�ݺ�ߣshows by User: malcolmmurray

�ݺ�ߣshows by User: malcolmmurray / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: malcolmmurray / Wed, 04 Sep 2019 11:14:27 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: malcolmmurray Lecture capture: the big bang theory /slideshow/lecture-capture-the-big-bang-theory/168979782 bigbangtheory-altc-190904111427
ALTC presentation, Edinburgh 3rd September 2019. Authors: Ross Parker, Candace Nolan-Grant & Malcolm Murray Durham University, UK Reflections on a one year University-wide roll-out of lecture capture at a UK University.]]>
ALTC presentation, Edinburgh 3rd September 2019. Authors: Ross Parker, Candace Nolan-Grant & Malcolm Murray Durham University, UK Reflections on a one year University-wide roll-out of lecture capture at a UK University.]]> Wed, 04 Sep 2019 11:14:27 GMT /slideshow/lecture-capture-the-big-bang-theory/168979782 malcolmmurray@slideshare.net(malcolmmurray) Lecture capture: the big bang theory malcolmmurray ALTC presentation, Edinburgh 3rd September 2019. Authors: Ross Parker, Candace Nolan-Grant & Malcolm Murray Durham University, UK Reflections on a one year University-wide roll-out of lecture capture at a UK University. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bigbangtheory-altc-190904111427-thumbnail.jpg?width=120&height=120&fit=bounds" /> ALTC presentation, Edinburgh 3rd September 2019. Authors: Ross Parker, Candace Nolan-Grant & Malcolm Murray Durham University, UK Reflections on a one year University-wide roll-out of lecture capture at a UK University.

Lecture capture: the big bang theory from Malcolm Murray

]]> 296 4 https://cdn.slidesharecdn.com/ss_thumbnails/bigbangtheory-altc-190904111427-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 Durham University’s first institution-wide implementation of eXplorance Blue /slideshow/durham-universitys-first-institutionwide-implementation-of-explorance-blue-109053901/109053901 bn-durham-aug-2018-180808091431
Joint presentation with Julie Mulvey - Blue Admin, Details how we used features in Blue such as the institutional hierarchy, DIG, Question Bank, Role-Based Dynamic Access to simplify the process. Also discusses a bespoke data manipulation tool (the QuBE) used to prepare data for evaluations.]]>
Joint presentation with Julie Mulvey - Blue Admin, Details how we used features in Blue such as the institutional hierarchy, DIG, Question Bank, Role-Based Dynamic Access to simplify the process. Also discusses a bespoke data manipulation tool (the QuBE) used to prepare data for evaluations.]]> Wed, 08 Aug 2018 09:14:31 GMT /slideshow/durham-universitys-first-institutionwide-implementation-of-explorance-blue-109053901/109053901 malcolmmurray@slideshare.net(malcolmmurray) Durham University’s first institution-wide implementation of eXplorance Blue malcolmmurray Joint presentation with Julie Mulvey - Blue Admin, Details how we used features in Blue such as the institutional hierarchy, DIG, Question Bank, Role-Based Dynamic Access to simplify the process. Also discusses a bespoke data manipulation tool (the QuBE) used to prepare data for evaluations. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bn-durham-aug-2018-180808091431-thumbnail.jpg?width=120&height=120&fit=bounds" /> Joint presentation with Julie Mulvey - Blue Admin, Details how we used features in Blue such as the institutional hierarchy, DIG, Question Bank, Role-Based Dynamic Access to simplify the process. Also discusses a bespoke data manipulation tool (the QuBE) used to prepare data for evaluations.

