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Eiffel Corp the Future of Education Summit

Eiffel Corp partnered with CNBC Africa and Forbes Africa as an associate sponsor of the seventh annual Future of Education Summit. Hosted virtually for the second year in a row, the summit took place on Thursday, 29 July 2021.

The event brought together experts from 25 countries across the world, in an attempt to answer whether education needs to be redefined – during and post pandemic. And if yes, to what degree. Various panel discussions tackled different topics within the theme, “Redefining the Purpose of Education.”

The event started with an opening address from Rakesh Wahi, Founder of the Future of Education Summit and Co-Founder of the ABN Group. Mr. Wahi shared key thoughts on the impact of Covid-19 on the global education sector, raising the question of whether the current pathway for academic progression is relevant to the future.

Our Director of Digital Learning Services, Myles Thies, had the opportunity to join in on an important discussion relating to “Technologies Transforming the Face of Education.”

The following message was aired to introduce thoughts and set the context for this panel discussion: “The transformation brought on by the covid 19 pandemic globally across all industries is likely to continue. While edtech, online teaching, and learning became more prominent in the education sector, both the strengths and weaknesses of online education have been exposed. As the world moves out of the shadows of the pandemic, a blended learning model is most likely to emerge and last into the future. The technological trends most likely to shape the face of education include artificial intelligence, hybrid course models, data-driven student analysis, open education resources, quality virtual learning, big data, blockchain, gamification, robotics, and the Internet of Things, and 3d printing.”

Fifi Peters, Anchor at CNBC Africa, facilitated the conversation. She opened in agreement on the several technologies that are transforming the face of education and then raised the important question of “how many of them are applicable for an African setting.” The panel was joined by Prof Dan Atkins, group CEO of the Transnational Academic Group, Dr. Felix Panganayi (Founder and Director at the Windsor School of Excellence in Science and Technology in Zimbabwe), Dean McCoubrey, (Founder at My Sociallife), and our very own Myles Thies (Director of Digital Learning Services).

While the discussion was focused on transformational technology, an important focus was placed on the gaps that exist within the education sector. From lack of access to data to digital literacy, there was a general consensus that not all institutions were on the same playing field when it came to the implementation or application of blended or online learning. McCoubrey added it is important to note there are three components to learning is, one is education (teaching), other technology (edtech), and thirdly, humanity. Aside from access to information and resources, there is an important component that cannot be overlooked, which is mental wellness, and the soft skills that go with human interaction. In other words, going forward we need to “ensure that the balance of soft skills interacting and the human aspect of teaching and learning is also maintained.”

Myles Theis explained the realities that were revealed during Covid-19, “We quickly saw that it takes a lot more than just pieces of technology in order to be able to really create this successful learning experience, bring people in, pull them through a program, and then obviously help them achieve those skills, or within the original framework that we envision…from schools level, all the way through to corporate learning to higher education a lot of growing up had to be done and a lot of experimentation happened.”

“We’ve seen traditional models of teaching and learning really struggling to cope with the challenges required by the pandemic,” said Thies.  Adding that “a lot of the thinking that had to take place could now inform what happens in the future.”  Institutions and schools can now ask important questions such as, “Where do we spend our money? How do we actually get the greatest benefit out of the technology that we apply? And how do we redevelop the programs that we are presenting…so that they meet the needs of the relevant groups of people in those programs as well as meet the needs of all the different stakeholders.”

The panel also touched on how Covid-19 has accelerated innovation and how we’ve seen challenges met with new solutions. Most importantly, however, none of the technology adds the value it is supposed to when it is not accessible – whether through pricing or through lack of skills.

Myles Thies explains, “It is really important that tech solutions are given to teachers who have the right kind of skills to be able to apply them in the right way. And I think the leadership in those institutions, and across every single region around the world, particularly for Africa, should be enabled to understand what they’re going to do for their learners, and how to make the best use of these tools.” Dean McCoubrey agreed, “I think it’s very easy for us to get stuck in the emerging tech and the innovations. But actually, we have a problem with basic access, basic education, and inclusion. So that’s really where we are as a continent and as a country.”

Watch the full panel discussion in the recap below:

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Sponsors for this event included UCT GSB, Vodacom Business, Eiffel Corp, the University of Johannesburg, Vuma, Transnational Academic Group, Lancaster University of Ghana, and Curtin University Dubai.

 

 

 

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Meet the Brains behind The Invigilator

The increasing pressure on institutions to monitor students during remote and online assessments has seen a growth in proctoring solutions. Contention surrounding proctoring solutions, such as accessibility, privacy, data security, and equity, have created the need for a different approach to monitoring students.

