Technical Knowledge and Abilities
Excel
Initially, I embarked on MS Excel training to create a tracking document for PMP, owing to the limited technologies and systems available for tracking student progress. It was important that staff and students had a clear idea of learner progress and could implement preventative intervention rather than reactive intervention. I made a full programme tracking workbook with a sheet for each of the 8 modules, calculating weighted module and overall programme grades provided by 3 teaching departments. The workbook also highlighted students who were at risk (red, amber) and those who were on track (green). As it was urgent, I created this sheet as I worked through courses on LinkedIn, drawing on YouTube tutorials, AI feedback, and what I learned from informal chats with the Curriculum Information Officer (CIO). This tracker is now controlled by the Curriculum Information Officer (CIO), who is responsible for assessment and progress monitoring, and is used by staff to inform discussions with students and implement interventions. It is also used by the SLT to report progression figures to the partner university.
Reflection
The development in my technical knowledge and abilities has benefited my learners and me, as well as my colleagues and their students. Learning to use Excel, using data analysis software and using coding for web design has helped inform the restructuring of the pre-master's programme and better prepared me to teach on the pre-master's Research and Digital Literacy Skills course. One difficulty I encountered was the difference in available tools/functions on my personal MacBook and on a Windows device when following video tutorials (e.g. Power Pivot is not available on MacBooks). Although frustrating at the time of learning, such obstacles were actually quite helpful in preparing me to highlight/anticipate barriers to learning and problems and respond to queries/troubleshoot issues from students working on different devices.
Without learning to use Excel, the PMP students would likely have remained poorly monitored without an overview of learner progress in the entire course as more members of staff joined the teaching team. Working with the CIO was insightful because I learned that it is important to leave guidance/information about formulas (i.e. references to specific numbers/calculations such as grade boundaries) not only so that anyone who inherits the Excel workbook can understand what has been calculated, but also for my own future reference. I discovered this was particularly important upon realising that the knowledge and skills can disappear quickly if not used regularly. Thus, I continue to build on my Excel skills (as shown by the most recent LinkedIn Learning certificate). I hope to become more proficient over time.
The simple Canvas templates made a difference to staff and students alike. This may be because less time was wasted looking for things and fewer cognitive resources needed to be used for navigation, meaning individuals were less likely to experience fatigue and frustration and more likely to engage in the task. This is particularly important for those learning in the medium of English whose cognitive resources are already under considerable demand. Indeed, colleagues reported receiving fewer questions from students, students being able to find tasks more easily (and so completing them), and individuals who attended training were also able to share this learning with other colleagues, indicating improvements in skills and self-efficacy.