum expectations for all taught modules, we know that staff will be keen to start work on their 20/21 modules. We wanted to provide staff with some prompts and ideas for online activities which are supported by pedagogical theories to help adapt and enhance module content. Below we will take you through the ‘6 learning types’ which are part of Professor Diana Laurillard’s Conversational Framework, a student centred pedagogical theory, followed by some example activities for each type.
The 6 learning types
Acquisition – listening to a lecture or podcast, reading a book or article, watching a video or demo.
Inquiry – learning through investigation, requires students to find resources, come up with questions and evaluate what they find.
Discussion – asking and answering questions of other learners, questioning other’s arguments and exchanging ideas.
Practice – learners respond to a particular task goal, use feedback to adapt their output or action and possibly attempt the task again.
Collaboration – working with others to produce a shared output (e.g. a definition, a diagram, a report), students are required to negotiate with others allowing for the opportunity for peer feedback.
Production – students produce something to be evaluated by the teacher allowing them to display their learning.
How can we achieve these learning types online?
Many of the activities that you and your students carry out both in the classroom and during self study would fit into these categories. The suggestions below will hopefully help you explore some ideas for activities that you can create and implement in an online setting.
Acquisition
As each module will have an online reading list, you can provide students with access to lots of resources there. Structuring this week by week, or by topic, will help students to navigate through these resources and keep on track of what they should have read. You could also create video or audio recordings for your students using Panopto. Many people will have been doing this routinely anyway, however with the transition to online learning try to be mindful of the length of your recordings by sticking to a duration of 30 minutes or less. This doesn’t mean that you have to limit the amount of content that you are providing to your students, just try to chunk this up to make it more manageable.
Inquiry
Rather than consuming the sources that you present to them, inquiry requires students to find and evaluate their own sources. You could present a particular theme or issue to students and ask them to find their own source relating to this, this could be a journal articles, news articles, videos or a seta of data among other things. You could then ask students to post this in a shared resource bank using Padlet or a Canvas discussion. Students then benefit not just from the act of discovering their own resource but also from the collective bank of resources.
Discussion
You can run online discussions both synchronously and asynchronously. For a synchronous activity you could use the breakout rooms in Zoom to split the class into smaller groups, perhaps groups of 3-4 or in pairs for a ‘think-pair-share’ activity. These rooms will allow students to participate in smaller groups, making it easier for all students to contribute. Provide them with a series of questions or prompts and time limit, you can then visit each room to check on student progress and prompt further questions and discussions. After the time is up students can then come back together and feed back to the larger group either verbally or by writing a short summary in the Zoom Chat.
Canvas discussions could be used to facilitate an asynchronous discussion. As with the in-person discussions, you could provide students with a series of prompts or questions they should be addressing. You could use text, audio, video or an attached file in the discussion introduction. Students can then respond to the questions by posting a reply in the discussion, again this could be text, audio or video depending on each student’s preference. Specify a time window during which students should interact and bear in mind that some students may be contributing from different time zones so try not to make this too short. Instruct the students to then go back through the discussion and respond to at least 3 other students’ posts, asking questions of them and prompting further discussion to build up the conversation.
Practice
A practice activity could build upon the work that students completed in the inquiry activity. Once they have found their resource, or resources, ask students to produce a response to, summary of or evaluation of it. Students could produce this in various ways, for example as a presentation, a poster or diagram, a written piece or an audio or video recording. Once completed, students could share their output either via a Canvas discussion or Padlet wall if you would like this to be visible to all students, or using a formative Canvas assignment if this should only be visible to teaching staff. Provide brief feedback to students individually and consider posting an announcement to provide general feedback to the cohort.
Collaboration
As with discussion activities, collaboration can be achieved both synchronously and asynchronously. Present a shared task to students, this could be the creation of a shared resource such as a presentation, a definition of a term or a diagram, or this could be the completion of an activity (or series of activities) within a collaborative document. This could be achieved synchronously through breakout rooms in Zoom which allow students to share their screens with one another. For an asynchronous approach you could set up Groups within your Canvas module to provide students with their own working space. Within this space they can create their own discussion and set up collaborative Office 365 documents and Google Docs.
Production
This could be a formative or summative assessment which requires students to display the knowledge that they have gained throughout the module. Again, the assignments tool within Canvas, which many will be familiar with, will allow students to submit a piece of work for you to provide feedback on. Consider allowing students to take a flexible approach to this, giving them the opportunity to choose how they will respond to a task. Rather than just a written response students could choose to submit a video, a podcast or a recorded presentation.
There are many other approaches you could take and tools you could make use of for each of these learning types, please contact tel@sussex.ac.uk if you would like advice and guidance on setting up any of the activities mentioned here or to explore this further.
When teaching online it is important to consider ways to help students engage with the materials and activities. Here are a few tips.
1. Establish clear routes of communication
Your main route of communication is likely to be the module’s Canvas home page and weekly pages. Additionally, you might use Canvas announcements (which by default will email students as well, unless they have changed their notification settings). Whatever your chosen route of communication be consistent and use it regularly. You might present learning materials via some text, a Panopto video or short audio podcasts. Whatever your chosen route(s), provide opportunities for students to tell you if they find accessing your communications or learning materials difficult.
2. Prioritise clarity in communicating what students should be doing
When we study online it can be harder to follow directions or know what you are meant to be doing next. Furthermore, we might be less easy to contact as we would be in a classroom setting. As a result, we should prioritise creating a consistent structure for teaching and learning activities, so students become familiar with a weekly study pattern.
3. Combine ‘live’ teaching with asynchronous and/ offline learning activities
Combining and blending types of teaching activity can deepen your students’ learning. For example you can use Zoom as short interactive teaching sessions, and then give students a group or individual research task to do and ask them to post their findings on a Canvas Discussion. In the next face-to-face session, talk in detail about the students’ contributions. If no students have completed the tasks you’ve set, talk about what you would have expected from them and the importance of completing tasks for achieving their assessment
4. Put a face and a voice to learning activities
The online world can be lonely and disconcerting. It is a nice touch to put a photo of yourself on your Canvas page, next a task and in welcome slides of your presentations. Even if you are not sharing a Panopto lecture, include a welcome video or a short audio podcast to a week’s piece of work.
5. Use Canvas to make expectations you have of your students very clear
Use your Canvas site to set the expectations that you have of students and point them to the weekly tasks that you expect them to do.
As ever, Technology Enhanced Learning are ready and willing to help University of Sussex staff with online teaching, via the Teaching Online Learning Anywhere site or tel@sussex.ac.uk
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.