The Invigilator App offers a proctoring solution that strikes the balance between authentication of students during assessments and invasion of privacy. Hosted on an entry-level smartphone, The Invigilator also overcomes many of the issues related to accessibility, data security, and connectivity.

What is the Invigilator?

The Invigilator is a tool specifically developed for the education sector. Its features overcome some of the challenges presented by proctoring tools, whilst mitigating some of the risks associated with online assessments.

The app allows examiners to choose from a variety of photo authentication and speech recording tools, matched to the level of security required for each assessment.

The Invigilator uses artificial intelligence to authenticate photos, flag recordings containing speech, and generate verification codes for integration into an LMS (Learning Management System).

With all these amazing features to offer – who is behind such an extraordinary app?

A group of individuals, who have committed themselves to be lifelong students due to their passion for education. A couple of lecturers and a developer combined their strengths to come up with a solution that is innovative and accessible.

 

Nicholas Riemer: Nicholas attended the University of Johannesburg where he completed his CA(SA) studies. He has always had a passion for finance and education and spent a year in academia at the University of Johannesburg before completing his articles through FirstRand. He was bitten by the entrepreneurial bug early on and has also been involved in a number of private businesses. Since qualifying he continues to guest lecture for the University of Johannesburg, Monash as well as for the SAICA board course and followed his passion for education in co-founding a tool that he believes will add significant value to the academic world in mitigating online examination risk.

 

Jurie Wessels: Jurie attended the University of Johannesburg where he obtained his undergraduate degree as well as honours and master’s in taxation. Jurie is a senior tax lecturer at the University of Johannesburg and has been for the past 12 years. Jurie plays a key role in the administering of the SAICA board 2 exam and has extensive experience when it comes to educational technology within teaching and learning. Juries’ passion for education and business has assisted The Invigilator application to grow from strength to strength. It is Jurie’s vision that The Invigilator brings all the positives of online exam proctoring without the limitations to the world.

 

Matthew Riemer: Matthew attended the University of Stellenbosch where he completed his BCom degree. He obtained an honours in marketing from Vega before self-learning how to write code. Matthew founded BackAlley technology where he works on a number of different projects, including apps, websites, and games. Matthew was the sole software engineer that built The Invigilator application. Matthew has a huge passion for application development, and it was due to his gifted skill set that The Invigilator is able to offer the highest technology to our customers in the easiest and most affordable manner.

 

Dewald Joubert : Dewald attended the University of Johannesburg where he obtained his CA(SA) qualification as well as his master’s in financial management. Dewald has had a lifelong passion for education and through this passion has been able to bring the world a scalable solution when it comes to protecting academic integrity and degree value. Dewald is striving for South African universities to adopt a blended and continuous assessment approach and believes The Invigilator application is a tool that will assist in making this vision a reality within South Africa as well a globally.

 

Want to have The Invigilator at your institution? Contact us today at marketing@eiffelcorp.co.za and get your institution on the path to success.

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Future-fit Technology: Making the Lives of Education Better


Gradescope Success Story: Christine Kraamwinkel (UP)

 “The brilliant thing is that it actually sounds easy to use. It’s easier to use than it sounds”

Who is Christine Kraamwinkel?

Christine Kraamwinkel is a lecturer in the Department of Statistics at the University of Pretoria. Christine teaches first year statistics in an undergraduate course. More specifically, she instructs students from the BCom faculty. Her group consists mostly of commerce students, although they do have a few students from other faculties like EBIT, as well as some computer science students.

“Our department is responsible for teaching undergraduate students and post-graduate students and contributing to research.”

Who are the Students?

“Students at the University of Pretoria are extremely diverse. “We pretty much have students from every background…we have students from across the country.”

A recent survey showed that there was a student from every single province at UP, and even outside of South Africa.

The diverse group of students includes individuals from very privileged backgrounds as well as students who struggle financially.  “We have a little bit of everything in our students, every culture, every race, and every background. As you can imagine, the diversity makes it quite challenging in some ways to instruct students, but I find it very exciting to have such a diverse group of students to interact with.”

 

What were Assessments and Grading like Before Gradescope?

