Leo Havemann
Programme Development Advisor, University College London (UCL).
Postgraduate Researcher at the Open University.
Was Digital Education Advisor at UCL 2018-21, and Learning Technologist at Birkbeck 2008-18.
I am interested in use of technology in higher education, open movements and open educational practices, learning literacies, institutional strategies and policies.
In past HE lives I taught at the University of Waikato (NZ) and the University of South Australia (academic skills and communication, media and cultural studies, literature). In between I 'dabbled' in librarianship and industry.
Postgraduate Researcher at the Open University.
Was Digital Education Advisor at UCL 2018-21, and Learning Technologist at Birkbeck 2008-18.
I am interested in use of technology in higher education, open movements and open educational practices, learning literacies, institutional strategies and policies.
In past HE lives I taught at the University of Waikato (NZ) and the University of South Australia (academic skills and communication, media and cultural studies, literature). In between I 'dabbled' in librarianship and industry.
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citation:
Kuhn H., C., Havemann, L., Koseoglu, S., & Bozkurt, A. (2021). Three lenses on lurking: Making sense of digital silence. In J. Hoffman & P. Blessinger (Eds.), International perspectives in online instruction (p. 83-93). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120210000040006
ISBN: 978-1-80043-673-2, eISBN: 978-1-80043-672-5
■ Attention must move beyond the simple availability of data on education to also question how the data is contextualised, presented, and used to ensure it does not result in the reinforcement of pre-existing biases and social divides.
■ There has been relatively limited intersection to date between the open education and open data communities. There are opportunities for future strengthening of these links, increasing the use of open data as a key educational resource, and supporting more applied civic education.
citation:
Kuhn H., C., Havemann, L., Koseoglu, S., & Bozkurt, A. (2021). Three lenses on lurking: Making sense of digital silence. In J. Hoffman & P. Blessinger (Eds.), International perspectives in online instruction (p. 83-93). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120210000040006
ISBN: 978-1-80043-673-2, eISBN: 978-1-80043-672-5
■ Attention must move beyond the simple availability of data on education to also question how the data is contextualised, presented, and used to ensure it does not result in the reinforcement of pre-existing biases and social divides.
■ There has been relatively limited intersection to date between the open education and open data communities. There are opportunities for future strengthening of these links, increasing the use of open data as a key educational resource, and supporting more applied civic education.
Edited by Leo Havemann and Sarah Sherman
http://www.ble.ac.uk/ebook.html
http://doi.org/10.6084/m9.figshare.5315224
In 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology.
Contents
Introduction (L Havemann & S Sherman) 1
Section 1: Contexts
Chapter 1: Contextualising the Electronic Management of Assessment Lifecycle in Bloomsbury (L Havemann & S Sherman) 5
Chapter 2: Electronic Management of Assessment — Administrative Perspectives (L Havemann & S Sherman) 15
Chapter 3: Assessment, Technology and Innovation in Distance Learning in the Bloomsbury Learning Environment Institutions (N Weitz & K Seddon)
Section 2: Case Studies — Alternative Tasks and Formats
Chapter 4: Blogging and Social Media for Formative Assessment in Marketing and PR Modules (D Grange & W Hein) 38
Chapter 5: Blogging for Summative Assessment in Postgraduate Education (T Neumann) 41
Chapter 6: Using Journals in the SOAS International Human Rights Clinic (L Welchman) 44
Chapter 7: Running a Group Assessment in Mahara (M Vogel) 46
Chapter 8: Assessing Veterinary Students Using Posters and Online Lectures (S Powney & N Short) 49
Chapter 9: Formative Assessment for Postgraduate Academic Skills Development in Arts (L Havemann)
Section 3: Case studies — Students Feeding Back
Chapter 10: Peer Reviewing Summative Assignments (S Sherman & S Channon) 55
Chapter 11: Using WebPA for Summative Peer Assessment (H Croall, B Cobb, C Lawson & A Spark) 57
Chapter 12: Peer Feedback with Moodle Workshop (M Vogel) 59
Chapter 13: Using Forums in Moodle to Provide Peer Feedback (S Sherman & J S Rofe) 61
Chapter 14: Academic Blogging with Peer Feedback (L Guetcherian) 63
Chapter 15: Improving Feedback In Online Assessments (S Powney) 67
Section 4: Case Studies — Assessing at Scale
Chapter 16: Assessing at Scale in a Global Health MOOC (J Stroud) 70
Chapter 17: Assessment in MOOCs for Continuing Professional Development (T Neumann) 72
Chapter 18: Self-Assessment and Self-Monitoring Tools in Professional Accountancy (S Ogden) 76
Section 5: Case Studies — Multimedia Approaches
Chapter 19: Student Presentations at a Distance (T Neumann) 80
Chapter 20: Using Online Communication Tools to Provide Live Feedback to Students (S Sherman & S Pullen) 84
Chapter 21: Providing Audio Feedback to SOAS Chinese Competition Contestants (S Wadud & Z Pang) 87
Chapter 22: Moving from an Assessed Presentation during Class Time to a Video-based Assessment in a Spanish Culture Module (D Grange & M Paz Balibrea Enriquez) 89
Chapter 23: Using Panopto for Formative Assessment in Earth Science (D Grange & S Hirons) 91
Chapter 24: Assessment and Feedback Video (S Wadud & V Janev) 94
Section 6: Case Studies — Technical Developments
Chapter 25: SOAS Assignment Creation and Results Tracking (L O'Sullivan & A Leedham) 97
Chapter 26: My Feedback Report Plugin for Moodle (J Gramp) 100
Chapter 27: Coursework Module for Moodle (S Sherman & A Spark) 101
Acknowledgements 103
About the Editors 104
The Open Education Handbook is a community project of the Open Education Working Group. It is supported by Creative Commons, Wikimedia Deutschland and the LinkedUp Project.
