PebblePad: Unlocking Learning Potential

October 30, 2023March 13, 2024 susanbonham

PebblePad, Langara’s ePortfolio platform, is out of pilot phase and now one of our core tools. It’s well suited to support both open-ended creative assignments and guided authentic learning. If you are looking for a way for students to document, share, and reflect on learning experiences, or if you need them to evidence their skills, capabilities, and achievements, PebblePad can be a great fit. In this age of AI, instructors are also looking to PebblePad for process assignments.

Use at Langara

At Langara, PebblePad is currently used to support teaching and learning in Nursing, Recreation Studies, Library Technology, English, Geography, Publishing, Co-op, and Supply Chain Management, with more instructors and programs coming on board every semester.

The Affordances of PebblePad

Empowers students by providing a private and secure space to actively engage in their learning journey, promoting a sense of ownership and agency.
Promotes meaningful engagement in learning through critical thinking and reflection, contributing to a deeper understanding and retention of knowledge.
Helps students make connections in learning across multiple contexts: between individual courses, over an entire program, and with knowledge gained outside of formal learning contexts.
Supports students’ transition to future employment or academic pursuits by enabling them to identify knowledge, competencies, and creativity and then to showcase their projects and achievements.

How to Learn More

If you’re interested in PebblePad, the next introductory workshop is on January 11^th from 10:00-11:00. Participants will activate their accounts, learn the basics of PebblePad, discover how it’s being used in various departments, and get ideas about how it could be used in their own courses.

In addition to scheduled workshops, you’re welcome to reach out to EdTech anytime to learn more about PebblePad.

Generative AI and STEM

June 14, 2023March 13, 2024 susanbonham

Background

Artificial intelligence is not new. It has been part of our personal and work lives for a long time (autocorrect, facial recognition, satnav, etc.) and large language models like ChatGPT have been a big topic in education since version 3.5 was released in late November, 2022. Large language models (LLMs) are trained on enormous amounts of data in order to recognize the patterns of and connections between words, and then produce text based on the probabilities of which word is most likely to come next. One thing that LLMs don’t do, however, is computation; however, the most recent Open AI release, GPT-4, seems to have made strides in standardized tests in many STEM areas and GPT-4 now has a plug-in for Wolfram Alpha, which does do computation.

Chart from Open AI: exam result improvements from ChatGPT 3.5 to 4

Andrew Roberts (Math Dept) and Susan Bonham (EdTech) did some testing to see how ChatGPT (3.5), GPT-4, and GPT-4 with the Wolfram plugin would handle some questions from Langara’s math courses.

Test Details

Full test results are available. (accessible version of the problems and full details of the “chats” and subsequent discussion for each AI response are available at the link)

The following questions were tested:

Problem 1: (supplied by Langara mathematics instructor Vijay Singh)

Problem 2: (Precalculus)

Problem 3: (Calculus I)

Problem 4: (Calculus II)

Discussion

Responses from current versions of ChatGPT are not reliable enough to be accepted uncritically.

ChatGPT needs to be approached as a tool and careful proof-reading of responses is needed to check for errors in computation or reasoning. Errors may be blatant and readily apparent, or subtle and hard to spot without close reading and a solid understanding of the concepts.

Perhaps the biggest danger for a student learning a subject is in the “plausibility” of many responses even when they are incorrect. ChatGPT will present its responses with full confidence in their correctness, whether this is justified or not.

When errors or lack of clarity is noticed in a response, further prompting needs to be used to correct and refine the initial response. This requires a certain amount of base knowledge on the part of the user in order to guide ChatGPT to the correct solution.

Algebraic computations cannot be trusted as ChatGPT does not “know” the rules of algebra but is simply appending steps based on a probabilistic machine-learning model that references the material on which it was trained. The quality of the answers will depend on the quality of the content on which ChatGPT was trained. There is no way for us to know exactly what training material ChatGPT is referencing when generating its responses. The average quality of solutions sourced online should give us pause.

