LX / Find resources
New Analytics can be accessed from Course Navigation or from the New Analytics button in the Course Home Page. The video guide below offers a general overview of the key functionality and how to navigate different areas in the New Analytics tool . The Course Grade tab allows you to view the...
To allow for visibility of work performed and to enable collaborations either between small teams of individuals or amongst the whole class during a video tutorial experience. Suitable for Pairing with an online tutorial/workshop session. When to introduce During video conferencing sessions. Time required Build Teach Learn 10-30 minutes...
All UTS staff and students can use Portfolium to build their digital portfolio of work during a degree or a career. A user’s personal Portfolium portfolio can be curated throughout their UTS journey and retains all work and connections even after leaving the University. You can activate your UTS...
Projects are the key elements in a Portfolium portfolio. This is how students showcase their knowledge, skills and experience. Projects can include completed work like reports and essays (with personal information removed), or demonstrate skills like writing, research and creativity. Students can create as many projects as they wish. Within a...
Term Definition Folio A Folio is an online portfolio, also referred to as an ePortfolio, containing a media-rich visual dossier of work, achievements and more. Profile A Profile is a user’s unique customisable online account including name, profile photo, cover photo etc. Profile Strength The Profile Strength Meter shows...
Access H5P You can access H5P using the Rich Content Editor in Canvas. The Rich Content Editor is visible when you edit any page, assignment, discussion, quiz question or announcement in Canvas. When you click the H5P button in the Rich Content Editor, the H5P user interface appears. Locate...
Video assessment refers to tasks where students submit work in a video-based format. The combination of image and sound can help students more effectively explain concepts, present ideas, demonstrate skills, outline processes, report information, perform roles, collaborate and develop narratives. A video assessment may include students producing videos for...
To guide the design of video assessment tasks and encourage creativity, this framework by Schwartz and Hartman (2007) presents a method for aligning desired outcomes with video genres. The framework may be used for both instruction and assessment. It guides students and instructors to go beyond expository video formats...
There are not many circumstances where video can’t be used for responding and submitting work. What matters is the alignment of the learning outcomes within your subject (Biggs & Tang, 2011). Choosing when to use video assessment Video can be a delivery format for any assessment task where the...
When developing a video assessment task you must account for the ability and capacity of your students to deliver what is asked of them. Prepare for potential accessibility challenges and provide the strategic scaffolding (Wass & Golding 2014) to support students with the necessary guidance and resources to succeed,...