Durham University’s first institution-wide implementation of eXplorance Blue from Malcolm Murray

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0 Learning from student perspectives on digital assessment /slideshow/learning-from-student-perspectives-on-digital-assessment/104524077 threerivers2018durham-180706105114
Presentation at #3riv18 2018 Three Rivers Conference delivered by Candace Nolan-Grant and Malcolm Murray. Discusses findings from four projects carried out looking at the staff and student experience of assessment.]]>
Presentation at #3riv18 2018 Three Rivers Conference delivered by Candace Nolan-Grant and Malcolm Murray. Discusses findings from four projects carried out looking at the staff and student experience of assessment.]]> Fri, 06 Jul 2018 10:51:14 GMT /slideshow/learning-from-student-perspectives-on-digital-assessment/104524077 malcolmmurray@slideshare.net(malcolmmurray) Learning from student perspectives on digital assessment malcolmmurray Presentation at #3riv18 2018 Three Rivers Conference delivered by Candace Nolan-Grant and Malcolm Murray. Discusses findings from four projects carried out looking at the staff and student experience of assessment. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/threerivers2018durham-180706105114-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation at #3riv18 2018 Three Rivers Conference delivered by Candace Nolan-Grant and Malcolm Murray. Discusses findings from four projects carried out looking at the staff and student experience of assessment.

Learning from student perspectives on digital assessment from Malcolm Murray

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0 Extending the breadth and depth of interaction using gamification /slideshow/extending-the-breadth-and-depth-of-interaction-using-gamification/93437197 bbtlc18manchester-180410110635
A presentation given at the 2018 Blackboard Teaching & Learning Conference in Manchester. We took a standard online Blackboard course and offered postgraduate students an alternative - the same content wrapped in a gamified "skin" developed in partnership with students. This alternative UI was designed to offer more scaffolding and measures of progress, and foster a set of competition using three large groups (based on their Faculty). Students were free to choose either format of course. In this session we look at patterns in the choices made, the degree of interaction with the course and its content and some unexpected consequences of this experimental design. Time will be spent explaining the design of the gamified skin (its support/dependence on standard Blackboard features) and the rationale behind these choices. A few other gamified approaches will be introduced and then the session will conclude with a discussion of whether gamified approaches could and should be used more widely in higher education. This work was funded by a Durham University Enhancing the Student Experience Award and a HEFCE Catalyst Award.]]>
A presentation given at the 2018 Blackboard Teaching & Learning Conference in Manchester. We took a standard online Blackboard course and offered postgraduate students an alternative - the same content wrapped in a gamified "skin" developed in partnership with students. This alternative UI was designed to offer more scaffolding and measures of progress, and foster a set of competition using three large groups (based on their Faculty). Students were free to choose either format of course. In this session we look at patterns in the choices made, the degree of interaction with the course and its content and some unexpected consequences of this experimental design. Time will be spent explaining the design of the gamified skin (its support/dependence on standard Blackboard features) and the rationale behind these choices. A few other gamified approaches will be introduced and then the session will conclude with a discussion of whether gamified approaches could and should be used more widely in higher education. This work was funded by a Durham University Enhancing the Student Experience Award and a HEFCE Catalyst Award.]]> Tue, 10 Apr 2018 11:06:35 GMT /slideshow/extending-the-breadth-and-depth-of-interaction-using-gamification/93437197 malcolmmurray@slideshare.net(malcolmmurray) Extending the breadth and depth of interaction using gamification malcolmmurray A presentation given at the 2018 Blackboard Teaching & Learning Conference in Manchester. We took a standard online Blackboard course and offered postgraduate students an alternative - the same content wrapped in a gamified "skin" developed in partnership with students. This alternative UI was designed to offer more scaffolding and measures of progress, and foster a set of competition using three large groups (based on their Faculty). Students were free to choose either format of course. In this session we look at patterns in the choices made, the degree of interaction with the course and its content and some unexpected consequences of this experimental design. Time will be spent explaining the design of the gamified skin (its support/dependence on standard Blackboard features) and the rationale behind these choices. A few other gamified approaches will be introduced and then the session will conclude with a discussion of whether gamified approaches could and should be used more widely in higher education. This work was funded by a Durham University Enhancing the Student Experience Award and a HEFCE Catalyst Award. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bbtlc18manchester-180410110635-thumbnail.jpg?width=120&height=120&fit=bounds" /> A presentation given at the 2018 Blackboard Teaching & Learning Conference in Manchester. We took a standard online Blackboard course and offered postgraduate students an alternative - the same content wrapped in a gamified "skin" developed in partnership with students. This alternative UI was designed to offer more scaffolding and measures of progress, and foster a set of competition using three large groups (based on their Faculty). Students were free to choose either format of course. In this session we look at patterns in the choices made, the degree of interaction with the course and its content and some unexpected consequences of this experimental design. Time will be spent explaining the design of the gamified skin (its support/dependence on standard Blackboard features) and the rationale behind these choices. A few other gamified approaches will be introduced and then the session will conclude with a discussion of whether gamified approaches could and should be used more widely in higher education. This work was funded by a Durham University Enhancing the Student Experience Award and a HEFCE Catalyst Award.

