Technology Enhanced Learning survey

1. Technology Enhanced Learning Survey (Swansea)
This spreadsheet presents the outcomes of a survey of current Technology Enhanced Learning practice at the Swansea Campuses of University of Wales Trinity
Saint David. The survey involved both staff and students and was carried out online using Survey Monkey. A total of 45 staff and 150 students responded to the
survey and the results can be viewed by clicking on the Staff Survey and Student Survey Tabs at the bottom of the page.
There were 10 questions in the staff survey and 9 in the student survey. They asked specifically about their use of the institutional online learning management
system Moodle as well as their use of other online resources including Social Media applications. The students were also asked about how they engaged with
these online resources using their own devices (Smartphones, Tablets, Laptops, PCs ) and how they felt about that and the use of social media in their learning.
The purpose of the exercise was to contribute to a baseline view of the current use of technology in the learning process to inform TEL planning across the
institution. Similar surveys were carried out at the Carmarthen and Lampeter campuses of the University and with the FE partner colleges. Separate
spreadsheets were created to present the outcomes of each of those surveys which, collectively, deliver a rich picture of usage across the whole institution. A
final document that synthesises all the information recieved, draws conclusions and makes recomendations for consideration by the Technology Enhanced
Learning development team at the University, concludes the exercise.

2. Survey Responses:
Q1:
Technology Enhanced Learning Survey: Staff
Quantitative Summary:
To what extent do you use Moodle in your teaching delivery?
Not at all
As a small part of the teaching mix
As a major part of the teaching mix
Central to the teaching Plan
40%
8%
37%
34%
21%
37%
34%
35%
30%
25%
21%
20%
15%
10%
8%
5%
0%
Not at all
As a small part of As a major part
the teaching mix of the teaching
mix
Central to the
teaching Plan

3. Survey Responses:
Q2:
Quantitative Summary:
Do you use Moodle for student assessment?
No
Partly
Mostly
All
37%
41%
17%
5%
45%
41%
40%
37%
35%
30%
25%
20%
17%
15%
10%
5%
5%
0%
No
Partly
Mostly
All

4. Survey Responses:
Q3:
Quantitative Summary:
Do you use Moodle for course management?
No
For a rew management functions
For several management functions
It is my main management tool
17%
22%
29%
32%
35%
32%
29%
30%
25%
20%
22%
17%
15%
10%
5%
0%
No
For a rew
management
functions
For several
It is my main
management management tool
functions

5. Survey Responses:
Q4:
Quantitative Summary:
Do you use any other online applications to support learners?
No
Yes
49%
51%
52%
51%
51%
51%
50%
50%
49%
49%
49%
48%
No
Yes

6. Survey Responses:
Q5:
Quantitative Summary:
Do you make your teaching materials available on Moodle?
No
Some
Most
All
5%
26%
26%
42%
45%
42%
40%
35%
30%
26%
26%
Some
Most
25%
20%
15%
10%
5%
0%
5%
No
All

7. Survey Responses:
Q6:
Quantitative Summary:
What formats do you use for your online teaching materials?
None
Text based
Text with images and links
Multi-media
Other
3%
53%
53%
53%
18%
60%
53%
53%
53%
50%
40%
30%
18%
20%
10%
3%
0%
None
Text based
Text with
images and
links
Multi-media
Other

8. Survey Responses:
Q7:
Quantitative Summary:
To what extent do you use open educational resources?
Never
Occasionally
Often
As a key teaching resource
15%
44%
26%
15%
50%
44%
45%
40%
35%
30%
26%
25%
20%
15%
15%
15%
10%
5%
0%
Never
Occasionally
Often
As a key teaching
resource

9. Survey Responses:
Q8:
Quantitative Summary:
To what extent do you communicate with your students through Moodle?
Never
Occasionally
Frequently
All the time
8%
34%
26%
32%
40%
34%
35%
32%
30%
26%
25%
20%
15%
10%
8%
5%
0%
Never
Occasionally
Frequently
All the time

10. Survey Responses:
Q9:
Quantitative Summary:
Do you communicate online with your students in other ways?
email
Text message
Facebook
Other
88%
27%
27%
21%
100%
90%
88%
80%
70%
60%
50%
40%
27%
30%
27%
21%
20%
10%
0%
email
Text message
Facebook
Other

11. Survey Responses:
Q10:
Quantitative Summary:
If you are happy to do so please indicate your campus, faculty and subject.
No thanks
Yes
30
25
20
15
10
5
0
31%
69%