Below is one especially concerning example of an error encountered during our testing sessions:

In the response to the optimization problem (Problem 3), GPT-3.5 attempts to differentiate the volume function:

However, the derivative is computed as:

We see that it has incorrectly differentiated the first term with respect to R while correctly differentiating the second term with respect to h.

It is the plausibility of the above solution (despite the bad error) that is dangerous for a student who may take the ChatGPT response at face value.

Access to the Wolfram plugin in GPT-4 should mean that algebraic computations that occur within requests sent to Wolfram can be trusted. But the issues of errors in reasoning and interpretation still exist between requests sent to Wolfram.

Concluding Thought

It will be important for us educate our students about the dangers involved in using this tool uncritically while acknowledging the potential benefits if used correctly.

Want to Learn More?

EdTech and TCDC run workshops on various AI topics. You can request a bespoke AI workshop tailored to your department or check out the EdTech and TCDC workshop offerings. For all other questions, please contact edtech@langara.ca

Brightspace Accessibility in Five, 3: Headings

April 12, 2023March 13, 2024 Luke McKnight

Brightspace plus accessibility logo
Brightspace is an excellent tool to provide equitable, inclusive access to course content, documents, and media.

As you create content, take advantage of Brightspace’s built-in tools and the Accessibility Checker to ensure what you share is accessible. Accessible content is inclusive, democratic, and maximizes learner independence.

In the third of this five-part series, we will learn about headings.

Headings

Headings are an important part of documents and web pages. Headings create organizational flow, build connections between key concepts, and break up large blocks of text to increase readability. Screen reader users rely on headings to navigate the web and longer documents. For anything beyond a few paragraphs, headings are essential for screen reader users.

Use headings in a sequential, nested hierarchy. For example, use a Heading 1 for the title or topic. Use Heading 2 for major divisions of content and ideas. Use Heading 3 for subtopics of the major divisions. Brightspace supports 4 heading levels.

You can have multiple headings of the same level, but do not skip a heading level. A Heading 2 can follow a heading 1 or a heading 2. A heading 3 can follow a heading 2 or heading 3 and so on.

Headings benefit all readers. Headings:

• Include all, regardless of access means.
• Provide context and explains relationships between ideas.
• Emphasizes key concepts.
• Provides ‘bookmarks’ for natural breaks.
• Allows for easy review and location of content.

Creating Headings in Brightspace

Select the Format tool in the top left of the editor toolbar and choose the appropriate heading level.

For more information about headings and document structure, consult the Langara Accessibility Handbook.

Accessibility Checker

Brightspace includes a built-in accessibility checker. The checker appears on the second row of the editor toolbar.

Select More Actions to reveal the second row of the toolbar
Select Accessibility Checker

The accessibility checker will highlight many accessibility issues and offer solutions to correct them. For headings, the Brightspace accessibility checker will flag text that could be a heading due to formatting (bolded larger font on a line by itself for example) but is not properly coded as a heading. The accessibility checker also flags headings that are out of sequential order (for example a heading level 3 with no preceding heading level 2).

Watch for more posts in the Brightspace Accessibility in Five series coming soon, including:

PebblePad Brief: Feedback Options

September 13, 2022March 13, 2024 Ari Crossby

Langara’s pilot of the ePortfolio learning platform, PebblePad, is now in its second year. This is the second in a series highlighting some of the platform’s features. Whether you’re already using PebblePad or considering using it at some point in the future, our hope is that the PebblePad Brief series extends your understanding of the platform’s capabilities.
This month’s “Brief” is going to focus on the variety of feedback options available within PebblePad, and how they can benefit students and instructors. Whether you’re looking for a tool to give formative or summative feedback, PebblePad has multiple options.

Feedback in Brightspace Versus PebblePad:

PebblePad functions differently than Brightspace when it comes to assignments. In Brightspace, students usually submit a file by a due date and the instructor has no way of giving formative feedback on the developing assignment unless they ask students to submit a draft of their work. PebblePad, on the other hand, doesn’t work with file submissions but with shared links. If an assignment is set up for auto-submission, the instructor is able to see the students’ work in real time as soon as they start it. This enables instructors to give formative feedback any time prior to a due date, as well as summative assessment after a due date. Further, unlike Brightspace, students have access to the feedback after their course finishes and even after they graduate.