Extending the breadth and depth of interaction using gamification from Malcolm Murray

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0 eLearning at Durham: a UK Perspective /slideshow/elearning-at-durham-a-uk-perspective/60716380 beijing2016a-160410142235
�ݺ�ߣs from a keynote presentation delivered at the National Institute of Education Administration, Beijing. Note that slides are licensed under a CC-BY 4.0 license except where a given slide uses an individual background image/artwork which requires a more restricted license (e.g. CC BY-NC-SA). In these cases the more restrictive license applies.]]>
�ݺ�ߣs from a keynote presentation delivered at the National Institute of Education Administration, Beijing. Note that slides are licensed under a CC-BY 4.0 license except where a given slide uses an individual background image/artwork which requires a more restricted license (e.g. CC BY-NC-SA). In these cases the more restrictive license applies.]]> Sun, 10 Apr 2016 14:22:35 GMT /slideshow/elearning-at-durham-a-uk-perspective/60716380 malcolmmurray@slideshare.net(malcolmmurray) eLearning at Durham: a UK Perspective malcolmmurray �ݺ�ߣs from a keynote presentation delivered at the National Institute of Education Administration, Beijing. Note that slides are licensed under a CC-BY 4.0 license except where a given slide uses an individual background image/artwork which requires a more restricted license (e.g. CC BY-NC-SA). In these cases the more restrictive license applies. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/beijing2016a-160410142235-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣs from a keynote presentation delivered at the National Institute of Education Administration, Beijing. Note that slides are licensed under a CC-BY 4.0 license except where a given slide uses an individual background image/artwork which requires a more restricted license (e.g. CC BY-NC-SA). In these cases the more restrictive license applies.

eLearning at Durham: a UK Perspective from Malcolm Murray

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0 Student voice : is honesty the best policy? /slideshow/student-voice-bb-tlc-2014-v2/34394845 studentvoicebbtlc2014v2-140507102809-phpapp01
Student voice: is honesty the best policy? Giving students control of TEL evaluations. Presented at the Blackboard Teaching & Learning Conference in Dublin, 1st May 2014. Speakers: Eleanor Loughlin, Anne Skerratt, Elaine Tan & Malcolm Murray ]]>
Student voice: is honesty the best policy? Giving students control of TEL evaluations. Presented at the Blackboard Teaching & Learning Conference in Dublin, 1st May 2014. Speakers: Eleanor Loughlin, Anne Skerratt, Elaine Tan & Malcolm Murray ]]> Wed, 07 May 2014 10:28:09 GMT /slideshow/student-voice-bb-tlc-2014-v2/34394845 malcolmmurray@slideshare.net(malcolmmurray) Student voice : is honesty the best policy? malcolmmurray Student voice: is honesty the best policy? Giving students control of TEL evaluations. Presented at the Blackboard Teaching & Learning Conference in Dublin, 1st May 2014. Speakers: Eleanor Loughlin, Anne Skerratt, Elaine Tan & Malcolm Murray <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/studentvoicebbtlc2014v2-140507102809-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Student voice: is honesty the best policy? Giving students control of TEL evaluations. Presented at the Blackboard Teaching & Learning Conference in Dublin, 1st May 2014. Speakers: Eleanor Loughlin, Anne Skerratt, Elaine Tan & Malcolm Murray