12. Comments for Q1: To what extent do you use Moodle in your teaching delivery? (Is it a planned component of your teaching? How well, and in
what way does it contribute to teaching in your curriculum area? Do you have feedback from students on how useful it is?)
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I would like to include moodle as a central feature in my teaching and include all of the above
Moodle is central to the Secondary PGCE especially as there are long preiods of teacing practice remote from Uni. Mixed reports from students and
staff as to its usability - there are some major omissions - search function fro example!
Students are expected to check Moodle regularly as alll lecture notes are uploaded plus articles and exercises for use in tutorials. However, it's
evident form discussions with students and their lack of preparedness that many fail to access Moodle on a regular basis
We currently use Moodle to access essential course material, organise dissertation meetings, all submissions of assignments are through
Turnitin/Moodle
Trainees can access teaching materials
To ensure student attendance - our teaching is studio based and attendance is paramount - and students must be present above a certain % of time
to comply with WJEC spec - so we use Moodle less than we might.
Mainly used as a resource bank of information and teaching materials for students to refer to as needed.
I use it as a teaching resource, uploading appropriate reading and powerpoints for students to access.
I use moodle to inform students of various subject areas regarding the curriculum and any other course issues and receive feedback during it
operation or when we hold staff student meetings
Largely used as a repository for readings, resources and notes from class sessions
I used it primarily for the delivery of assignments and notices. Though latterly I also used it for incremental 'shift and change' projects, where
nothing ever stayed still (to emulate real world enterprising environments).
We use it to organise teaching but very rarely during delivery.
Planned, superbly, constantly.
Planned, no student feedback
Used for weekly tutorial bookings on a regular basis by multiple staff. Used to disseminate Project Briefs, Exercises, Lecture Notes.
As a manager of a number of programmes Moodle is used across the faculty as a repository for leacture notes and associatred reading, as a
communication tool, to host blogging activity when students are on placement, for assessment submission (through turnitin) and feedback, to guide
and suport self directed and group learning activity outside lectures/classes. Students make comment in staff-students fora about Moodle.
I place all of my materials and external links there, together with all assessments. The students don't particularly like it, and don't use the fora.
It hosts the taught programme with all resources.

13. Comments for Q2: Do you use Moodle for student assessment? (Do you post assignments on Moodle? Do you use Turnitin for student responses? Do you
respond online? Do you use Moodle assessment tools such as multi-choice questions?)
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We post all assignments on Moodle, use Turnitin for almost all written submissions (unless portfolio based). We are making use of Grademark for
some assignment feedbacks.
I would like to try all of the above
Assignments posted and Turntin embedded for submissions. Some, not all staff use grademark.
All assignments are posted onto Moodle, all submissions of coursework are through moodle/Turnitin. Exam feedback is supplied through Moodle,
and some modules use MCQ as a way of revising topics
It is planned for the 1st attempt this academic year for quiz type assessment.
Assigments are posted on Moodle after being introduced in the studio. Genreal info is posted also - Course handbook, etc.
Yes I do, although I find that Survey Monkey is easier to set up.
I use Turnitin for assignment submission and use this for assignment feedback
Only to post the assignments and utilise turnitin
All feasible written assignments submitted by students via Turnitin, but GradeMark not used.
This question needs to be split into multiple areas. You can 'use' moodle for say distributing and gathering assessment ALl the time, yet NEVER use
the assessment tools.
Only dissertations really, as most of the assignments are constructively aligned - which is to say they are submitted according to the learning being
addressed (and essays etc. may not be the best form of assessment).
We post assignments on moodle, and use turnitin.
Yes, yes,yes,yes.
Assignments posted, grademarking
I am looking into Moodle for assessment and grading but currenlty do not use it
Turnitin used for any written submissions or components.
Some assessment is marked using grademark. We are piloting further use where appropriate in the current academic year. Some staff use the
Moodle assessment tools though this is not widely adopted.
All assignments are posted on Moodle and submitted through Turnitin. I also post results through moodle.
Yes all of the above
the module I am responsible for=yes; the assignment is handed in through Turnitin and we use grademark for marking the assignments, offering
feedback; other modules in the programme = no
Assignments are put on Moodle. Grade mark is used for marking some assignments.
Assignment details are on Moodle, students submit assignments via Moodle (Turnitin).

14. Comments for Q3: Do you use Moodle for course management? (Do you post course announcements for students? Do you use the calendar for key course
events and assignment deadlines? Do you have a course tutor forum?)
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Emails, announcements, blogs/forums, sign up lists etc.
Course announcements & information are uploaded regularly
All course announcements go through Moodle. In addition we use it to check students are accessing Moodle for seminar work, lectures etc., through
the Reports functions
Major deadlines, esp towards the end of the course
Not sure what you mean by'management functions'. I use Moodle to post announcements for students.
I supply information to whole cohorts through Moodle
Only to post course announcements
Course announcements and email reminders/informational items
This question needs to be split into multiple areas. You can 'use' moodle for say distributing information and announcements ALL the time, yet
NEVER use the calendar or forums.
Yes I did, and my colleagues still do.
We post announcements and use the calendar, but we don't have a tutor forum.
I post announcements, upload documents and have set up blogs. I don't use the calendar.
Yes, yes, yes
Announcements
Announcements, events and deadlines are placed on Moodle.
All communication to students groups is undertaken through Moodle. Some staff groups use a tutor forum.
I use the mail feature to contact students and post announcements on it.
all of the above
course announcements forums
All course communication is done through Moodle
Timetables are placed on Moodle, all announcements are placed here and it is the students first port of call for course information.

