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85.866 553.901 85.866 554.313 c f BT 91.016 551.497 Td /F4 9.0 Tf [(Preparing training and information documentation on online exams,)] TJ ET 85.866 543.324 m 85.866 543.736 85.696 544.146 85.404 544.438 c 85.113 544.729 84.703 544.899 84.291 544.899 c 83.878 544.899 83.469 544.729 83.177 544.438 c 82.885 544.146 82.716 543.736 82.716 543.324 c 82.716 542.912 82.885 542.502 83.177 542.210 c 83.469 541.919 83.878 541.749 84.291 541.749 c 84.703 541.749 85.113 541.919 85.404 542.210 c 85.696 542.502 85.866 542.912 85.866 543.324 c f BT 91.016 540.508 Td /F4 9.0 Tf [(Revising the exam schedule to stagger the starting times by 15 minutes to reduce the impact on the system,)] TJ ET 85.866 532.335 m 85.866 532.747 85.696 533.157 85.404 533.449 c 85.113 533.740 84.703 533.910 84.291 533.910 c 83.878 533.910 83.469 533.740 83.177 533.449 c 82.885 533.157 82.716 532.747 82.716 532.335 c 82.716 531.923 82.885 531.513 83.177 531.221 c 83.469 530.930 83.878 530.760 84.291 530.760 c 84.703 530.760 85.113 530.930 85.404 531.221 c 85.696 531.513 85.866 531.923 85.866 532.335 c f BT 91.016 529.519 Td /F4 9.0 Tf [(Allowing 30 minutes extra time for exam submissions to counter any potential technology issues with submitting )] TJ ET BT 91.016 518.530 Td /F4 9.0 Tf [(the assessments,)] TJ ET 85.866 510.357 m 85.866 510.769 85.696 511.179 85.404 511.471 c 85.113 511.762 84.703 511.932 84.291 511.932 c 83.878 511.932 83.469 511.762 83.177 511.471 c 82.885 511.179 82.716 510.769 82.716 510.357 c 82.716 509.945 82.885 509.535 83.177 509.243 c 83.469 508.952 83.878 508.782 84.291 508.782 c 84.703 508.782 85.113 508.952 85.404 509.243 c 85.696 509.535 85.866 509.945 85.866 510.357 c f BT 91.016 507.541 Td /F4 9.0 Tf [(Upgrading the SUNLearn infrastructure to cope with the increased load,)] TJ ET 85.866 499.368 m 85.866 499.780 85.696 500.190 85.404 500.482 c 85.113 500.773 84.703 500.943 84.291 500.943 c 83.878 500.943 83.469 500.773 83.177 500.482 c 82.885 500.190 82.716 499.780 82.716 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big thank you \(appreciation\) must also be given to the lecturers, who in a very short time had to convert courses and )] TJ ET BT 61.016 443.596 Td /F4 9.0 Tf [(exams to this emergency fully online mode. Almost everybody had to sacrifice their Easter holidays to get ready for )] TJ ET BT 61.016 432.607 Td /F4 9.0 Tf [(teaching and examination during lock down.)] TJ ET BT 61.016 412.618 Td /F4 9.0 Tf [(The exams have been running smoothly to date, with some of exceptions:)] TJ ET BT 78.360 392.645 Td /F4 9.0 Tf [(1.)] TJ ET BT 91.016 392.629 Td /F4 9.0 Tf [(Several changes had to be made to the way exams were set in SUNLearn, particularly where students )] TJ ET BT 91.016 381.640 Td /F4 9.0 Tf [(experienced problems or the SUNLearn system was placed under extremely heavy load. Many lessons had to be )] TJ ET BT 91.016 370.651 Td /F4 9.0 Tf [(learnt about which methods do not work well. Guidelines had to be updated continuously as we became aware of )] TJ ET BT 91.016 359.662 Td /F4 9.0 Tf [(the impact of practices. 