“Well, that’s a good question. Before Gradescope things were intense. I used to lecture on Mamelodi campus in the extended program. I used to have about 200 to 300 students in my module, and when they wrote a test everything was written or marked by hand. We only did a few online tests and activities on our LMS. In order to have a continuous assessment, it was done online on a weekly basis as we just didn’t have the manpower to mark everything.  But the big tests and the exams would be marked by hand. Marking Exam papers would take about a week to ten days of constant marking – barely eating, barely sleeping – just to get through all the papers. It was really tough on me, I even ended up with spasms in my body. I even had to go for physio, because I was in so much pain, especially my neck and my back, from all the marking by hand.”

It wasn’t fun. But it was extremely important because you need to be able to give feedback to your students, and you need to adjust or shape your teaching around what you’re seeing on the papers. This process was stressful!

 

What processes and tools did you use before you had Gradescope?

During my time at Mamelodi campus, I did most of the mark work, along with two tutors. It was challenging.

As mentioned, online tests would help us to at least just give feedback in between the big tests to students, guiding them in where they were wrong. When I moved to Hatfield campus to work on the program I am currently instructing, the student numbers jumped to the 1000s. Suddenly my initial 300 students were a small group.

In the past, multiple-choice tests were used. A multiple-choice test does not offer the same level of insights as a written test, though. The system was adjusted to the use of clickers. Students had to buy a clicker at quite a high cost. Tests were set up in such a way so that students can type in their answers for each of the questions and then marked by the clicker system. The challenge was that it didn’t account for spelling errors or any other possible answers. This meant you would still have to scroll through Excel sheets filled with data to find alternative correct answers and check. While the clickers saved time, it was still a time-consuming process easily taking up to a week to finalise.

While the questions and answers allowed for more descriptive styles, one had to keep in mind that answers were limited to 67 characters, for example. Questions, therefore, had to be well thought through.

The university moved away from clickers onto mobile apps, where students could answer using a cell phone. While this allowed for a higher level of interaction and reflect their understanding of the content better, it also meant access to a cell phone during a test situation. Imagine a lecture venue with 500 students. There is no control over messages between students or external resources. While phones were more accessible (less costly) than clickers – but was still costly to own a smart device.

 

Why did you choose Gradescope?

We attended a conference shortly after the news that we were exchanging clickers for mobile apps. We were in two minds about the change due to the academic integrity challenges that would come with mobile phones and testing 1800 to 2000 students. One of the workshops I attended was hosted by Prof. Dave Noland, from the University of California, Berkeley. Prof. Noland shared how Gradescope had proven a useful and successful tool at their institution.

I immediately identified Gradescope as the solution for us. Our head of department agreed. I did some research on cost and practicality and was sold on Gradescope.

 

How was Gradescope received by your institution?

Our department was the first to use Gradescope as a trial. Shortly after, I was asked to present the solution to Prof. Pulut Lemur, deputy dean of teaching and learning for the NASA faculty. After showing her what Gradescope was capable of, what it would cost the institution. It is costly to adopt a new product, but to my surprise Prof. Lemur was happy, “this looks really good”, was her response, “it addresses a lot of the issues that we have. We need to take this further.” I was over the moon.

As we started planning and roll out and use of Gradescope on Campus, Covid-19 hit South Africa. We found ourselves, and students, working from home and had to think outside the box. Everyone had to think outside the box. One of the advantages of COVID was that all received permission, to use Gradescope free of charge in 2020. This actually made it so much easier! I was able to demonstrate what Gradescope could do – at seminars in our department, and our faculty. And everyone was able to test it. It started spreading throughout our department and shortly after it started filtering through to other departments.

Due to everyone being overworked and under a lot of pressure, I approached my seminars differently. I would send out the link to a Gradescope course prior to the seminar and ask them to register. They then had the chance to complete a simple assignment with four questions that they had to complete 2 minutes before we started. I would then demonstrate how easy it is to use Gradescope by marking their assignments.

Knowing that individuals (especially under pressure) are resistant to change, this approach was an easier way to help lecturers see that Gradescope is simple to use – both for students and lecturers – and how it can save time.

The student side of things – their experience and impact?

Moving to online assessments due to Covid-19 was a challenge. One of the biggest problems we experienced was students being dishonest. They don’t realise the impact it has on their understanding of the work and their future careers even.

The students have found Gradescope easy to use and generally had a positive response. They also saw the feedback as motivation to improve. And with subjects like coding, Gradescope is super helpful due to the checks for similarities of coding.

Due to the high number of students at our institution, we do have some challenges that we still have to overcome, where the technology does not necessarily cover everything yet. But where we can use it – it is amazing for both the students and lecturers.

What would you say to other institutions considering Gradescope?