15. Comments for Q4: Do you use any other online applications, in addition to Moodle, to support learners? (If you use other online tools such as social
networking sites, wikis and blogs etc in the support of your learners, please describe them below including the reasons/benefits /circumstances)
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Some tutors in the department have made use of blogs. It has not always been utilised that positively by students.
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You tube and have used blogs and forums before...would like to be able to use the full array of moodle features in my own teaching site
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I have begun using twitter (with some reservations) to forward useful educational and business-realted comment to students. Not all of my students
wanted to join, but it is a great way to relay the views of commentators, researches, journalists etc. Trialling Google sites as a tool for constructing a
PDP
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We use an Electronic Management System supplied by SONA for dissertation and research participation management, and also use social
networking (mainly Twitter) to pass information to students.
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google drive
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Blogs considered based on learning from PCET.
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Facebook is good communication tool for us - past, present and future students can see what's going on and will respond within very short
deadlines - because they live on Fb!
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Use of the Library homepage, website, online resources.
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I use Today's Meet, Blogger, Wikis both (moodle and non-moodle applications). I try to engage the students with a range of technology to meet the
changing landscape of online learning. Although I avoid Facebook as I feel it is the students’ personal social arena and there are plenty of other tools
to select from without invading this space.
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social media - linkedin/ twitter web builders Eventbrite/ mailchimp youtube
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Facebook
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Students may set up their own Facebook pages
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Further clarification of the University policy would be a good thing. In the past, we have been specifically told NOT to use unauthorized methods.
Social media was certainly one of them at one point.
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Blogs, You Tube and Flipped lectures, course blogs etc. etc. The reason is that the learning can be better aligned to the assessment. For example,
decision making in situations of ambiguity and risk isn't just about reflection if you want to empower the learner 'to do' and not simply be able to
'talk about'. They need to actually perform. (See latest two QAA Guidances on Enterprise and Sustainabilty for further insights)
We have a Facebook page but it is in its infancy and staff are divided as to its usefulness and desirability.
Facebook - student email accounts are not always used and distributed communication is faster in facebook
Shared document (editable by staff, viewable by students) on Google Docs is used for timetable. Students create shared documents as exercises and
for some assignments using Google Docs, which provides a flexible approach which mirrors industry practice.

16. Comments for Q5: Do you make your teaching materials available on Moodle? (If you do make materials available, is it for revision purposes? Is it additional
information? is making access to materials online an integral part of your teaching plan?)
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Additional information, notes & useful materials e.g. articles uploaded for teaching and revision purposes
Integral
Lectures and seminar papers
See above
Hand-outs, and powerpoints to show students how to access the library resources.
I value the use of the VLE to a great extent. I place material for pre and post session tasks as well as for guidance and information for the session
itself. It is always an integral part of my teaching plan, although I generally have a backup plan!
It's to give students access to material presented and used during the session.
Mostly powerpoints, but occasionally lecturing notes.
Its additional information but can be used for revision
As above, readings and resources made available via Moodle (especially the larger government documents/reports, and journal articles - to
encourage students to use those). I always do this because these are part-time students on a Foundation degree course who work full-time while
Yes - usually scenario developing with situations that change and shift. This is to say that the assignment is deliberately incomplete and delivered in
stages.
some lecture notes and useful academic papers are placed on moodle.
No no yes
Always put powerpoints and further readings
Notes for provided for all lectures, where appropriate.
additional material; notes and powerpoints from sessions
And these are bilingual where possible. Use of Moodle in this way is integral to the teaching plan.
I was told that it is university policy to do so. Also, it saves printing out large numbers of handouts of slides.
Materials are loaded for most lectures and some background reading

17. Comments for Q6: What formats do you use for your online teaching materials? (If you make your teaching materials available online, please describe the
format and reasons why you present them in this way)
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Sometimes my use of the flipped classroom requires material to be studied to inform sessions...that material can vary from you tube clips, an
academic paper, podcast and so on
Text, Youtube clips & links to other sources used to support teaching requirements
podcasts and links to external websites
PDF
Just supporting texts
Powerpoints- because they are visual and students can be shown step-by step how to access library resources. Handouts to summarise and act as a
reminder of the user edcuation session.
I use embedded content as well as those listed above. I try to ensure that all learners needs are met with a variety of resources in a range of
formats.
Generally in the form of PowerPoints which I have used during the lesson with text, images and sometimes links. I make them available online so
students have access to the information we looked at in class without the need to print our lots of hand outs.
Generally .doc files, or pdf's if that's the version provided by the journals database/government docs etc
More personal, more connected and more flexible. Visual interpretations and metaphor can also be extremely useful.
We will put images on moodle, PDFs and word documents.
hyperlinks where copyright would be breached by publication on Moodle
It is the easiest
I teach film & TV production so links to video are sometimes shared to allow students to watch relevant materials.
you tube especially 'how to..' teachers tv powerpoint wit images - weblinks etc
We also run our skills audits through Moodle at interview and throughout the programmes.
Powerpoint presentations, links to external materials, tutorial sheets and solutions.
Most of our students are professionals who attend SM on a part time basis. They therefore use the resources on Moodle to support their learning
remotely.

18. Comments for Q7: To what extent do you use open educational resources? (Please indicate your use of resources additional to your teaching
notes/materials. Include the library based materials you direct students towards, as well as online resources made available through Moodle and generally
available through other online sites)
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I try to include some sort of media format/mode for learning in all my teaching, to stimulate discussion groups and workshop sessions
Students have an introduction to e-learning resources each year and are encouraged to make full use of library resources. We use many sites - eg
Tate, TED, etc - to provide teaching material and direct students to reference good online gallery, etc info.
I look at these reosurces myself occasionally and mention them to students sometimes.
I use embedded content as well as those listed above. I try to ensure that all learners’ needs are met with a variety of resources in a range of
formats. I use a range of web 2 material, and I specifically select free and OS material for this.
Journals are frequently recommended to students as an integral part of the course. Youtube and other online video websites appropriate for my
subject will also be utilised as and when appropriate
Only library based materials information
May post a link on Moodle to a useful website/ online resource
Any 'live' information - usually via twitter.
We have used TED talks in the past, as well as web sites etc
I will often include useful and relevant links to say youtube videos. However I am not certain of whether this is officially encouraged, frowned upon,
discouraged, or is even a categorical no-no!
Some library-based resources used, such as journal archives and databases.
other university sites eg open university; learning wales; teacher materials archived etc
Staff teaching the programmes will be able to give a full response to this aspect.
If I find a useful link I will place it on Moodle. I use a lot of radio programmes from the BBC archive as background material for my MSc modules.
Internet resources e.g. Youtube, Online articles, up-to-date statistics online etc...