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The preferred method is to release the )] TJ ET BT 91.016 306.706 Td /F4 9.0 Tf [(document outside the actual assessment)] TJ ET 85.866 298.533 m 85.866 298.945 85.696 299.355 85.404 299.647 c 85.113 299.938 84.703 300.108 84.291 300.108 c 83.878 300.108 83.469 299.938 83.177 299.647 c 82.885 299.355 82.716 298.945 82.716 298.533 c 82.716 298.121 82.885 297.711 83.177 297.419 c 83.469 297.128 83.878 296.958 84.291 296.958 c 84.703 296.958 85.113 297.128 85.404 297.419 c 85.696 297.711 85.866 298.121 85.866 298.533 c f BT 91.016 295.717 Td /F4 9.0 Tf [(Turnitin should not be used where originality cannot be tested, for example in images. )] TJ ET 0.36 w 1 J 1 j 115.866 287.544 m 115.866 287.956 115.696 288.366 115.404 288.658 c 115.113 288.949 114.703 289.119 114.291 289.119 c 113.878 289.119 113.469 288.949 113.177 288.658 c 112.885 288.366 112.716 287.956 112.716 287.544 c 112.716 287.132 112.885 286.722 113.177 286.430 c 113.469 286.139 113.878 285.969 114.291 285.969 c 114.703 285.969 115.113 286.139 115.404 286.430 c 115.696 286.722 115.866 287.132 115.866 287.544 c s BT 121.016 284.728 Td /F4 9.0 Tf [(No changes should be made to assessments once the assessment has started.)] TJ ET BT 78.360 264.755 Td /F4 9.0 Tf [(2.)] TJ ET BT 91.016 264.739 Td /F4 9.0 Tf [(The SUNLearn system experienced very sharp load peaks on three occasions, on 16 and 20 May, as well as on )] TJ ET BT 91.016 253.750 Td /F4 9.0 Tf [(15 June. These spikes were so sudden that it was impossible to detect them early enough for proactive actions. )] TJ ET BT 91.016 242.761 Td /F4 9.0 Tf [(The provisional findings are that the peaks were caused by SUNLearn assessments which had been set sub-)] TJ ET BT 91.016 231.772 Td /F4 9.0 Tf [(optimally. The findings were then used to improve the guidelines for online assessments.)] TJ ET BT 78.360 220.799 Td /F4 9.0 Tf [(3.)] TJ ET BT 91.016 220.783 Td /F4 9.0 Tf [(Students on occasion had difficulties logging into SUNLearn. The support teams and support documentation have )] TJ ET BT 91.016 209.794 Td /F4 9.0 Tf [(provided temporary workarounds, but a permanent solution has since been developed.)] TJ ET BT 78.360 198.821 Td /F4 9.0 Tf [(4.)] TJ ET BT 91.016 198.805 Td /F4 9.0 Tf [(Students have at times had difficulty in submitting their assessments. The 30 minutes extra time was intended to )] TJ ET BT 91.016 187.816 Td /F4 9.0 Tf [(allow for this, but many students abuse the extra time as writing time and then struggle to submit at the last minute.)] TJ ET BT 78.360 176.843 Td /F4 9.0 Tf [(5.)] TJ ET BT 91.016 176.827 Td /F4 9.0 Tf [(There are indications of fraud during the online exams. This must be further investigated.)] TJ ET BT 78.360 165.854 Td /F4 9.0 Tf [(6.)] TJ ET BT 91.016 165.838 Td /F4 9.0 Tf [(The support infrastructure and teams where not always ready to cope with the volume of support calls. The team )] TJ ET BT 91.016 154.849 Td /F4 9.0 Tf [(has been expanded and priority exam service desk queues have been created.)] TJ ET BT 78.360 143.876 Td /F4 9.0 Tf [(7.)] TJ ET BT 91.016 143.860 Td /F4 9.0 Tf [(Support staff had to work under extreme pressure and at times had to endure abuse from students, and even from )] TJ ET BT 91.016 132.871 Td /F4 9.0 Tf [(parents of the students.)] TJ ET BT 61.016 112.882 Td /F4 9.0 Tf [(In the bigger picture, we believe the University did well to switch to the emergency fully online mode. 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Office Mix – PowerPoint, just better

