Monday, 24 June 2019

Celebrating the Best Research Paper Award #EDEN19

It feels great to be recognised for the effort you put in for your work. Some of the research we do, does not give the results we intend. It tells us that what we wanted is not happening or it is not effective. But this is part of the research. There could be various reasons for that, which I will not go into here. After all this post is to celebrate the prestigious European Distance and E-Learning Network (EDEN) Best Research Paper Award!
  EDEN19 Best Research Paper Award
EDEN19 Best Research Paper Award - photo by Ben McCammick-Copley 
When I started my research into looking at whether off-the-shelf automatic transcription software was good enough to be used for Built Environment Education, I never expected it to be recognised this way. Of course, I knew that at EDEN they awarded the best research paper award every year at their conference. But I did not know how it was selected nor did I think I will be that lucky person.

When I got to know that I was one of the eight finalists out of the shortlisted 23 papers, I was delighted to be one of the best to be considered in the final round. Going to Bruges was my first visit to Belgium. One of my colleagues from UCEM asked me to take a photograph with #OswaldTheOwl if I could. So, on my way to Bruges I made it to the Grand Place to make sure I captured a picture with Oswald.

Grand Place Brussels
Grand Place, Brussels

The conference was well organised (I think I will be writing another blog about the conference) - undoubtedly the best conference organisation I have seen. I had the privilege to listen to two of the Best Research Paper Award nominated presentations on Tuesday 18th June afternoon. They both were PhD research projects and the quality of the work was very high. So I was really glad that my work had been shortlisted among those high quality research.

At the Conference Gala Dinner, which was held at the amazing Market Hall (first constructed in 1240!) they announced the winner of the Best Research Paper Award. The chair of the Jury said it was a unanimous decision. This years’ theme was “Connecting through Educational Technology” and the jury had agreed my work Automatic Transcription software: Good enough foraccessibility? A case study from Built Environment Education was well aligned with the theme. He further said that when they critically evaluated each criterion:
  • contributes convincingly to the theme(s) of the conference;
  • deals with a research question of relevance for conference participants;
  • rigorous examination/research methods are applied;
  • findings, results and outcomes are convincingly presented and critically examined;
  • conclusions are thoroughly discussed (including aspects like applicability, transferability, and/or further research);
  • literature is reviewed against the state of art.
Receiving the Best Paper Award from Prof. Alan Tait

there could be no other winner. They commended being open and honest about my small study and being critical about the limitations of the study. Methodology, he said, was designed so meticulously that they could not ask for anything more. This coming from Prof. Alan Tait, a very well-respected researcher in Distance Education and the chair of the Jury, meant a lot to me.

As researchers we continuously criticise our work to find better ways of doing things the next time. It doesn’t help many women suffer from Imposter Syndrome and have self-doubts. However, I think now it is time for me to celebrate. But before that I need to thank my amazing PhD supervisors Prof. Andrew Adams (Meiji University, Japan), Professor EmeritaShirley Williams and Prof. Naz Rassool (University of Reading, UK) for guiding me through my PhD to make me the independent researcher I am today.
Online education team celebrating my award
Online Education Team Celebration at UCEM
You can access the full paper and presentation.

Wednesday, 8 May 2019

Good practice for accessibility

This blog post was first published on UCEM Online Education Blog - 7 May, 2019

I came across Lee Fallin and Sue Watling 's  Designing for diverse learners poster where they have adapted work from Accessibility Poster Series from the Home Office Digital.  I am promoting accessible materials at UCEM and was looking to put up some posters in the Hub area (communal space) to remind my colleagues of accessibility good practice when I found Lee and Sue's poster shared with CC license.

Though I have published some of my work with CC license in open access journals, this is my first re-mix of CC licensed work . I wasn't sure how much of a change was considered a re-mix. So after talking to Lucy, Information Governance Manager at UCEM I am confident in publishing it with share-alike license similar to the work I adapted. Asma, our Graphic Designer at UCEM, helped me by designing it with her graphic design software and saving it as a PDF.
An image of the Accessibility poster
In this version of work, we wanted to say why we needed to do each of these suggested accessibility enhancing steps. For example, we should not use colour as the only means to convey meaning (e.g. red  letters for wrong answers and green letters for correct answers) because colour-blind learners may not be able to  access the content as they may not be able to distinguish the different colours. I think giving reasons why something needs  to be done in a certain way makes it more real as people can make connections.
This poster was designed to be visual as we are hoping to print it and display it at UCEM.  I also created an accessible version of this poster in a text only version which can also be downloaded.
Again I want to thank Lee and Sue for their amazing work. Had they not shared this with CC license we would not have been able to adapt it.
Creative Commons License
Good practice for accessibility version 1.0 by Tharindu Liyanagunawardena and Asma Hussain is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To provide feedback on this poster, download a copy access: 
This poster is based on Designing for diverse learners by Lee Fallin and Sue Watling at:

Friday, 5 April 2019

Visiting Sri Lanka with Gluten Intolerance

Sri Lanka is a beautiful country having lots to offer: beaches, mountains, natural beauty, wildlife, flora funa, and amazing cultural heritage with UNESCO sites like Sigiriya.
Elephants (@pen_ash from Pixabay)
Recently one of my colleagues, who has a gluten intolerance, visited Sri Lanka. She had got Google translate to translate some sentences to Sinhala so that she could take cards that said what she could and could not eat. She brought them to me to check whether they conveyed the meaning. Google translate has done a decent job, however, the translations were in 'written language' not the language people talk day-to-day. So I modified them a little bit and thought I'd share them here, in case anyone else travelling to Sri Lanka may find them useful.

In Sri Lanka, I have not seen shops actively catering to various food intolerance - may be due to the low demand?

My colleague is back safe and sound and have not have had any problems with food and she thanked me for the translations. So they have been proven ;)

The statements my colleague wanted me to translate are here:
  • I would like plain boiled rice please. Talking with her what she actually wanted to say was "Give me plain rice portion. Not fried rice" so I translated that to Sinhala
    මට නිකං බත් (ප්ලේන් රයිස්) එකක් දෙන්න. ෆ්රයිඩ් රයිස් එපා.
  • I cannot eat any wheat flour or I will get sick. In Sri Lanka, people generally call wheat flour as bread flour and some people may not even recognise what wheat flour is. So this was my translation for her.
    මටතිරිඟු පිටි (පාන් පිටි) වලින් හදපු කෑම කන්න බැහැ, කෑවොත් මම ලෙඩ වෙනවා.
  • I cannot eat any bread or I will get sick. Here I added flat bread, which is popular in Sri lanka as these are also made of wheat flour.
    මට පාන්, රොටි කන්න බැහැ, කෑවොත් මම ලෙඩ වෙනවා
  • I cannot eat any soy sauce, barley or vinegar either.මට සෝයා සෝස්, බාර්ලි හෝ විනාකිරි කන්න බැහැ.
  • Does this food have any wheat flour in it?
    මේ කෑමෙ තිරිඟු පිටි (පාන් පිටි) තිබේද?
I really hope these will be of use to someone else too.

Wednesday, 27 March 2019

Research and Innovation in Distance Education, and eLearning (RIDE) 2019

On 15th March, I attended the RIDE2019 conference with two other colleagues from UCEM. We joined the Centre for Distance Education (CDE)'s October event and was really impressed with the event so wanted to come back for the CDE annual conference. I was waiting to get the presentations so that I could link to them but seeing that they are not coming through I thought I might as well note down my thoughts from the event.

The opening keynote was presented by Maren Deepwell, Chief Executive of the Association for Learning Technology She revealed some of the results from ALT survey and trends identified 2014-2018. Highlights were that lecture capture was up 20% and assistive technologies up by 7%. She also talked about the gender bias and suggested the reading Invisible Women: Data bias in a world designed for men by Caroline Criado Perez.

Then when it came to the parallel sessions we decided to go to the three different tracks so that we would be able to cover the whole conference between the three of us - however, in hindsight this was not a great approach as some presentations were not very engaging at all.

David Baume's session What information capabilities do your graduates need and what practices and policies will help them to achieve these? was an interactive session which discussed the importance of guiding students to build information literacy skills. We are trying to be helpful by providing our students with the most relevant articles - especially as distance educators we want our students, often time poor learners who are at higher risk of drop-out (than mainstream university students), to succeed. You provide all materials and students do not have to search for reverent material. So by being more helpful are we hindering them and their skills development in information literacy? David used the analogy of teaching his granddaughter crossing the road. How he helped her realise what were the dangers to look out for. Yes a car is a danger but only if it is moving towards you not away from you. The narrowing down process is where you can help your learner develop their own judgement. So in the first year we can provide most of the materials required but as they move on to second and third year give them more chance of putting their Information Literacy skills to work. It really made me think of our practice at UCEM. With our No Student Left Behind initiative, we have tried hard to provide as much support to students as possible, but are we inadvertently hindering them? Information Literacy skills are not just for the induction week/module - we need to support our students to build their skills over the course of their studies with us.
By the way, now I am using David's method of narrowing down process with my twins teaching them how to cross the road so it was a very worthwhile session :)

Then I attended Sarah Sherman's On your marks, get, set, study! Preparing students to be digitally ready for learning where she presented a course with 4 units they have put together for the UoL institutions.