19. urce
Comments for Q8: To what extent do you communicate with your students through Moodle? (Is it a planned component of your teaching? Do you
communicate individually? Though group forums? Do you have feedback on how well it works?)
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See comment one, beginning to use it more.
Email -but would like to use forums, and other features of moodle such as quizzes and wikis
Via e-mails, generally to provide info about course activities & requirements
The Forums enable reflective reports from teaching experience and a certain level of peer assessment and support. Also, sharing of teaching
resources. It was presented to Estyn as a form of good practice in promoting reflective thinking
Due to the small size of the programme, it is more efficient to email trainees.
Group info at a few essential times.
To inform studetns of library opening times, to let them know about new stock etc.
I find it works very well, but it needs to be a two way thing. If the students are expected to participate they need to see that it is being reciprocated.
I am a librarian and use Moodle to keep students from the programmes I support aware of library opening hours and availability of resources. It's
also a useful way of ensuring they have my contact details should they need to ask for help.
I use the Moodle Quickchat mostly, but will use News Forums to post information out to whole cohorts
I communicate with either groups or individual students. Only feedback is that students do like to have a direct link with their programme directors
Emails on important course-related matters. Also feedback on assignments. Sometimes to individuals. More often to whole cohorts.
We use the mail facility for both cohort groups and individuals
I have been told Uni email via the moodle system is the ONLY way we should communicate electronically.
Mainly through groups such as year cohorts
yes, yes, yes, yes
Group emails to students by Year group as announcements and reminders.
only for announcements
Yes a planned component of all the programmes; individually, sub-groups and whole cohort. Forums and announcements and email tools. It works
well when the system is up and running.
group forums; announcements
I use the mail function, which often doesn't work because students don't read their university email. I don't bother with the SMS messaging because
so few students have updated their phone details.
Group communiation - notices and individual messages
As part of a programme in which 50% of the time is spent in school., Moodle is a key way in which we communicate with students.

20. Comments for Q9: Do you communicate online with your students in other ways? (We all use online communications in our daily lives. It will be very
valuable to know how you use such communications in your support of students. It will be equally important to understand, if you don't use online
communications, why you have made this decision)
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Other methods are avoided because checking and responding to e-mails is already too time consuming without having to deal with the inane
chatter that eminates from other types of social media
Twitter as above
Twitter
Email is used daily - absences, advice, etc. Text, esp when completing Ucas forms - and we also send messages via the Ucas site. Facebook for
daily/weekly events, news, fun!
Email through Moodle.
I do email, although most often through Moodle, I use my blog and I use google docs - when the browser allows it!!!
Linkedin - closed group interaction
No other online communication is used
I encourage all my students to contact me through the University Email systems to discuss any specific issues although this normally moves onto
face to face meetings
Students will sometimes text me if they're not able to attend lectures, or if they have difficulties with their assignments. I text them if there are
urgent matters I need to discuss with them, but otherwise use email.
Apart from Facebook which is used as a sort of back up to moodle we do everything through moodle
'Other' includes discussions and deliberations with past students - to better inform current cohorts.
Erm, asked and answered a few questions ago.
Use student email to communicate. Do not use Facebook - I choose not to have a personal account - although the Programme Director does
communicate with students via Facebook, especially when other methods are proving unsuccessful. Students will typically create Facebook groups
when working in groups on project and exercises.
Students were encouraged to sign up to the text message servive provided by the Uni. Students comunicate through facebook and this is often how
the Moodle announcements get disseminated quickly. Staff do not use facebook as a communication tool .
Probably will set up Facebook pages in the future as it seems the preferred medium for students
Telephone

21. her
Comments for Q10: If you are happy to do so, please indicate your campus, faculty and subject area. If you prefer not to, that's fine (please add information
about your campus and curriculum area. Also, any comments regarding your personal preferences about using technology in teaching would be welcome
and valuable)
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FADE, School of Logistics and Manufacturing Engineering, Subject Area: Physics
Mount Pleasant, FADE, Glass Dept. I think Moodle will be of great help, once I have found my way round it properly.
Education/CPD
Townhill Campus, PGCE Secondary, PGCE Business Studies, PGCE PCET, MA PDET
Psychology, Townhill Campus, Swansea
Art and Design, Swansea. I am curently developing a partcipatory project online - a website that will archive a participatory exhibition and offer
downloadable version of existing work in addition to commissioning new work in dowloadable/accessible 'packages' for teaching and reference.
Artists rarely fully control the expression of their work online - so that it is either used without permission or as poor quality images, without full
context. I feel that art schools might be more proactive in this area - and that I would welcome the teaching and reference materials that might
result.
Townhill campus I teach Visual Communication, ICT, Learning Environments, E-learning and Teaching, Learning and Assessment I have found it very
difficult lately to teach in the way that I would like as the web browsers are not up to date enough to support some of the online tools that I use. I
use mobile technology, including studnets own devices but I am finding it hard to use the iPads as they do not easily connect to the PCs in order to
download generated content or share work using the Apple TVs purchased.
Townhill Campus Library and Learning Resources, with specific responsibility for offering library support to School of Education
Townhill
FADE - Engineering
Mount Pleasant Campus Automotive Engineering Always welcome new technology. However, having time to utilise it all can be an issue
Townhill. Faculty of Social Sciences. Education
Dynevor, Art & Design Technology is fine as a teaching aid but many lecturers feel inadequately trained for it or have an aversion to it, especially in
some areas of art and design which may be about traditional skills.
FADE
Art and Design - School of Photography and Visual Communications
Swansea, Faculty Of Art & Design, BA Digital Film & Television Production. Whilst some functions on Moodle are useful and essential, it presents a
clumsy, cluttered interface to students, who can sometimes find it difficult to find things (as can some staff). True, Moodle pages can be edited but
the time it would take to do this to a satsfactory standard is unrealistic, given other commitments.
Mount Pleasant FADE Logistics
Townhill campus: ITET programmes (PGCE Primary and Secondary) Carmarthen campus: ITET Ba EdQTS programme