We would like to express our gratitude to all those who have made a contribution to this handbook.
Attendees at initial booksprint (London)
Brian Kelly, Web Focus
Chris Follows, UAL
Kevin Mears, University of South Wales
Leo Havemann, Birkbeck, University of London
Madi Solomon, Pearson
Marieke Guy, Open Knowledge Foundation
Mathieu d'Aquin, Open University
Michelle Brook, Open Knowledge Foundation
Pat Lockley, University of London
Phil Barker, Cetis & Heriot-Watt University
Simon Kear, Goldsmiths College, University of London
Simon Mahony, University College London
Suzanne Hardy, Newcastle University
Tony Hall
Ulrich Tiedau, University College London
William Hammonds, Universities UK
Wolfgang Greller, Open University Netherlands
Attendees of the 2nd Booksprint (Berlin)
Alek Tarkowski, Creative Commons Poland
Alessandro Adamou, Open University, UK
Anna Wertlen, VillageScribe
Balaji Venkataraman, Commonwealth of Learning
Davide Tailbi, Istituto per le Tecnologie Didattiche (ITD)
Elly Koepf, Wikimedia Deutschland
Frank Wittmann, Universität Potsdam
Ivana Marenzi, L3S Research Center, Leibniz Universität Hannover
Jake Berger, BBC
Jan Neumann, HBZ
Johanna Santos
John Weitzmann, Creative Commons
Kamil Śliwowski, Creative Commons Poland
Lucile Needen, SourceFabric
Marieke Guy, Open Knowledge Foundation
Martin Mehlberg, Leibniz Universität Hannover
Robert Lehmann
Sander van der Waal, Open Knowledge Foundation
Sebastian Horndasch, Wikimedia Deutschland
Sebastian Seitz, TSB Technologiestiftung Berlin
Sophie Bloemen, Common Causes Policy
Stefania Druga
Vera Klauer
Elhana Lernpaten
Wissam Tawileh, Technische Universität Dresden
Other contributors
Bekka Kahn, P2PU University
Cable Green, Director of Global Learning, Creative Commons
Fabian Tompsett, Wikipedia
Jacky Hood, Open Doors Project
Jade Forester, Global Coordinator + Liaison, Mozilla Foundation
Jane Park, Project Manager, Creative Commons
Michael Chesterman, FLOSS Manuals
Raniere Silva, Open Knowledge Foundation
Brazil Stefan Dietze, L3S Research Center,Leibniz Universität Hannover
Terry McAndrew, Jisc TechDis
The first draft of the Open Education Handbook was edited by Rob Farrow in September-October 2014.
The Wikibooks version was created by Martin Poulter in December 2014.
By Voce, Julie and Havemann, Leo and Grussendorf, Sonja and Coombs, Antony and Loughlin, Colin
Birkbeck strives to create an inclusive learning environment; one which enables all students to get the most out of university life.
Birkbeck for All provides you with easy to follow guidance on how to create accessible learning materials to enhance student learning. Accessible means that the materials can be accessed by students with disabilities and specific learning difficulties (SpLDs), such as dyslexia.
Making these small but important changes will make your materials clearer and more easily understandable, which will be of benefit to all your students, not just those with disabilities.
www.bbk.ac.uk/birkbeck-for-all
Project consultants: Sarah-Jane Peake and Lee Rushworth, Launchpad Assistive Technology
Project co-ordinator: Leo Havemann, Birkbeck IT Services
Project brief: Barbara Denton, Leo Havemann and Nigel Buckle, Birkbeck IT Services
Additional Xerte support: Peter Leffek and Linda Pan, Birkbeck IT Services
Additional research and content development: Rob Martin, Birkbeck Centre for Transformative Practice in Learning and Teaching
Project funding: Birkbeck Alumni Fund