Friday, April 24th, 2015

As the need for a richer educational experience increases, so does the demand for software and apps encouraging and facilitating better and more interaction and collaboration between students and their educators.

office mix2

Of course, we wouldn’t expect any less of Microsoft, who last year, launched Office Mix. According to Microsoft Office Mix was originally created to help educators implement new teaching methods, using the simplicity of PowerPoint. It brings “the same benefits to the professional e-Learning community, with support for SCORM (Sharable Content Object Reference Model), the industry standard for packaging of digital learning content.”

With functions like voice, video and digital ink, polls and interactive apps, insights and analytics and playback on any device, the PowerPoint add on promises to make is easy to turn slides “into interactive online lessons and presentations.”

Teachers can record themselves while presenting and create a video of their presentation. They can write on slides using “digital ink” and insert quizzes, polls, videos, screen captures, screen recordings and other elements. Students can view the interactive document on the Office Mix website.

For analysis after the presentation, statistics are available as well.

To use Office Mix, you will need Office 2013 or Office 365. You can now download it locally from our IT support website.

[SOURCE: www.pcworld.com; www.microsoft.com]

New tool for critical analysis of academic texts

Friday, April 17th, 2015

With the help of Stellenbosch University, and particularly InnovUS, we have developed Abstrahere Academic, which is a web application and tool to assist masters and doctoral students in the critical analysis of academic texts.

Accademic-logoAbstrahere Academic focuses on academic environments, and assists master’s and PhD students to improve and apply their critical reading skills – an important part of their thesis writing. Open and healthy communication between student and academic supervisor about critical text analysis is an integral part of the reading and writing process.

Master’s and doctoral students received an e-mail invitation from WARP Development to obtain access to the Abstrahere Academic application on the following link: http://academic.abstrahere.co.za

Using the application, you can upload scientific articles directly by selecting either File or URL. You will then be guided by online prompts to analyse the content, and by submitting your responses to a Critical Reading Box you make your own unique summaries for inclusion in the literature survey, theoretical foundations, discussion or conclusions of your thesis/dissertation.

How will Abstrahere Academic assists students with academic reading material?
  • You will be guided to critically assess academic literature in your own unique way.
  • Abstrahere prompts will guide you to summarize the essential ideas in the academic texts you have selected to read.
  • Your Abstrahere Critical Reading Box summaries will better prepare you to select text from academic literature for inclusion in your dissertation.
  • Optional prompts guide you how to manage your own Abstrahere Critical Reading box summaries.
  • You can communicate directly on line with your dissertation supervisor about your Critical Reading Box summaries.

Al documents uploaded on Abstrahere Academic must be in Pdf format. Please remember to activate your Inetkey for on-campus internet access, and to use Mozilla Firefox or Google Chrome as your web browser (please do not use Internet Explorer because specific Pdf plug-in technical issues are related to Internet Explorer)

Background information on this application is available at http://abstrahere.warpdemo.co.za/. We would greatly appreciate your feedback on this application. Please send your feedback to hjb@sun.ac.za.

Paperless classrooms Google’s aim

Friday, April 17th, 2015

Google Classroom is digital learning management system that aims to simplify creating, distributing and grading assignments, encourage collaboration between students and educators and also aims to create a paperless environment.

This next instalment in Google’s ever-growing repertoire was released in August 2014 on the Google App store. The various Google Classroom apps  are also available for iOS and Android devices (for free) and to anyone with Google Apps for Education, a free suite of productivity tools including Gmail, Drive and Docs.

“Since launching, more than 30 million assignments have gone through Classroom”, noted Jorge Lugo, a software engineer on the Google for Education Classroom team in January 2015 on a Google blog post.

The biggest advantage seems to be in the improvement of educators’ workflow and therefore saving much-needed time. Classroom can be used by educators to create classrooms, post to classroom feeds, communicate with students, and view assignments.

Tutorials on Google Classroom can be found on the Educational Technology and Mobile Learning’s website.