It’s really a game changer. Marking exams using Gradescope was the least painful thing I’ve ever done. Where it would usually take weeks, I did all of my marking in less than two days. I had all my meals I slept each night, it was so easy. It also took away the stress of those small things that used to take up so much unnecessary time – like adding up the marks double checking that you’ve added it correctly.

Download full Case Study.

Download "Gradescope Success Story:'UP'

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Feedback Studio: Meaningful Insights. Authentic Writers.

Turnitin – Feedback Studio

“Integrity gives you real freedom because you have nothing to fear since you have nothing to hide”. -Zig Ziglar

Unfortunately, there will always be students who take shortcuts and plagiarise. Some intentionally, others less so. Regardless of the intent, academic dishonesty disrupts an institution and brings disrepute to its qualifications. While there are various ways to assess the originality of a student’s work, such as copying and pasting strings of information into Google, these types of methods are time-consuming and not foolproof.

Our team at Eiffel Corp understands the importance of academic integrity for both educators and students. To tackle the culture of academic integrity, we partnered Turnitin to bring you their revolutionary solution in Feedback Studio.

What is Feedback Studio?

Checking for similarity – Not your average plagiarism checker

Feedback studio brings you the world’s most comprehensive collection of internet, academic and student chapter content. The extensive database ensures reliable results when checking students’ work for text similarity.

What is Similarity?

Feedback Studio does not set out to spot plagiarism in a student’s assignment. It checks the student’s work against the massive database. If it finds instances where text is similar i.e. matches writing in the database, it is flagged for the lecturer to review.

What can you do with Feedback Studio?

Turnitin’s Feedback Studio gives students immediate access to the information and the tools available in order to have a thorough marking and feedback process. This process shapes and develops students as original writers, boosting confidence and reducing the temptation to turn to plagiarism. For educators, Feedback Studio makes it easy to annotate work with comments and move between features and student papers during the marking process. Here is how:

Give meaningful feedback – Why limit personal interactions to the classroom?

Drag and drop QuickMarks, text and voice comments and automatic grammar checking provide personalized and actionable feedback to students.

Standardise grading – Don’t let grading fatigue get you down

Pre-defined or custom rubrics help instructors consistently evaluate student work and easily connect grading criteria to in-line feedback.

Integrated into your ecosystem

Feedback studio is designed to complement existing workflows through integrations with your LMS (Learning Management System), single sign-on partners and collaboration tools.

Why Feedback Studio?

Feeback studio is used by 34 million students and 15,000 institutions worldwide, including 80 of the top 100 universities globally.

Up to 16% of students worldwide admit to paying a third party to complete their work. Turnitin Feedback Studio with Originality helps you identify, escalate, and investigate potential cases of contract cheating.

Try it out here

https://www.turnitin.com/products/feedback-studio#what-can-you-do-with-feedback-studio-3

https://www.teachwire.net/products/feedback-studio-a-formative-tool-for-improving-writing-and-empowering-original-thinking-from-turnitin

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Reflections on Africa EduTech

Attending the Africa EduTech conference at Emporers Palace on the 19th and 20th May 2021 was refreshing as it was the first face-to-face conference I have attended since before Covid-19.  The small group of delegates (with masks and sanitizer at hand) were excited to share their experiences and spend some time away from the zoom/teams sessions.

The conference started with a look to the future and the exciting developments with a review of the new curriculum of coding and robotics (Karen Walstra).  The curriculum is currently being piloted grades R-3 and grade 7 in 200 schools nationwide.  Following these exciting developments and practical tips on how this will be implemented in the different phases, the delegates shared their experiences faced during the Emergency Remote Teaching and Learning (ERTL) period and reflected on the 2020 experience and the changes that were implemented in their teaching for ERTL 2021.

Privacy and accessibility issues took a back seat in 2020 due to the need to pivot online in such a short period of time. When developing content or training lecturers we highlight the importance of developing content that is accessible to all, as well as encourage flexibility in the way students access content, learning activities and show their mastery of the subject giving all learners equal opportunity to succeed (UDL). Erik Visser shared the latest development of Special Needs Education (SEN). These reinforced the importance of accessibility when developing instructional materials in ERTL 2021.

Jani Prinsloo and I collaborated on our presentation entitled “Using technology to teach 21st-century skills and make them ready for the new world of work”. During our presentation, we shared the categories of these skills (as defined by Briana Stauffer), learning skills, literacy skills, and life skills. Following the discussion about the different 21st-century skills, we shared our experiences of the skill gaps and the lessons learned we have observed and identified during the 2020/2021 pandemic emergency remote teaching period.