Feedback Options:

Simple Comments:

The simplest way to give feedback in PebblePad is through general comments. To use the comment feature, a student shares a link with someone else. When that person clicks on the link, there’s a comment icon on to the top-right which can be used to by instructors, mentors, or peers to provide feedback. The student can reply to the comments so feedback is potentially dialogic.

Feedback Comments:

By using the tools in the formal assessment part of the platform called ATLAS, there are extended options. Here we can to a specific answer, a page, or the entire assignment. If an instructor will be using the same comments for many students, feedback statements can be created that will be available when marking. Any comments added via ATLAS have the advantage that they are only visible to the student and won’t be seen by anyone they share their work with. When assessing in ATLAS, instructors have the option to release feedback as it’s added, or hold all feedback for later release so that the whole class receives it at the same time.

Assessor Fields:

When creating scaffolded learning activities for students, assessor fields can be inserted right into body of the assignment. It’s possible to assign “blocks” or sections to either the students or the instructor to complete. Instructors can be assigned text fields, drop-downs, radio buttons, checkboxes, and rubrics that only they can complete (the student will see them but not be able to complete them). These fields are easy for instructors to find when they’re assessing, and easy for the student to see when they’re looking for feedback. This type of feedback will always be visible so is generally used for activities to develop knowledge or skills, rather than assignments that might be used as a showcase in future.

Feedback Templates:

These are very similar to rubrics in Brightspace, and can be created and used to assess students’ work in ATLAS. They can include any or all of: clickable rubric components, comment fields, radio buttons, drop-downs, and checkboxes. Because this feedback will only be visible to the student, this is a better option to use with assignments that the student might want to use as a showcase to show to others.

Grades:

Assignments can also be graded in ATLAS. Grading is flexible as instructors can enter percentages, letter grades, or even pass/fail wording such as “meets expectations/does not meet expectations”. Although PebblePad is not currently integrated with Brightspace, it is possible to get a CSV file of all grades and easily transfer them to a gradebook.
Adding Grades

Feedback Longevity:

We all know that it takes time and effort to provide meaningful feedback to learners. One of the advantages of using PebblePad is that the students have access to feedback long after the course ends and even after they graduate as students can get an alumni account. This will help them make meaningful connections between assignments, between courses, and between studies and career. Feedback can be fed forward.

If you have questions about PebblePad or any other learning technology that EdTech supports, we can be contacted at edtech@langara.ca

Spring 2022 Ed Tech Book Club

January 18, 2022March 13, 2024 Ari Crossby

Spring, 2022 Book Club

This spring, the EdTech Book Club will be reading Should robots replace teachers? AI and the Future of Education by Neil Selwyn (2019).
The author shares his research on AI and robotics in education. By exploring how AI is being used to develop teacher-bots, ‘intelligent tutors,’ and pedagogical agents, among other EdTech tools, he shines a light on issues around the politics and ethics of automated teaching. He clarifies what AI can do to benefit education and what it cannot do. He also warns instructors about the dangers of AI in education and advocates for critical discussions among teachers, learners, AI developers, and communities.

We invite you to join us in weekly discussions inspired by this book and other topics related to Educational Technology.

Mode: Online through Zoom with the potential for an in-person option pending COVID-19 prevention protocols.

Time / Location: Tuesdays, 4:30 – 5:30 pm

Duration: 6 weeks

Dates: February 1st – March 15th (No gathering on Tuesday, Feb 22nd during Spring Break)

The first four (4) registrants will receive a free copy of the book.