22. Comments continued:
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Tricky - could we teach without Moodle? = yes But all resources are on Moodle; I use the wiki and forums for peer coaching and group work; the
assignment is handed in through Turnitin and we use grademark for marking the assignments, offering feedback; we make appointments for
tutorials on Moodle
All teaching notes, slides and extra materials are put on Moodle prior to lectures. No hard copies are provided so students expect this as part of
their overall learning experience.
When Moodle was down I was still able to teach and this is why I would say it is not central to the teaching plan. However it is a key part of
teaching/the student experience - for example, forums, access to materials, access to weblinks for using teachmeet/padlet etc.

25. Comments continued:
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Wikis, blogs are used. These would be best described by those using them within the staff team. I am sure they will contribute to the survey.
I use Facebook, mainly because the students look at Facebook far more than they look at Moodle.
yes, to allow the cohort to contribute to different forums
Forums for discussion of good resources; to pose questions to staff and peers about research ; wiki for shared group work
A twitter account has been used.

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Townhill and Carmarthen ITET P_PGCE I like to use technology music, video, IWB . i-pad, Moodle etc but know that my knowledge does not always
support the desire
SoAC, Mount Pleasant.
Swansea Business School CIPD and MBA I use Moodle more as a message type board. I would like to understand more interactive uses of
technology.
Townhill, Teacher Education, Primary PGCE
Mount Pleasant, fade, Applied Computing.
Townhill Faculty of Teacher Education Primary PGCE
FADE - Built Environment

32. Surveymonkey Responses:
Q1:
Technology Enhanced Learning Survey: Students
Quantitative Summary:
To what extent do you use Moodle as a learning resource?
Not at all
For general course information
For access to the learning materials
As a planned part of course delivery
Other
80%
3%
63%
76%
25%
3%
76%
70%
63%
60%
50%
40%
30%
25%
20%
10%
0%
3%
Not at all
3%
For general
course
information
For access to As a planned
the learning part of course
materials
delivery
Other

33. Surveymonkey Responses:
Q2:
Quantitative Summary:
Are your course materials available on Moodle?
No
Yes, as lecture notes
Yes, as lecture notes with guidance
Yes, including multimedia
Other
6%
40%
21%
23%
9%
45%
40%
40%
35%
30%
The
25%
21%
23%
20%
15%
10%
9%
6%
5%
0%
No
Yes, as lecture Yes, as lecture Yes, including
notes
notes with
multimedia
guidance
Other

34. Surveymonkey Responses:
Q3:
Quantitative Summary:
Do you use Moodle for assessment submission and feedback?
No
Yes, for written assignments
Yes, for online tests
Other
14%
79%
12%
7%
90%
79%
80%
70%
60%
50%
40%
30%
20%
14%
12%
7%
10%
0%
No
Yes, for written
assignments
Yes, for online
tests
Other

35. Surveymonkey Responses:
Q4:
Quantitative Summary:
To what extent do you use Moodle for course communications?
Never
Occasionally
Frequently
All the time
32%
37%
22%
9%
40%
35%
37%
32%
30%
25%
22%
20%
15%
9%
10%
5%
0%
Never
Occasionally
Frequently
All the time

36. Surveymonkey Responses:
Q5:
Quantitative Summary:
Do you use any social media applications in your learning?
No
Yes, for information
Yes, to communicate
Yes, for resources
Other
10%
77%
68%
56%
1%
90%
77%
80%
68%
70%
60%
56%
50%
40%
30%
20%
10%
0%
10%
1%
No
Yes, for
Yes, to
information communicate
Yes, for
resources
Other

37. Surveymonkey Responses:
Q6:
Quantitative Summary:
Do you use any other online tools?
No
Wikis
Blogs
Google docs
Other
33%
29%
38%
50%
7%
60%
50%
50%
38%
40%
33%
29%
30%
20%
10%
0%
7%
No
Wikis
Blogs
Google docs
Other

38. Surveymonkey Responses:
Q7:
Quantitative Summary:
What personal devices do you use to go online?
None
Smart phone
Tablet computer
Laptop
PC
Other
1%
78%
48%
88%
55%
0%
100%
88%
90%
78%
80%
70%
60%
55%
48%
50%
40%
30%
20%
10%
0%
1%
None
0%
Smart
phone
Tablet
computer
Laptop
PC
Other

39. Surveymonkey Responses:
Q8:
Quantitative Summary:
What do you feel about using social media and personal devices in your
learning?
I'm happy to use social media
I prefer not to use social media
I'm happy to used my personal devices
I prefer not to use my personal devices
60%
57%
57%
37%
54%
3%
54%
50%
40%
37%
30%
20%
10%
3%
0%
I'm happy to use I prefer not to use I'm happy to used I prefer not to use
social media
social media
my personal
my personal
devices
devices

