A few notes from our TurningPoint Lunch and Learn event

Matthew Moss from Turning Technologies was in Bristol on Tuesday to talk to us and a number of academics about TurningPoint. This is a polling software, or student response system (SRS), that we use and manage at the University of Bristol.

As well as taking us through the basics of creating and running a TurningPoint session, and informing us that this is the software used on ‘Who wants to be a Millionaire?’, Matt also spoke to us about some of the uses which are not as widely adopted at the University. These included: 

  • Private messaging between student and teacher
  • The ability to make polled questions anonymous as you run a session
  • Anywhere Polling – this allows you to run a poll while on any website (or other app) 
  • The ability to reserve 10 session IDs to have as your own
  • Conditional branching in polling
  • The use of word clouds
  • Using the TurningPoint app
  • The use of reporting
  • TurningPoint Web
  • Using Hot Spots in TurningPoint Web
  • Question banks
  • Self-paced polling. 

We hope to run another of these ‘lunch and learn’ sessions in the new year, and would be keen to hear from members of staff who would be happy to talk about the work they are doing with student response systems.

If you would like to find out more, or are interested in getting a licence to use TurningPoint, please contact digital-education@bristol.ac.uk. You can also find out more by going to our website. 

We also have a SRS Yammer Group which you are welcome to join. 

Tiddlywinks of teaching – materials from Playful Learning 19

Chrysanthi and I ran a session at the Playful Learning conference, play testing a game we have developed to help consider issues around accessibility and inclusivity. The title of our session was The Tiddlywinks of Teaching.

A first draft of the materials, all Creative Commons licenced, is now available for anyone who is interested: Tiddlywinks of Teaching materials (zip, 3MB).

We will post more about the game when time allows!

Tool for creating ‘Deep Links’ to a Blackboard Course/Organisation

Blackboard Deep Link Generator

A frequent question we’re asked at this time of year is ‘How can I link directly to a Blackboard Course?’

It’s something that can be done, but simply sending out a courses URL will only work if the recipient is logged in/authenticated. Often the use case for sending out direct links means that it’s really unlikely the user will be logged in, so they need to be prompted. Sending out an email that says ‘log into Blackboard and then come back and click this link’ is obviously a nonsense.

This is where ‘deep linking’ comes into play. By amending the URL and adding a bit of extra text at the beginning you can create a link that forces the user to sign in/authenticate and then redirect them to the desired course, bypassing the Blackboard Home page. Unfortunately processing a Bb URL in this way can feel like you’re dabbling in the dark arts.

We were asked about this yesterday, so I’ve re-purposed one of the tools I used to use to do it all for you. Click the link above to launch.

Note: This will only work for University of Bristol URLs, so external visitors will need to view source and amend themselves – you should only need to change the ‘prefix’ variable to your own institutions login pages. 

Digital Literacy – An NMC Horizon Project Strategic Brief

A new Horizon Project Report from NMC focuses on how classroom instruction/education can create digitally literate students (and by default staff).

NMC Releases Horizon Project Strategic Brief on Digital Literacy

“While institutions have become more adept at integrating emerging technologies, our survey data revealed that there is still a lot of work to be done around improving digital literacy for students and faculty,”

TEL Rubric for Online Course Spaces

Icons for TEL Rubric categories.

TELED have published a Rubric for online course spaces. This tool provides clear guidance for creating new online courses or reviewing existing courses.  The rubric is suitable for use with any units and programmes which have online spaces, including for blended learning which includes face-to-face components.

It gives clear criteria covering best practice and effective course design. It also covers how to enhance and engage, with simple and achievable advice. We will continue to develop it, adding links to examples and further information.


Tips and examples for large online courses

Lessons learnt at Bristol and elsewhere. Also available as a printable handout: tips and examples for large online courses (pdf).

Developing an idea

Start with the learners. Who are they? What is their motivation (intrinsic and/or extrinsic)? How does the course fit into their lives? What is their journey through the course?