Student voice : is honesty the best policy? from Malcolm Murray

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0 Replacing duo /slideshow/replacing-duo/31011724 replacingduo14-140209183617-phpapp02
2014 Presentation for BUSS2011 students looking at the rationale for reviewing/replacing a VLE/LMS]]>
2014 Presentation for BUSS2011 students looking at the rationale for reviewing/replacing a VLE/LMS]]> Sun, 09 Feb 2014 18:36:17 GMT /slideshow/replacing-duo/31011724 malcolmmurray@slideshare.net(malcolmmurray) Replacing duo malcolmmurray 2014 Presentation for BUSS2011 students looking at the rationale for reviewing/replacing a VLE/LMS <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/replacingduo14-140209183617-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> 2014 Presentation for BUSS2011 students looking at the rationale for reviewing/replacing a VLE/LMS

Replacing duo from Malcolm Murray

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0 Replacing duo: towards a business case /slideshow/replacing-duo-towards-a-business-case/16234380 buss20112013duotalk-130129040513-phpapp01
Presentation prepared for the taught course BUSS2011 - this is a teaching example NOT an actual plan to switch our LMS]]>
Presentation prepared for the taught course BUSS2011 - this is a teaching example NOT an actual plan to switch our LMS]]> Tue, 29 Jan 2013 04:05:13 GMT /slideshow/replacing-duo-towards-a-business-case/16234380 malcolmmurray@slideshare.net(malcolmmurray) Replacing duo: towards a business case malcolmmurray Presentation prepared for the taught course BUSS2011 - this is a teaching example NOT an actual plan to switch our LMS <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/buss20112013duotalk-130129040513-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation prepared for the taught course BUSS2011 - this is a teaching example NOT an actual plan to switch our LMS

Replacing duo: towards a business case from Malcolm Murray

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0 Copy is a 4 letter word /malcolmmurray/copy-is-a-4-letter-word-13702829 copyisa4letterword-120720035816-phpapp02
This presentation was delivered at the 2012 Blackboard Developer's Conference in New Orleans. It details lessons learned when creating custom content types that survive course copy. A common Building Block task is to create a new custom content type in Blackboard. The new OpenDatabase allows you to easily create content with much greater functionality and awareness of other parts of Blackboard. You can even tidy up properly afterwards. Surely copying this content wouldn't prove too tricky? I was so wrong. This session explains how Blackboard expect this to happen, names the (undocumented) APIs and walks you through the lifecycle of a custom content item. The open source SignUp List building block is used as a case study. ]]>
This presentation was delivered at the 2012 Blackboard Developer's Conference in New Orleans. It details lessons learned when creating custom content types that survive course copy. A common Building Block task is to create a new custom content type in Blackboard. The new OpenDatabase allows you to easily create content with much greater functionality and awareness of other parts of Blackboard. You can even tidy up properly afterwards. Surely copying this content wouldn't prove too tricky? I was so wrong. This session explains how Blackboard expect this to happen, names the (undocumented) APIs and walks you through the lifecycle of a custom content item. The open source SignUp List building block is used as a case study. ]]> Fri, 20 Jul 2012 03:58:15 GMT /malcolmmurray/copy-is-a-4-letter-word-13702829 malcolmmurray@slideshare.net(malcolmmurray) Copy is a 4 letter word malcolmmurray This presentation was delivered at the 2012 Blackboard Developer's Conference in New Orleans. It details lessons learned when creating custom content types that survive course copy. A common Building Block task is to create a new custom content type in Blackboard. The new OpenDatabase allows you to easily create content with much greater functionality and awareness of other parts of Blackboard. You can even tidy up properly afterwards. Surely copying this content wouldn't prove too tricky? I was so wrong. This session explains how Blackboard expect this to happen, names the (undocumented) APIs and walks you through the lifecycle of a custom content item. The open source SignUp List building block is used as a case study. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/copyisa4letterword-120720035816-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation was delivered at the 2012 Blackboard Developer's Conference in New Orleans. It details lessons learned when creating custom content types that survive course copy. A common Building Block task is to create a new custom content type in Blackboard. The new OpenDatabase allows you to easily create content with much greater functionality and awareness of other parts of Blackboard. You can even tidy up properly afterwards. Surely copying this content wouldn't prove too tricky? I was so wrong. This session explains how Blackboard expect this to happen, names the (undocumented) APIs and walks you through the lifecycle of a custom content item. The open source SignUp List building block is used as a case study.