Over the two days, I was inspired by the reflection, adaption, and innovation of the educators.  The love for teaching and their passion to see each one of their different students succeed was clearly evident, as they shared and learned from one another.

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Blended Learning in the Education Sector: The Need of the Hour

The educational landscape is constantly changing at an accelerated speed. The pandemic has opened the gate to a mindset and thinking beyond the traditional learning and teaching methods. Teachers have had to adapt to new technologies as digital transformation becomes more convenient and necessary than ever before.

Long before the advent of the Internet, the concept of correspondence education, and independent learning through distance education programs were prevalent. As digital platforms have become more accessible to purchase and implement, there has been more inclination towards mixing conventional and modern learning to the benefit of students.

If it weren’t for technology, it would not be possible for educators to keep education running in times of crisis – even for a short period. Traditional teaching, online learning, online classes, and hybrid classes are all mediums for knowledge transfer and contribute to the enablement of students in mastering given subjects. These terms have become synonymous with 21st-century learning and education, with blended learning being one of the most popular concepts among educators.

Blended Learning vs Hybrid Learning

The term “Blended Learning” often causes confusion – largely due to the various definitions available out there. To summarise, Blended Learning refers to “enhancing teaching with the help of digital platforms and online educational content.”

Blended learning is a form of hybrid learning that uses multiple digital resources to expand the classroom approach. Hybrid learning does it in two-parts, separate sessions of face-to-face instruction and online sessions. Whereas with blended learning, both systems are integrated along with digital modalities to create a coherent and yet varied learning environment.

What is the objective of blended learning?

Blended learning enhances access to education and maximizes flexibility. A blended learning model meets students wherever they are by delivering content in a self-directed, digital format.

Types of Blended Learning

Blended Learning is broadly classified into two categories: synchronous learning and asynchronous learning. In synchronous learning, groups of people connect with coaches/ instructors in real-time discussions – similar to offline classes. It provides a sense of community and encourages collaborative learning.  With asynchronous learning, educational content is delivered to students. It is more like a distance learning program. It is more flexible and allows students to learn at their own pace.

There are various types of blended learning with different forms of usage and techniques. This includes techniques such as Remote Blended Learning, Mastery-Based Blended Learning, Flipped Classroom and Just-in-Time learning

Flipped Classroom

A flipped classroom is a teaching method that works in reverse i.e. from students to teachers. It is where teachers have questions that they share with students in advance. The responses from students guide teachers to areas they need to focus on in further discussions. This in turn helps teachers to set up instructions more efficiently for learners.

Why flipped? The student’s input comes first and the activity then follows. This is the opposite of traditional learning where the instructor will first facilitate discussion and then ask for feedback after his/her discussion.

Just-in-time learning is a method where teachers use class-time for active learning and leave any passive activities for students to do on their own, such as reviewing the syllabus.

It could also involve video tutorials and digital activities which students can complete at their own pace. It allows teachers to focus classroom time on complex concepts that could cause confusion or to lead group work or other collaborative activities.

What are the advantages and disadvantages of blended learning?

One of the biggest benefits of blended learning is flexibility for students – the ability to control the pace. It also creates a space where students can reflect on what they’ve learnt.

How does an SIS facilitate blended learning?

A Student Information System helps educators to manage all administrative tasks through a single platform. It also improves communication among all the stakeholders, and in doing so, enhances the overall student experience.

Solutions like Academia SIS also integrates with a learning management system (LMS), enabling institutions to facilitate digital education. The SIS and LMS integration make communication between teachers and students simple and efficient, both on and off-campus. It enables the entire learning process to become more student-centric, which is of course the ultimate goal of the blended learning approach.

This is even more relevant within the current context of Covid-19. Institutions were forced to take their conventional teaching methods and move them online, often implementing technology at record speeds.  We believe that the new normal of the post-COVID world of education will have EdTech embedded into its DNA, ensuring institutional continuity, helping teachers to focus on education, as opposed to stressing about systems.

Want to find out more about how an SIS can support you in a COVID and Post-COVID world? Get in touch and one of our consultants will be happy to share more information or assist with an obligation-free demonstration. Learn more here

 

This blog was originally published on Academia ERP, and has been adapted by Eiffel Corp, a partner of Academia SIS.

 

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The State of EdTech: The Minds Behind What’s Now and What’s Next

As in previous editions, Edtech Digest asked readers to weigh in on the following questions:
  • What is the state of education these days?
  • What is technology’s role in education?
  • What’s just ahead?

