0167 Moving 5000 courses to a new VLE – a migration design model based on templates to speed the process
Helen Whitehead

The University of Nottingham has around 37,000 students and, in existence on the Virtual Learning Environment (VLE), up to 9000 staff accounts in 3 countries, and 5000 live modules or courses. We have recently undergone a VLE Review and selected a new VLE to be available from autumn 2011. The number of courses presents a major challenge when migrating to a new VLE. This paper describes a project to analyse typical courses delivered through the University of Nottingham’s existing VLE (WebCT). We looked at tool use and content from a sample representing learning spaces from each School in the University (including international campuses). Data analysis has established patterns of use of the VLE within the University and we have used these, informed by learning design and pattern design theory, to develop a migration model based on levels of VLE adoption and then to create a limited number of templates which will be used in the new VLE and offered as part of the migration of courses. The templates are also designed to scaffold best practice. In this workshop we will show how this template approach saves time and resources in migrating courses, providing a supported efficient way for academics to migrate their own courses, and for our implementation team to approach migrating others. It also provides a framework for writing support documentation. Participants will use the practical models and templates to apply to an example migration of their own courses or a typical selection provided.

The workshop will provide an introduction to the model and its associated templates, followed by hands-on group work analysing a sample of typical existing courses (participants’ own or an example selection provided), applying the model to choose and adapt template(s) and using the resulting template(s) to create a migration plan, followed by final discussion.

At the end of the workshop participants will be able to analyse online courses in a VLE of their choice and utilise a migration model to adapt or produce templates as a practical and time-saving tool to support VLE migration or online course creation in their own institution.

0121 Standards-based Assessment – Creating Innovative, Interesting, Interoperable Resources Using QTIv2.1
Sue Milne, Niall Barr, Graham Smith, Dick Bacon, Paul Neve

At the time of writing, the Question and Test Interoperability specification version 2.1 (QTIv2.1) is expected to become final in the next few months. This marks a significant stage in the development of the specification, which is currently the only standard for assessment resources. In the UK, the JISC has funded a number of projects supporting QTIv2.1 over the last few years, and these have led to the development of tools for rendering and creating questions, and the accumulation of a body of expertise in creating resources using QTIv2.1 and converting resources in other formats into QTIv2.1. The flexibility of assessments specified using QTI is particularly important within HE as an increasing number of coursework assignments are being converted into electronic assessments. In order to maintain the quality of feedback, sophisticated use of the arbitrary complexity of answer conditions and associated feedback messages becomes necessary.

This workshop will begin with a brief demonstration of some assessment scenarios and question designs from a variety of disciplines. A range of tools will be demonstrated, including:

• Editors for creating and editing questions
• Editors for creating and editing tests,
• Tools for converting questions in popular formats to QTIv2.1,
• Renderers for running the questions and assessments, both stand-alone and embedded in VLEs.

A hands-on session, which will occupy the majority of the workshop, will then enable participants to try the tools for themselves. The tools and examples used in the workshop form part of a new support site designed to assist users in adopting QTIv2.1 and can be freely used and, where appropriate, downloaded from the site.

Participants will be able to explore the range of questions offered by the QTI specification, particularly the support for adaptive questions and the ability to target feedback at specific misconceptions. This is of considerable importance given the recent upsurge of interest in the provision of rich feedback to aid learning. They will also have the opportunity to experiment with the conversion tools, using samples provided or their own collections of questions.