40. Surveymonkey Responses:
Q8:
Quantitative Summary:
If you are happy to do so please indicate your campus, faculty and subject.
No thanks
Yes
Subject area responses:
30
25
20
15
10
5
0
29%
71%

43. Comments for Q1: To what extent do you use Moodle as a learning resource? (Moodle is intended to provide flexible online access to learning resources and
student support. How well does it work for you? How easy is it to use? How could it be improved to provide more effective support?)
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I only use moodle when I have an essay and need the lecture notes.
I works well for the sharing of resources but is quite difficult to use at times. A simpler layout may help this.
It is an ESSENTIAL resource.
It's fairly easy to get around. Sometimes it can be difficult to find certain modules. There should be an entire library section giving all the shelf
numbers of the books on the reading list provided on moodle. This would enable us to quickly find books we need to read at the beginning of the
term rather than waiting until an assignment is handed out.
In class research. Wiki Scorm online interactives SWF Videos / clips Podcasts Quizzes
Works well most of the time and easy to use.
I am a mature student of 35 years of age and am married and have a family of 4 children,3 at home. Moodle REALLY helps me as I can swing in my
Uni work at home still be a parent and as I also work from home, continue to work. So basically it gives me the best of both worlds. I can assume
that for the younger students it is also probably a great portal for them to use. Yes I attend of course, but Moodle helps me a lot because I use it for
everything relating to my course. It also helps me continue my studies at home plus I can work it with my family life. What can be done to improve
it? Definitely add links that are easier to navigate with a list of all the lecturers involved on our courses. They're there now of course, but in all
fairness you can't put your hand to them immediately. I see this as a very important issue. Also, as a new student you should have in place as soon
as you login, a small guide on how to use it. (Perhaps there's one already there but I didn't see it) I can navigate it easily but some people may not be
able to do so. A small intro or guide upon initial login would really benefit people - with a small checkbox possibly containing 'don't show me this
again' so people don't get inundated with it. Beside that for me, it's all good.
I'm a first year and it hasn't been working for me or anyone on my course until the end of last week since the beginning of term. and there's barley
any information on there.
The on-line resources are invaluable especially powerpoint and information given in tutorials.It is easy to use.
Currently not enrolled onto several modules due to head of department not updating the system yet. Overall, not an overly nice interface and
accessing relevant modules takes going through several pages, a personalised task bar on the side detailing modules you have been enrolled in
would be useful
being a PhD student I hardly ever use it.
I find email alerts from faculty far more helpful. The information that I need (course events & information) on Moodle is often not apparent or not
updated or incomplete. For research, I conduct my own in the library or with personalised support via tutorials.
Moodle is invaluable as a learning resource.

44. Comments for Q2: Are your course materials available on Moodle? (What resources do you have available on Moodle for your course? Are they helpful as a
contribution to your learning? Do you have suggestions about how they could be improved?)
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Too much information. Not sure where to look.
Briefs, timetables, basic information and some lecture powerpoint slides
lecture slides are available along with relevant notes, academic references and links to relevant websites, the only drawback i would point out is the
structure of moodle some of the information can be difficult to find.
I have access to the powerpoint presentations that are used within the lectures which allows me to go over what was said, as well as extra notes
that may help me with my assignment.
Some things are available.
Videos, suggested reading, lecture slides Yes they are helpful Sometimes it is difficult to get hold of suggested readings such as journal articles
because students are asked to pay for them so it would be easier if we had a direct link to suggested readings.
I have slideshows, PDF files, guieds and tutorials relating to each individual module. I have downloaded each item for each course and regularly
check the data available. They are definitely helpful as it helps keep me organised and on track with my courses and development. The lecturers are
very thorough and always update their guides,slides and PDF files which to me personally is of extreme importance as I see it as additional resources
- a virtual classroom. The data available is actually very good. I personally don't see how it could be improved as I find the way it is now, of an
excellent standard and well organised.
One module has some info but there are mostly links to websites of interest + messages about trips, talks, useful books etc.
Usually but there seems to be a little trouble with Moodle at the moment.
at times, depending on teacher
As an MA student, I certainly do not rely or require lecture notes on Moodle. Occasionally, I believe, some lecture notes are posted...
Some notes are available, but not all. I would like more as they are very helpful.
The depth of use of Moodle depends on the staff member. It is extremely frustrating when staff only put the barest minimum for the module.
Some of the lecturers put their notes online, some does not.
The resources are very helpful, but i feel they could be organised better. Perhaps grouped more by topic.
Should have a better structured filing system & be easier & more interesting & pleasing to use
Most of the lecture notes are available on moodle however some lectures have not added more recent lecture notes.
All lectures should be given a deadline as to when they can put the coming assignment up on moodle.
Lecture notes, presentations and exercises are available on moodle for my course.
We generally get briefs and assignments but rarely notes and slides. 1/10 could do better!
Each lectures notes fir referencing
Some lecturers use Moodle to it's full capability whilst others don't even post lecture notes to it.