Copy is a 4 letter word from Malcolm Murray

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0 Rethinking student feedback /slideshow/rethinking-feedback/8580021 rethinkingfeedback2011-110712235905-phpapp02
Student feedback is a hot topic in higher education, with students demanding more of it, quicker. This session discusses a project that attempted to define the concept of feedback from both a student and faculty perspective and then develop workflows and possible extensions to Blackboard to improve the creation, delivery and learning from feedback.]]>
Student feedback is a hot topic in higher education, with students demanding more of it, quicker. This session discusses a project that attempted to define the concept of feedback from both a student and faculty perspective and then develop workflows and possible extensions to Blackboard to improve the creation, delivery and learning from feedback.]]> Tue, 12 Jul 2011 23:59:03 GMT /slideshow/rethinking-feedback/8580021 malcolmmurray@slideshare.net(malcolmmurray) Rethinking student feedback malcolmmurray Student feedback is a hot topic in higher education, with students demanding more of it, quicker. This session discusses a project that attempted to define the concept of feedback from both a student and faculty perspective and then develop workflows and possible extensions to Blackboard to improve the creation, delivery and learning from feedback. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/rethinkingfeedback2011-110712235905-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Student feedback is a hot topic in higher education, with students demanding more of it, quicker. This session discusses a project that attempted to define the concept of feedback from both a student and faculty perspective and then develop workflows and possible extensions to Blackboard to improve the creation, delivery and learning from feedback.

Rethinking student feedback from Malcolm Murray

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0 Letting the lunatics run the asylum �- students developing code for �the production environment /slideshow/letting-the-lunatics-run-the-asylum-students-developing-code-for-the-production-environment/8406984 lunatics2-110623173952-phpapp02
This presentation (delivered in Las Vegas in July 2011 at the Blackboard Developers Conference) reflects on the work of 3 students who spent a summer learning and developing building blocks. Their project topics were provided by faculty. The experience highlights problems faced by novice building block developers and how to overcome these. It also provides suggestions for suitable and unsuitable test environments and ends with pointers for what constitutes a realistic (deliverable and maintainable) project, some of which come directly from the mouths of the students. ]]>
This presentation (delivered in Las Vegas in July 2011 at the Blackboard Developers Conference) reflects on the work of 3 students who spent a summer learning and developing building blocks. Their project topics were provided by faculty. The experience highlights problems faced by novice building block developers and how to overcome these. It also provides suggestions for suitable and unsuitable test environments and ends with pointers for what constitutes a realistic (deliverable and maintainable) project, some of which come directly from the mouths of the students. ]]> Thu, 23 Jun 2011 17:39:51 GMT /slideshow/letting-the-lunatics-run-the-asylum-students-developing-code-for-the-production-environment/8406984 malcolmmurray@slideshare.net(malcolmmurray) Letting the lunatics run the asylum �- students developing code for �the production environment malcolmmurray This presentation (delivered in Las Vegas in July 2011 at the Blackboard Developers Conference) reflects on the work of 3 students who spent a summer learning and developing building blocks. Their project topics were provided by faculty. The experience highlights problems faced by novice building block developers and how to overcome these. It also provides suggestions for suitable and unsuitable test environments and ends with pointers for what constitutes a realistic (deliverable and maintainable) project, some of which come directly from the mouths of the students. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lunatics2-110623173952-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation (delivered in Las Vegas in July 2011 at the Blackboard Developers Conference) reflects on the work of 3 students who spent a summer learning and developing building blocks. Their project topics were provided by faculty. The experience highlights problems faced by novice building block developers and how to overcome these. It also provides suggestions for suitable and unsuitable test environments and ends with pointers for what constitutes a realistic (deliverable and maintainable) project, some of which come directly from the mouths of the students.