  • Unit 1: General Technology
  • Unit 2: Learning Technologies
  • Unit 3: Access, sharing and safety
  • Unit 4: Getting organised. 

This Moodle course is an openly licensed one and Sarah offered other institutions to adapt it. Kate has already expressed UCEM's interest in a Tweet.

Plagiarism in Distance Learning: Causes and measures for control presented by Ayona Silva-Fletcher and Clare Sansom was another presentation I really looked forward to since looking at the programme. In this they talked about a research project they have undertaken at UoL after seeing 274% increase in plagiarism cases at University of London World Wide during the past five years. In the study, they have contacted programme directors for UoL institutions with a survey to get an understanding of the plagiarism problem. In their presentation they presented plagiarism as a spectrum from clone, remix, find and replace, 404 error (made up references) to re-Tweets (too much of a chunk stuck in assignment). Some of the main reasons for plagiarism as revealed by this study were:

  • Lack of knowledge (cultural background, insufficient engagement with materials, ignorance of self-plagiarism)
  • Not enough time
  • Pressure
Another disturbing fact that the research shed light on was the fact that if a student gets away with one minor plagiarism offence they go on to re-offend. So does that mean the institutions need to come down hard on any plagiarism offences how minor they are? The presenters offered their proposed solutions: communications, teaching materials (JISC, Indiana University), Turnitin as a learning tool (allowing students to view plagiarism report) and making training compulsory.

I was really interested in hearing about this research and I was wondering whether there could have been another piece of work done in parallel looking at what students (both students who have plagiarised and those who haven't) thought about causes and solutions. Programme directors would be able to give details that are revealed in disciplinary process or what students have told them but asking students would have corroborated the findings and may even give us a completely different perspective. 

All in all the event was a great learning opportunity giving me food for thought.

Friday, 12 October 2018

Supporting Student Success Event at Centre for Distance Education University of London

Have you ever been to an event and thought what am I doing here? Conversely, have you also been to an event and thought why did I not know about this series of events before? Well I have.

Yesterday, Fiona and I went to Supporting Student Success Event organised by the Centre for Distance Education, University of London which was really useful. The event had two parallel sessions and we attended different ones hoping to make the most of it.

In this blog post I am going to share my learning from Dr. Ormond Simpson's work.
Dr. Ormond Simpson presented a report about feedback from students with disabilities. I have not been able to locate the document online yet, but once I find it, I will link to the report in the blog post. The report was titled Disability the student voices: feedback from disabled students. The data for the report had been collected by sending an anonymous survey link to current students who have declared a disability. Though this does not reflect on views of students with disabilities who have dropped-out, it gives us a view to the struggles these students have to face in accessing learning.

The range of disabilities reported in this survey showed the varied individual needs and the need to support students for their specific needs. It was also the first-time I heard from a student with light-sensitivity as a disability.

Looking at some of the recommendations from the report, I can see that we, at UCEM, are already practicing some of these while there are other recommendations that we need to embed into our practice.

An important issue raised in the discussion was the ability to share information. Especially with GDPR coming into force it was reported that the details of disability declared to the university by the student during the application process does not get conveyed to the tutor on the course or the course directors. This has resulted in students not being offered the support they should have and students thinking that the university nor the lecturers cared about them.

I find it difficult to understand why GDPR or other data protection laws should affect the lawful use of declared disability data to support a student in a course. Perhaps we should seek consent to share the data with the tutor who is supporting student in the course. In my view, if a student has disclosed a special need, they would expect the course team to support them.

Unless the tutor is made aware, how would they "know" that this student has special needs especially at a distance. For example, if the university has special software to support special needs students but the tutor does not know that the student should be given a copy of this software it would affect the student's experience of learning. Alternatively the software could be made available to everyone, but that could be very costly and in fact unnecessary information for a large group of students.

It is easy to say XYZ is inhibiting us supporting student success but I believe we can find effective ways to overcome such barriers and research events like these bring the issues to light so that they can be addressed.

Friday, 5 October 2018

Creating videos using whiteboard apps

Some of our tutors wanted to try creating videos while drawing diagrams. So we are looking at Lightboard type video creation in the future. But as a quick solution I was looking at different apps available on iPad which would allow something similar but of course only capturing the whiteboard.
Writing on a whiteboard
Explain Everything was the first app I tried. However, it only gave me option for limited time free trial. So I moved on to see what other apps were available.