45. Comments for Q3: Do you use Moodle for assessment submission and feedback? (Do you use Turnitin to submit assignments? Do you receive marks and
feedback through Moodle? How well does it work?)
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I submit via turnitin. We have feedback by a 1 to 1 talk with the lecturer.
Turnitin for written work, marks via moodle, feedback in person
Yes this means that both a hard copy and an electronic copy are submitted. I also receive marks and notes on assignments through moodle which
means I am not run down with paper work and it is easier to manage long term.
We use both Turnitin and paper handouts. Feedback is given through tutorials not via moodle.
The feedback is cumbersome but planning to use mass upload of feedback. Using turnipitin for the first time this year.
Yes I use turnitin for the majority of my assignments and receive marks and feedback. Good points are the feedback is always readable and it is
convenient because it is online when you want it. Bad points are that the marks and feedback do not remain on your moodle so you cannot refer
back to assignment feedback received in previous years.
Yes I do and have done. I am unsure about Turnitin as a software platform. I found it easy to use, but I genuinely have my doubts about it... I've only
submitted one assignment so far, and received comments from Dr. Nik Whitehead (superb lecturer!!) which I was really grateful for as it helps you
adjust what you may need to change, for the next assignment. Personally I have my doubts about handing in assignments to it, but I'm sure it has a
failsafe in place.... I also find it can be a bit slow and the viewing of files is slightly pixelated. I think there is a quality issue there. Overall, I'm satisfied
with it, but also have some reservations with it.
Used turnitin last year for one assignment. Feedback given face to face.
Turnitin, marks and feedback
Turn it in is a ball ache
submission of images for crits
use moodle to submit copies of work, but doesn't get feedback from there.
I use moodle to submit assignments through turn it in
Turnitin for submission only.
All assignments are submitted through Turnitin. In general, feedback and marks are not received through Moodle or the facility on Turnitin.
Online submission to Turnitin is an easy process, some staff use online feedback which is also easy to use. One 1st year module also used 2 online
tests within Moodle which counted towards the module grade
Hand my contextual studies essays in there, but nothing else. Get feedback in tutorials.
I have not used it yet, but will be using it on the 25th.
Turnitin for written assignments, but this cannot be achieved by iPad, tablet, etc. Receive feedback occasionally. It doesn't work because you have
limited format & file size capabilities on Turnitin. To be truly creative these should be unlimited. Feedback for assignments should be one-to-one.
Outcome of one-to-one summarised & a copy sent to student.

46. Comments for Q4: To what extent do you use Moodle for course communications? (Is it a planned part of the teaching process? Do you communicate
individually? For group work and group dicussions? Is it an effective way of supporting course communications?)
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My course uses facebook to communicate mainly.
As part of the course.
It is how the tutors give us the majority of important announcements, especially the specific details after mentioning it to us.
I use it both in group emails as well as individually and it is good way to get in touch with lecturers and tutors easily.
We have facebook groups for talking to other members of the course and email our lecturers.
Usually in class direct. Discussion forum on every module.
I communicate on moodle occasionally with my lecturers, however, I prefer to communicate with classmates through facebook if we are working
together.
To be truthful, I've submitted quite a few questions on boards, become involved in some topics, but am yet to have a reply! Genuinely.... I think if
you (as a body) are to offer the availability of interactive forums and sub forums for courses and groups, then the lecturers should consider if they
actually do have a presence there and if they are to use it. So far I have had nothing in return from it.... It's a shame really as I think it's an excellent
and viable way of communications between staff, students regarding the courses.. However, I also see that it could be deemed only as an extra
workload for the members of staff.. Double edged sword perhaps.
Since the IT support helped me link my iPhone to email and moodle I can keep up to date. On the uni computers the whole process is slow and
unreliable and I never looked at them.
e- mail to curriculum tutor.Not other students on the course.
I find emails from faculty are more reliable. Information can change at the last moment...
There is no communication on our course, I wish there were.
Do not use Moodle for course communication.
SMS messages from tutors is useful to inform me of cancelled lectures, but not all use this
I only communicate with tutors and other staff via email. I communicate with coursemates via our facebook group.
Only to contact lecturers via email, as they won't reply to general email addresses.
I communicate for group discussions and I believe it does help me with my course's work.
Emails are often the preferred communication
Usually, I just use my own personal email address as I check this more often.
We get quite a lot of notcies on moodle, the program directors are very good at this.
We communicate mainly on another website.
In some lectures it is.

47. Comments for Q5: Do you use any social media applications in your learning? (If you use social media or other online resources in your learning, we would
like to know how useful you think they are and what benefits they add to the learning process.)
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I use google to search for information, i think it is very useful and its usually pretty easy to tell whether the information is useful or correctly
sourced. My class uses facebook to communicate notes, links, reminders, information and work. This is really useful because nearly every student
checks facebook at least once a day.
We are required to make a blog documenting one of our projects
i find that google and wikipedia can be a good starting point for a topic just to understand what the topic being researched is about then do more
research into academic sources for references
I mostly use google to find quotes relating to my work, as well as youtube to find videos for projects. These are helpful as I can access the
information when needed
Facebook is extremely useful as a way to communicate, upload pictures/videos, share links and information.
Planning on using twitter. Big issue with student access outside of college as many do not have laptops or wifi added to the fact many students in
Wales are work shy.
Absolutely! Whilst I'm not overly keen on social networking, even though I have accounts with most of them, I do believe that they are a great
source of information. Google is your friend! What more can I say about that? I think the younger generation tend to suffer the information
overload that most of us parents etc tend to show concerns about. We ALL know how easy it is to search for keywords and specific terms - and end
up being completely out of your depth due to info overload. For research and use on the courses I am doing, the internet / social media / search
engines etc are an invaluable resource and I think you'll find there will be very few who do not use these resources to gather the info they need.
Again, the user must be very careful and selective of what information they use as it can be damaging and worthwhile together.
I find google scholar easier to use than the library database, so I will use that more often to look for journal articles. However, if I am struggling for
resources I will attempt to use the library database. I use facebook to communicate with classmates.
Essential.
Science direct, SAE papers, Standards and reference papers
Have previously used Facebook group for information sharing on a module that was initiated by the Lecturer and contact with oither students is
done via email.
Without these resources, it would be impossible for me to integrate into groups, due to disability.
They show me the same information in different ways which help me to learn quicker and they add depth to my essays.
There is group on facebook which my course uses.
For topics related to my Software Engineering course - it's can be hard to find information in books, and if I do find something, it's generally dated.