Make sure your team has a shared understanding of what you and others involved are trying to achieve by providing the course. What would success look like? Would it look different to different people?

Look at what other people have done. It can be tempting to fall into familiar patterns of course design. Enrol on some MOOCs to look around. Engage if you can. We’ve selected some examples to get you started (see second page, “Ideas for large online courses” in the pdf).

Planning your course

Keep thinking from the learner’s’ point-of­-view. What is their journey through the course? What are they doing at each stage?

Learners often feel a personal connection with the lead educators. Who will be the face of your course? Will it be one member of staff or a team? Do you need to plan for people leaving the university?

Don’t assume you have to use video for everything. Use video where it really does add something. Learners might well prefer text over a very straight-forward lecture ­style presentation (even a short one).

Video doesn’t necessarily need high production values. Low-­cost DIY approaches to creating video, such as filming on a phone, can be very effective, so long as you have good audio quality.

Learners need support and encouragement to engage. How will students who are less confident (socially, academically, technologically) be supported? Prompt the kinds of activity you want to see, rather than assuming they will happen. Provide clear aims and instructions. Incorporate orienting activities naturalistically within the course. So you might make sure they are encouraged to post, reply, and follow during the first week.

Set clear expectations from the start. As a student, how will I know if my engagement with the course has been a success? What should I hope to achieve? Don’t over-promise ­ it’s ok if the course isn’t life-changing for everyone.

Ideas for large online courses

Pedagogies that scale, alternative approaches, opportunities


Large courses can provide a fantastic opportunity to hear from a wide range of learners, not just the course team. Allow students to contribute their ideas, and make mistakes safely. You could create videos where the course team reflect on this week’s comments, and augment your course materials based on learner feedback.

Finishing with presentations or a competition

An event, such as presenting projects to fellow students or even competing for a prize can be very motivating. Law Without Walls gets students to propose solutions to real-world problems, which are then presented to a panel of judges including venture capitalists.

Assess for learning

Assessment can be a good way to encourage active engaged learning. You might: ask students to reflect at the start of an activity, provide comparison statistics so students can see how their understanding fits within the wider cohort, allow peer review and feedback, or set quizzes for self-assessment.

Face-to-face study groups

Meeting with fellow students can be a great motivator. Learning Circles helps people set up regular public meetings to work through MOOCs with a small group of peers. Other people have used sites like Meetup.

Fast-track vs group working

Some students prefer to fast-track through the material, working as individuals. Others appreciate a longer more collaborative route. And some may want to “lurk”, reading but not engaging in more collaborative activities.

Contributing to something real

Students might contribute to a citizen science project or to a collaborative online space such as Wikipedia. If you plan to do this, make sure you look for advice for educators for the site first, such as Wikipedia for Educators

Digital and physical artefacts

Capturing data and making complex things on a small scale is becoming cheaper and easier. From image/video/audio capture on mobile phones to cheap sensors like PocketLab to Arduino and Raspberry Pi to clubs like Bristol Hackspace and events like Bristol Mini Maker Faire.

Short intense courses

Making a course very short is one way to manage commitment and keep momentum. How to change the world is a two-week challenge for UCL engineers. 700 students from different engineering disciplines are given global challenges to work on.

Students as teachers

Teaching online and coordinating distributed teams are useful skills. Harvard Law School’s CopyrightX hires current students as teaching fellows, each working with a group of 25 students.

Bring in outside expertise

Students can gain a lot from connections with professionals outside of academia. #phonar is an internationally successful photography class (initially made available free online without the knowledge of its host university). One of its strengths is the active involvement of professional photographers.

Try before you buy

Some courses allow students to engage on a lighter level before committing. Innovating in Healthcare from Harvard ran as a MOOC but a couple of weeks in, students had the opportunity to form project teams and apply to be on a more intensive track.

Eyes on the prize

Could you offer something for exceptional contributions to the course? Students from Harvard’s Innovating in Healthcare created video pitches for their business ideas. These were voted on by fellow students, with the winners receiving video consultations on their ideas with the lead academic.