I then tried Doceri which did offer me the opportunity to create a free account without a time limit. You can select the resolution I selected the optimised one for iPad screen. It also allowed me to download my creation. However, need to pay if you want to remove the watermark. This is my Doceri creation - Using Doceri App on iPad Quick Demo.

Next I tried ShowMe. Out of the two apps I liked ShowMe but it does not allow you to download or privately save your creation with a free account. Here you can see my Demo of ShowMe app on iPad.

Despite the recommendations I received about Explain Everything I didn't feel I wanted to register and try out a tool that gave me only 14 days of free trial. On the other hand even though ShowMe did not allow me to download my creation I liked that app the best I think it is because I didn't like the frame used in Doceri at all.

There are so many tools out there - many apps. But you have to invest the time to go explore.

Thursday, 23 August 2018

Blog for Online Identity Badge Evidence

I am working towards Digital Professional in Higher Education badge and at the moment I am finishing my work on the Online Identity badge. The last activity for the Online Identity badge is to:
Create a blog post (200-300 words) on the experience of developing your online presence and comment on two other colleagues blog posts.

To fully participate in the contemporary society, one needs to be digitally literate as many civic activities are now taking place in the online space. According to JISC (2014), there are seven elements of digital literacies: media literacy, information literacy, digital scholarship, learning skills, ICT literacy, communication and collaboration, and career and identity management. Beetham and Sharpe’s (2010) framework show digital literacy as a development process where it is developed from access and functional skills to higher level capabilities and identity. So, as a Digital Professionals in Higher Education, we should be able to demonstrate that we have moved from “I have .., to I can … to I do … to I am ..” – that is we have developed a digital identity.

The question asks to write about my experience of developing my online presence. However, my online presence was created over a long period of time. For example, even my personal blog dates to April 2013. I had finished my PhD where I looked at the use of ICTs for distance education and was then a Postdoctoral Research Assistant working with my supervisor Prof. Shirley Williams. In my thesis I had a chapter on “digital inequality” where I discussed why the then buzz word “digital divide” was deceptive and in this I used van Dijk’s (2005) work on a model of successive kinds of access, which is similar to the developmental process of digital literacy but looking at levels of access. Being aware of these works, I suppose, have helped me in shaping my digital identity online.

However, I did not have a personal website until I started working towards this badge. So, I am going to reflect on my experience of developing my online presence through my personal website

I wanted my personal website to bring together my scattered presence on the web to one place where it would be easier to find my work and contact information. I initially designed the website to have publications, blog and contact details only. But my colleague, Sandra, was working on CMALT and she had created her portfolio in a Google Site, which looked good. With this inspiration I decided to not only put my CMALT portfolio but also FHEA portfolio online. I had to remove some of the evidence in the portfolio due to data protection/privacy issues but the section Portfolio in my website now provides a selection of my instructional design work, CMALT portfolio and its feedback and my FHEA portfolio. To my surprise, using Google Sites was very easy. It did not take much time at all. I used images from the stock of CC0 images in Pixabay to add some colour and visual appeal. I must say I was pleasantly surprised by the quality of the automatic contrast checking and adjusting tool provided by Google Sites to make the site more accessible. After creating my website, I thought to myself why did I not do this earlier?

However, my new website was not getting picked up by search engines. So I searched on the internet and created Google Crawler request and also registered with Google Analytics so that I could see the usage of my site. So this exercise have not only resulted in me creating my website but also getting to know how new sites are listed in search engines as well as getting my toes dipped in Google Analytics!

I think making a portfolio available online not only help to build your personal profile but also helps others working towards qualifications like CMALT or FHEA to see sample portfolios they can take inspiration from. For example, I found four part series of blog posts from Matt Jenner about his submission for SFHEA when I was thinking of working towards SFHEA and it inspired me to start writing up my portfolio for the same.

While working towards the Online Identity badge I kept on thinking about projecting a persona via our digital presence. Many people who are digitally literate consciously manage their digital identity. So, effectively we see what they want us to see. On the flipside we also project what we want others to see. I think it is really important that when we look at someone’s online identity to be aware of the filters that are already there.


JISC (6 March 2014). Developing digital literacies. [accessed 22 August 2018].
Sharpe, R., & Beetham, H. (2010). Understanding students’ uses of technology for learning: towards creative appropriation, Rethinking learning for the digital age: how learners shape their experiences Routledge. 85-99.
van Dijk, J. (2005). The Deepening Divide: Inequalities in the Information Society. Thousand Oaks: Sage