Letting the lunatics run the asylum - students developing code for the production environment from Malcolm Murray

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0 Diagnosing account, enrolment and snapshot problems using the APIs /slideshow/dev-con-10final/4766745 devcon10final-100715163050-phpapp01
Presentation given at the 2010 Blackboard Developer's conference in Orlando. Looks at how you can use the Blackboard APIs to diagnose and fix problems with user accounts and course enrolments]]>
Presentation given at the 2010 Blackboard Developer's conference in Orlando. Looks at how you can use the Blackboard APIs to diagnose and fix problems with user accounts and course enrolments]]> Thu, 15 Jul 2010 16:30:43 GMT /slideshow/dev-con-10final/4766745 malcolmmurray@slideshare.net(malcolmmurray) Diagnosing account, enrolment and snapshot problems using the APIs malcolmmurray Presentation given at the 2010 Blackboard Developer's conference in Orlando. Looks at how you can use the Blackboard APIs to diagnose and fix problems with user accounts and course enrolments <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/devcon10final-100715163050-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation given at the 2010 Blackboard Developer's conference in Orlando. Looks at how you can use the Blackboard APIs to diagnose and fix problems with user accounts and course enrolments

Diagnosing account, enrolment and snapshot problems using the APIs from Malcolm Murray

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0 Of Course you Can! /slideshow/of-course-you-can/4766592 bbworld10final-100715161538-phpapp02
Presentation delivered at BbWorld in Orlando, 15th July 2010. Explores the possibilities offered by Blackboard's course module page feature in 9.0, some of the pitfalls of this early implementation and ways round that.]]>
Presentation delivered at BbWorld in Orlando, 15th July 2010. Explores the possibilities offered by Blackboard's course module page feature in 9.0, some of the pitfalls of this early implementation and ways round that.]]> Thu, 15 Jul 2010 16:10:24 GMT /slideshow/of-course-you-can/4766592 malcolmmurray@slideshare.net(malcolmmurray) Of Course you Can! malcolmmurray Presentation delivered at BbWorld in Orlando, 15th July 2010. Explores the possibilities offered by Blackboard's course module page feature in 9.0, some of the pitfalls of this early implementation and ways round that. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bbworld10final-100715161538-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation delivered at BbWorld in Orlando, 15th July 2010. Explores the possibilities offered by Blackboard's course module page feature in 9.0, some of the pitfalls of this early implementation and ways round that.

Of Course you Can! from Malcolm Murray

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0 https://cdn.slidesharecdn.com/profile-photo-malcolmmurray-48x48.jpg?cb=1706017526 Originally a bio-geographer, Malcolm leads the Learning Technologies Team at Durham University. He has developed a range of building blocks for the Blackboard Learn platform and is a director of OSCELOT, the Open Source Community for Educational Learning Objects and Tools. wrote-learning.net https://cdn.slidesharecdn.com/ss_thumbnails/bigbangtheory-altc-190904111427-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/lecture-capture-the-big-bang-theory/168979782 Lecture capture: the b... https://cdn.slidesharecdn.com/ss_thumbnails/bn-durham-aug-2018-180808091431-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/durham-universitys-first-institutionwide-implementation-of-explorance-blue-109053901/109053901 Durham University’s fi... https://cdn.slidesharecdn.com/ss_thumbnails/threerivers2018durham-180706105114-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/learning-from-student-perspectives-on-digital-assessment/104524077 Learning from student ...