While it would be relatively straightforward to get a sense of ‘where things are at’ by a careful study of the numbers, this segment of the State of Edtech Report, some of the “Minds behind what’s now and what’s next’ simply shared exactly what their thoughts are.

These “minds” include Directors of Technology, district administrators, startup founders, CEOs, investors, teachers, students, education leaders, policymakers and others in and around education.

“Their voices stand alone, each one a point of view replete with its own experience and angle. But as a group, there is a certain resonance that begins to come through. How this sounds to you, our reader, is for you to decide. Listen closely, hear them out, and keep the conversation alive with your own leading voice!” Victor Rivero

We were honoured to have the thoughts of or Director of Digital Learning Services added to these voices:
“With the ever-increasing scope, capability and diversity in EdTech offerings along with the wealth of experience, competency and application at all levels, I see educators that are better placed than ever to make decisions on how technology can be harnessed to best serve their teaching and development goals. Indeed, educators are taking back the lead in the conversation on what EdTech innovation should be achieving for them and their students as opposed to being mere stakeholders in the decisions around which technology is used and how it is applied. Edtech promises greater outcomes, increased performance and simpler administration after all, but it should stay true to its aims by putting educators in the driving seat when deciding what’s best for their learners and programs.”

—Myles Thies // Director of Digital
Learning Services, Eiffel Corp (Page 18)

Download the full report, The State of EdTech 2020 – 2021: The Minds Behind What’s Now and What’s Next, by submitting your details below.

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Complete the form to download The State of Edtech
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Technology as an enabler in management education and as a supporter of lifelong learning

A snippet from the Business School Leaders Forum Session with AMBA and Instructure

Never before has it been more pertinent than now, that Business Schools adapt and adopt new technology and tools in order to continue running their courses smoothly. With various crises over the past two years, opting for blended learning formats, and jumping onto Zoom or GoToMeeting calls, have become the norm as opposed to an add on to face-to-face learning.

More than that, technology itself has changed – now more than a tool, it has become integrated with our daily lives, and influences the way we explore, consume, develop and share content with each other.

Consumers of information have three main criteria aligned with their expectations when it comes to content sharing: Relevance, Choice and Convenience. Business Schools, therefore, have to adapt their methods to meet these expectations of their students, with the help of several tools available for online teaching and learning.  At the same time, Business Schools are expected to deliver the value and quality that is associated with these types of institutions. But how can Business Schools maintain their quality of courses with purely online or remote instruction? And how would an institution stand out or differentiate itself from other Business Schools, to maintain and grow their courses and students?

Over the years, Business School students have become accustomed to more than what is delivered in the classroom. Quality of content is important, but there is a further learning experience beyond the classroom. This includes things like the learning experience during the exchange between students with diverse and experienced backgrounds. It is these types of add-ons to the learning experience that adds to the value of a qualification specifically, at a Business School. Students at business schools expect more than content; they see pedagogies that include mentors;  group work and brainstorming with peers and networking as an integral ‘given’ when they opt to study at a Business School. These connections are also expected to continue and grow outside of the course. That is just part of the expectation.

The role of technology in all of this

When taking a moment to take stock of experiences over the last two years, it is evident that online and remote learning can have its benefits as well as its disadvantages. The important question is, how can technology be used so that it does not simply mirror the class experience to the new learning environment. As mentioned earlier, it is of utmost importance that the value attached to all aspects of Business Schools (specifically quality of interaction and networking with peers, and discussions with experts) remain intact, despite distance or online learning.

The Canvas LMS team shared some of their thoughts at the AMBA Busines Leaders Forum on this dilemma (scroll down to listen to the full recording below). Many AMBA Certified Business Schools (Canvas Users) make use of their LMS and the tools available for discussions and forums. These tools provide a group of students from diverse backgrounds, an opportunity to weigh in on the same topic despite their time zone differences.

Examples of technology in action at Business Schools

Instructure has also seen how institutions make use of Canvas Studio to demonstrate soft skills through video content. The advantage of video delivered content is that students are able to watch the video as many times as they can and discuss videos in a group after having studied them.

Synchronous teaching methods have been adapted to suit the new learning environments too. Some educators no longer deliver a lecture in a one-way fashion, but now include open questions and answers sessions, and we have seen more regular informal connections via online chats.

The impact of COVID on technology and learning

In a sense, Covid has sped up the process of connecting online, blended and face-to-face learning in a more optimal way. It is up to Business Schools to embrace this shift, to find innovative ways to leverage all the tools a Learning Management System like Canvas LMS has to offer. And in the process to take hold of technology as an enabler in the management of education, to support lifelong learning.