Sign Up Here

For a lighthearted song to get you in the mood for reading this book, we will leave you with a song by the Flight of the Conchords which describes the distant future: Video on YouTube

Fall, 2020 Book Club

Last fall, the EdTech Book Club read The Manifesto for Teaching Online by Bayne, et al. (2020). Participants met weekly, either via Zoom and/or in-person, to discuss the book and create our very own Manifesto. Here are some of the highlights according to a few book clubbers:

“I really enjoyed the mix of people from other educational institutions taking part in the conversation, I enjoyed that different participants had the opportunity to facilitate, bringing in the author to take part in the conversation was a great idea! The book content was interesting, engaging and allowed for a broad conversation on a range of topics.”

“Being able to connect with colleagues, and learn about tools and techniques through them, such as H5P. Also, tea and chocolate.”

“Having Jen [one of the authors of The Manifesto] come in for a meeting was really great […]. It was great to hear how things are done at other institutions. “

“Having it open to colleagues from other institutions was very helpful, so keep advertising it to the public. Being hybrid was also good, because it allows more people to participate and allows for an “after-party” session, for less structured discussion.”

After 9 weeks of rich discussions, we created the following Manifesto:

PebblePad at Langara

October 12, 2021March 13, 2024 Ari Crossby

What is PebblePad*?

PebblePad logo

PebblePad is Langara’s online portfolio and experiential learning platform. Digital portfolios, or ePortfolios, are powerful tools for learning, assessment, and career development because they enable users to document their skills, learning, and creativity, as well as reflect on what/how/why they learn. Using PebblePad, students can create portfolios, blogs, basic webpages, online collections of files, formal and informal reflections, action plans, and more. For authentic and scaffolded experiential learning, PebblePad is also a great fit.

How Might it Be Used Within a Course or Formal Learning Experience?

PebblePad is being used in many practicum and clinical courses at Langara. Students use interactive digital workbooks to document their experiences and demonstrate what they have learned. Links to these workbook assignments are then shared with faculty for feedback and assessment.

For programs where students have more open-ended and/or creative assignments, classic portfolios can be created on PebblePad where students document, showcase, and reflect on their creative work. This type of assignment empowers students to design and collate content ranging from text and hyperlinks, to images and video.

To find out more about the possibilities, we encourage you to go to the PebblePad Community Learner Showcase to explore some of the work being done at other institutions.

Why Use PebblePad?

PebblePad is student-owned. Once a student takes a course using PebblePad, they will be issued a PebblePad account that they will have for their entire time at Langara and beyond. This makes it a great tool for them to make connections across their learning journey, and it can support the transition to further studies or employment.

Research indicates that using digital portfolios like PebblePad within courses and programs also seems to advance student retention and success (Eynon, Gambino, & Török, 2014). Proponents theorize that ePortfolios are beneficial because they support learning in the following ways:

learning can be made visible, including through reflection activities
connections can be made across and between academic (course, program), extracurricular (work experience, volunteering), and personal (family, community life) learning
personal, academic, and professional identity construction can be supported
social pedagogies can be employed, supporting group work, peer feedback, mentorship, etc.
competencies – within and outside of formal academic courses – can be documented and assessed

Want to Learn More?

If you are interested in learning more about PebblePad, contact EdTech to talk to an Advisor. Please also check the EdTech calendar for upcoming workshops.

Email edtech@langara.ca for more information.

*PebblePad is now the preferred ePortfolio technology of BCNET.

References

Blake Yancey, K. (Ed.). (2019). ePortfolio as Curriculum: Models and Practices for Developing Students’ ePortfolio Literacy. Sterling, VA: Stylus.

Eynon, B., & Gambino, L.M. (2017). High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Sterling, VA: Stylus.

Eynon, B., Gambino, L. M., & Török, J. (2014). What difference can ePortfolio make? A field report from the Connect to Learning Project. International Journal of ePortfolio, 4(1), 95-114. https://www.theijep.com/pdf/IJEP127.pdf

Penny Light, T., Chen, H., & Ittelson, J. (2011). Documenting learning with ePortfolios: A guide for college instructors. San Francisco, CA: Jossey-Bass.

Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). Editorial: ePortfolios – The Eleventh High Impact Practice. International Journal of EPortfolio, 6(2), 65–69.

Yeo, N., & Rowley, J. (2020). ‘Putting on a Show’ Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal and Performance Using Eportfolio Reflections. Journal of University Teaching & Learning Practice, 17(4).

Podcast Playlist

May 11, 2021March 13, 2024 Ari Crossby

Podcast recommendations from your Ed Tech and TCDC team

Looking for inspiration? Podcasts are a convenient and approachable way to pick up some new tools for your teaching toolkit. In this new feature, we’ll share a few of our favorite shows with a teaching and learning focus.

Trends and Issues in Instructional Design, Educational Technology and Learning Science is a bi-monthly podcast presented by Abbie Brown (East Carolina University) and Tim Green (California State University). Episodes are short at around 10-15 minutes and cover news on a wide range of topics connected to technology enhanced learning. Accompanying the podcast is a Flipboard magazine.

Hosted by Thomas Cavanagh and Kelvin Thompson, the monthly The Teaching Online Podcast focuses on issues related to online and blended learning. Episodes clock in at about 30 minutes. Recent topics explored in the show include OER adoption, blended learning course design, community engagement, and the role of synchronous online teaching post-COVID.

ThinkUDL host Lillian Nave interviews guests about their experiences implementing Universal Design for Learning. Recent guests include Kirsten Behling, co-author of Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, Flower Darby, co-author of Small Teaching Online: Applying Learning Science in Online Classes, and Kevin Kelly and Todd Zakrajsek, authors of Advancing Online Teaching: Creating Equity-Based Digital Learning Environments.

Using Padlet to Enhance Online Group work

May 28, 2020March 20, 2024 Ari Crossby 3 Comments

Wondering how to keep your online students engaged? EdTech Advisor and former Chair of Library Tech, Diane Thompson, suggests Padlet, a tool that facilitates interactive and collaborative creativity.

Using Padlet to Enhance Online Group work

The challenge of maintaining teaching continuity in the era of COVID, which has forced the rapid switch from classroom to online activities, requires creativity. Fear not: familiar ways of engaging our students can be modified for online use.

Collaborative work in the classroom is relatively straightforward. Students can be divided into groups and active learning techniques can be employed to explore relevant course topics. In an online course, this is a bit more challenging as students may be in other time zones, or have different schedules.

The goal of technology is to solve a problem. One technology tool that may prove to be very effective in the context of online group work is Padlet. This visual tool allows your students to express their thoughts on a given topic or assignment. Its application allows users to include various content, such as images, videos, documents, and texts in real time communications. In my experience, the collaborative nature of Padlet makes for a great way to explore ideas as a class or in small group projects. Padlet allows for a number of different templates, including a timeline template, grid or map.

Here is an example from an English class where everyone contributed to literary quotes.

Here’s another example from Jessie Smith’s Collaborative Online International Learning (COIL) assignment. She used Padlet to explore specific topics for her Latin American Studies course in connection with her partner and class in Argentina.

The last Padlet example demonstrated is from my own course (LIBR 1219) where students collaborate to come up with engaging questions to ask their tour guides when visiting various libraries in our community as part of their field work / practicum course. Students are asked to form groups and come up with categories. Once categories are established, they must then work together to come up with questions pertaining to the workplace. This is all done online.

Overall, Padlet is very easy to use. All you need to do is sign up at padlet.com and start creating. Security levels can be adjusted so that you can share your Padlets publicly or keep them password- protected. Sharing the link to your class is simple and, from your students’ perspective, editing is also straightforward once you have selected the template and explained how to complete the assignment.

The basic version of the programme will allow you to have up to three Padlets, whereas if you choose to sign up for the Pro version (not free), you can have multiple Padlets going at once.

If you have stories to share about how you are using Padlet, I would love to hear them.

EdTech Help Hours

April 1, 2020March 13, 2024 Ari Crossby

Our current help hours:

These hours sometimes change, so please check this page often.