MORE INFORMATION:

http://www.zdnet.com/article/google-opens-up-classroom-tool-for-teachers-worldwide/
http://www.zdnet.com/article/google-classroom-mobile-ios-android-education/
http://www.alicekeeler.com/teachertech/2015/02/08/10-additional-things-you-can-do-google-classroom/

SOURCE: www.wikipedia.org

Padlet: your virtual bulletin board

Friday, April 17th, 2015

padlet

Padlet boasts that their platform is “the easiest way to create and collaborate in the world”. A rather presumptuous statement if you think about it.

For that reason we decided to test it for ourselves and you can also let us know if their statement is accurate or just too optimistic.  Can Padlet be used on an academic level or even within other areas within the university? Have a look at our own Bits & Bytes Padlet-page and leave us a message. (You can do this anonymously or leave your name)

But first – what is Padlet?

This seemingly simple platform gives educators, for example lecturers and teachers and learners or students a virtual bulletin board on which they can air their opinions and thoughts on a topic to their heart’s content. It almost works like a traditional board, but with much more functionality. For example, a lecturer can ask a question in class, paste it on a wall and students can comment and collaborate on it during class. You can even load graphics, files, as well as links.

Padlet does have a few handy options to customise your wall just the way you prefer it. Whether you want to change the background or assign specific rights to a particular person. You can even get a QR-code for your site/wall and Padlet is extremely smart phone and tablet friendly.

If you’re interested in what Padlet can be used for, also read Shaun Takenouchi’s article.

 

 

 

 

Padlet provides educators and learners a virtual platform on which to collaborate on a specific topic.

Padlet is a virtual wall that allows people to express their thoughts on a common topic easily. It works like an online sheet of paper where people can put any …

Padlet is the easiest way to create and collaborate in the world

https://padlet.com/

Welcome to Padlet, possibly the easiest way to create and collaborate in the world.

https://www.youtube.com/watch?v=UuzciL8qCYM
http://web.appstorm.net/reviews/media-reviews/padlet-a-blank-slate-on-the-web-to-collaborate-with-others/
 

In a nutshell, Padlet is an online bulletin board. History teachers, however, can use this tool in myriad ways. For example, Padlet users can pose open-ended questions and elicit multiple student responses—ideal for posing document-based questions using primary sources.

 

http://teachinghistory.org/digital-classroom/tech-for-teachers/24636

 

Tune in to Bits & Bytes

Friday, November 7th, 2014

radio2This September Bits & Bytes celebrated one year on air. Initially Bits & Bytes started out as a newsletter to staff, but over time we realised we have too many interesting things to share, we just can’t keep it to ourselves anymore. But what more could we do?

The answer was obvious. With an audience of 30 000 listeners between the ages of 14 and 28, we knew MFM would be the perfect match. And so Bits & Bytes, the radio version was born. For the past year and a bit we had a weekly slot during the AM-PM-show at 11:45 on Tuesday mornings.

Initially Tian Petersen was the IT voice, but we decided to add some spice and Marc-Allen Johnson joined later.

Bits & Bytes on air isn’t another institutional mouthpiece to promote IT, but became a platform to discuss all kinds of technological developments, gadgets – some weird and some even handy. With each programme we try to combine news relevant to students and staff, as well as interesting developments on the technological front, in an informal style.

We do realise not everyone will be able to listen to the show due to limited access, therefore we have an alternative so you won’t miss out on anything. You can now also listen to the broadcasts online by browsing to WWW.SUN.AC.ZA/BB.

There you will find all 34 broadcasts Tian and Marc-Allen has done.  Just click on the mp3 link. These clips are hosted within the SU network and won’t rocket your internet costs – so you can listen with ease. You’ll also find all previous versions of the Bits & Bytes newsletter.

If you do want to listen to the direct broadcast, tune in every second Tuesday at 11:45 on the AM to PM Show on MFM with Eduard and our two resident IT gurus, Tian and Marc-Allen.  Click HERE to listen to MFM live.

You’re also welcome to send comments and questions during the show via Twitter and if there’s enough time Tian will address them. Tweet us at @ITStellenUni!

 

© 2013-2025 Disclaimer: The views and opinions expressed in this page are strictly those of the page author(s) and content contributor(s). The contents of this page have not been reviewed or approved by Stellenbosch University.