But the question needs to be asked – how ready are Business Schools to do so? Instructure, the developer of Canvas LMS, teamed up with AMBA (Association of MBA’s) to generate a report that speaks to this extremely important issue.

More about the report:

As stated by Instructure in the report, “We know the theory – that technology can power a collaborative, self-directed learning environment in which students are able to develop new skills, apply knowledge and get better feedback – but more needs to be done to equip Business Schools with understanding about how technology can make a difference at a practical level.

Reports like this are an important step towards this goal, exploring how the industry is responding to the opportunities digital technology is offering and demonstrating how and why technology should be used in post-graduate education.”

Download this informative report here

Want to learn more about Canvas LMS? Get in touch with our GM of Canvas, Clare Reilly, today clare@eiffelcorp.co.za

 

Who is AMBA?

AMBA established that vision in 1967 and, in a volatile, uncertain world, it’s as relevant today as it was then.

We are committed to raising the profile and quality standards of business education internationally, for the benefit of Business Schools, MBA students and graduates and alumni, employers, communities and society.

*https://www.associationofmbas.com/about-us/

Who is Instructure?

The makers of Canvas, Instructure is an education technology company with a mission to elevate student success, amplify the power of teaching, and inspire everyone to learn together. *https://www.instructure.com/about

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How to Choose a Student Information System

How to Choose a Student Information System

With the shift in education from the usual campus life and contact learning to forms of blended learning and distance learning, the role of and urgent need for an SIS to manage institutions have become even more apparent.

A Student Information System (SIS) is integral to facilitating the management of current and historical information of Higher Education Institutions. Essentially, an SIS should serve as the heartbeat of your institution, monitoring and automating your institution’s processes and procedures.

When working optimally, a Student Information System works to transform Big Data into Information Sets of Knowledge, helping you make informed decisions and ultimately streamlining your campus management at every level.

But how do you know if a Student Information System is what your institution needs?

And how do you choose a system that can work for you?

Here is a quick guide on ‘How to Choose a Student Information System.’ While it is by no means an exhaustive list, it does help in guiding you to ask the right questions and find the perfect fit for your institution.

 

DOES YOUR INSTITUTION NEED AN SIS?

Does your institution face challenges with one or more of the following:

  1. Report Generation:

Creating and managing reports manually is a time-consuming and strenuous task. Reports also need to be accurate for them to be of value. Due to the margin for human error, the manual process not only takes up resources, but it could also compromise on accuracy.

  1. Data Management:

Data is worth gold to any academic institution. Manual processing of data once again could lead to errors, whether it is due to loss of data, miscalculations, or incorrectly assigned data.

  1. Lack of coordination:

The management of an institution involves various stakeholders and consequently their contributions to decision making and processes. Coordinating communication between stakeholders, long-winded approval flows and numerous emails could hinder workflow – making processes both slower and less efficient.

  1. Attendance Management:

Keeping track of the attendance of both staff and students is a huge task to handle. And the larger your institution, the more impossible it becomes to keep track manually.  Technology not only enables institutions to capture attendance records, but also to allocate data to a student’s profile, linking this important information to a student’s core record.

  1. Finances Management:

The collection and management of fees, compensation, damages, petty cash, refunds and so on is not only an immense task but also critical to the existence of an institution. Manual processes rely on trustworthy individuals and add a lot of pressure as well as time to all involved.

If you can relate to at least two of the challenges listed above, then your institution would benefit from a Student Information System.

HOW TO CHOOSE AN SIS:

Make Sure Your SIS Ticks the Following Boxes:

A compatible SIS can help address all the above challenges, through:

  • Saving time and money:

An SIS automates manual processes, freeing up human resources, time and ultimately leading to financial savings. With limited manual inputs, staff can be redirected to other important tasks and activities.

  • Simplification:

Automation does not only save time and money, it also simplifies processes. Using algorithms, the system can double-check calculations, the listing of students, due dates and fee management easily and quickly.

  •  Reliability and Security:

Once processes have been automated and tested, less human intervention leaves less room for discrepancies and errors. This increases the reliability and accuracy of data. It is important to make sure the SIS of your choice has a track record of reliability, otherwise, you might find yourself off worse than before SIS. Do research on reviews and testimonials, and look at track records of Student Information Systems before you decide on one. The correct SIS can also help limit security risks – allowing certain users into specific areas of the SIS through uniquely allocated usernames and passwords.

  • Training:

Take note that a Student Information System only works as well as its users understand and make use of the system. It is therefore extremely important to include training as part of the roll-out and implementation of an SIS at your institution.

But needs to meet your institution’s requirements when it comes to:

  • Cost and Budget

Be careful to weigh up the cost against usability for your institution. Education technologies do involve a great investment. Both budget and cost would depend on both the size of your institution and your operational needs. Be careful of hidden costs presented by some offerings – where the basic package may seem affordable, but then does not include the functionality or modules needed to manage your campus efficiently.

  • User-friendliness

Change is always a challenge. Implementing a new system will take some time to get used to. While training is essential, it will not mean much if the system is not user-friendly. Ensure that you choose a system that is reliable, but almost as important, user-friendly. Especially for those who are used to manual processes and are not so familiar with technology.

  • Configuration, customisation and integration

For a system to be user-friendly, is about more than how it looks and feels. Make sure to choose an SIS that is easy to configure or customise to your institution’s internal processes and language. In other words, how easy is it to edit fields to match your existing terminology? This affects not only data entry but reports too. Also, look at how well the SIS would or would not integrate with any existing systems – albeit a Learning Management System or a Financial Management System for example.

  • Technology and hosting

Any system, from mobile applications to computer programmes, require updates to match the latest in programming and software needs. How will the SIS you choose to address these upgrades? And will there be costs attached to updates?

Also, think of access to the system. Do you prefer on-site hosting or cloud hosting? If either, what are the cost-benefits analyses of this and how adaptable is the SIS to meet your preferences.

  • Support – during and after implementation

This should most likely be the first point rather than the last. We’ve added it at the end so that it does not get overlooked. When you decide on a Student Information System, it is extremely important to have the support of your implementation partner. During and after the implementation of your new campus management system, you cannot afford to have any hiccups. Therefore, be careful to choose an SIS that meets all the above requirements AND comes with support both in preparing for implementation, during implementation and after rolling out.

How useful was this process? Let us help you find your answers even more precisely. Get in touch today to learn which of our SIS solutions will suit your institution’s needs and requirements.

Download "How to choose an SIS''

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www.academia.eiffelcorp.co.za | Email: Hanlie Spangenberg :  hanlie.spangenberg@eiffelcorp.co.za

 

 

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Gradescope Promotes Learning

What is achieved through grading?  Grading creates an opportunity for students to get feedback on their own learning. The process helps them see what they understand, what they still need to grasp and where they can improve on their knowledge. Grading also provides instructors with feedback on their students’ learning to inform their teaching approach.

Why is grading a challenge?

As grades are used to evaluate the work of students, it is important that grades accurately reflect the quality of a student’s work. If this is not the case, their work will not be graded fairly. Sadly, both students and educators often focus so much on the numbers allocated during grading, the actual learning process is disrupted.

Gradescope offers a solution:

Gradescope was built by instructors who care about educators’ grading experience, and ultimately the learning of students.  By combining deep instructor expertise with the latest machine learning (ML) and artificial intelligence (AI), Gradescope embraces modern technology to reduce the time and effort associated with traditional grading.

 

Through freeing up more time for teaching, we believe Gradescope can have a great impact on learning for both educators and students. Gradescope allows you to administer and grade all your assessments quickly, easily and accurately, both online and in-class. It not only allows you to save time on grading, but also reflects a clearer assessment of how your students are doing.

 

How Gradescope helps:

Educators upload their assignment or assessment onto the system, with relevant student information, along with sections identified as answers. Students then upload their completed assignment onto Gradescope, either as PDF or image. Student details (name and student number) are matched with what is on the system,  and so an automated process of grading begins.

 

  • Gradescope supports variable-length assignments (problem sets & projects) as well as fixed-template assignments (worksheets, quizzes, or exams). In other words, there is no need to alter assignments.
  • It allows you to grade paper-based, digital, and code assignments in half the time.
  • Gradescope gives detailed feedback while maintaining consistency with a flexible rubric.
  • It allows you to send grades to students with a click of a button, or export them to your own gradebook.
  • Acquire detailed analytics on both per-question and per-rubric statistics and gain understanding how your students are doing.

Get in touch to learn more about how exactly Gradescope works.

Sources Consulted:

https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/

https://www.gradescope.com/

https://blog.gradescope.com/10-ways-gradescope-helps-improve-teaching-and-learning-e9ab37ff7f03

https://gradescope.medium.com/marking-madness-179d9b75b430

 

 

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