48. Comments for Q6: Do you use any other online tools? (If you use online tools like these for collaboration or group work please give details. We would be
particularly interested if you set up your own collaborative arrangements as students.)
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Use tes as an individual - very useful for trainee teacher.
Google Docs and Google Drive for group working.
Use docs for collaboration work and presentations.
I do use other resources but as far as collaborative work is concerned, we've not long been given assignments and work to do as a group, so
unfortunately it's far too early to provide an answer on this. I should imagine though that in our group of 3 people, we will be using tools in such a
manner for the assignments and course. It would be common sense I think to do so.
For collaborative work we have set up a private facebook group to discuss course related material.
Science direct, SAE papers, Standards and reference papers
Individual blogs only
Dropbox
Google Drive is not something I have adapted to easily, but have found it essential preparing for projects. It is difficult getting some classmates to
adapt to this method of working though. It is a course requirement to produce work in this manner.
I use wikispaces for group projects and blogs for my individual work as e-portfolios.
information: - reddit (mostly reddit.com/r/programming) - https://github.com/vhf/free-programming-books/blob/master/free-programmingbooks.md communication: - skype - google hangouts collaboration: - dropbox - skydrive - github (extremely useful, main problem is learning curve)
For group projects, I generally communicate over Facebook chat + Skype - the work itself is then typically done in Google Docs as a draft, before
copying over to Dropbox to finalise all of the formatting and fix up the references. I'd like to start looking into using git (github) for code orientated
group-work, but the learning curve for other group members is a concern. I've successfully used it on personal projects w/ friends online. Github
itself does have a free education tier (or discounted for running it yourself), or students themselves can apply for individual accounts:
https://github.com/edu
I contribute to a blog but it's nothing to do with college.
Everything the internet has to offer that is relevant to the subject I am researching.
Yes we do. We all have shared dropbox drives, Google docs and we use Facebook / Email to keep in touch and send things to each other.

49. Comments for Q7: What personal devices do you use to go online? (If you have one or more devices for your personal use, please indicate whether or not
you use them to go online as part of your learning)
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I use my phone to check facebook and email for notifications on lessons and/or any changes in timetables etc. I use my laptop for my work and
research.
I do not use my phone as a tool for learning, however my laptop is a big part of the research and, henceforth, the learning process.
I have an iPhone, a laptop, a few PC's and servers (I even use the server to research at times) I have a Blackberry Playbook all of which I use at
various times to do work. I mainly use my work PC, but if any of my little ones want to use it for any reason, then I obviously use my other devices.
Use all devices to go online for learning, depends to whaats at hand and what I want to do. Ipads are heavy though. They don't tell u when u buy it.
If I think of an idea for an assignment while I am out and about, I will use my smart phone to search my idea within google scholar so that I see if my
idea is useful.
SmartPhone - e-mails. Laptop + Tablet - research, creating presentations, searching videos and pictures etc.
Yes both. I wouldn't be able to do the course without them.
Only use a laptop and PC as part of my learning.
I go on my phone during seminars to find out additional information to support my work, and on my laptop and Ipod at home.
I use my laptop, tablet and pc to access moodle and I also use them to do other research for my assignments.
Yes - mainly the lap top for writing. Smart phone for quick references
As my phone, I have a Samsung Galaxy Note II, which I use to take lecture notes or view the resources on moodle, unlimited data contract really
came in handy while uni servers were down.. I regularly tether it to my laptop to get internet while out. I take my laptop in with me to all
lectures/labs and use it to do all work.
i am unable to sync my student email with my mobile email app in order to receive messages immediately to my device - i find i have to use a
laptop/pc/mac to access those emails
I am multiply disabled (physical and mental health issues). My iPad is essential, I carry around loads of information and it diarises my day so I don't
forget stuff!
I use them all for learning. Depending on my lectures i bring in my laptop or just a tablet because it's lighter and easier to carry. My phone picks up
my uni email which makes keeping in touch with lectures pretty easy.

50. Comments for Q8: What do you feel about using social media and personal devices in your learning? (It is known that some people are uncomfortable about
mixing their work activities online with their social activities. It will also be the case that some students do not have access to suitable personal devices.
Your comments on these and other issues will be very valuable here)
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I think social media is helpful with communication of information about the course and updates. For example. More of our class are likely to check
facebook in the morning than student email, so if there has been any overnight/early morning updates about cancelled lectures or changes in time
or reminders then people post it on the facebook group. Also lots of people have facebook on their phones. I use a blog for my work so i already
have some work online. I dont however think that everything should be online, i think feedback and things like that should be with lecturers one to
one.
i dont have facebook and prefer to keep up to date socially by texting or phoning friends, but as a member of twitter i would not tweet about any
assignments or assessments i had due in i would prefer to keep them separate.
I prefer to keep them separated which means I can take a break from my work by using something that isn't related to my work in any way.
I don't mind mixing work and social activities- my colleagues are also friends so I think this helps. By not keeping them separate, it allows me to
quickly find whatever I need on whatever device I want even when I'm on social media sites.
I have NO issues whatsoever using my personal devices as learning aids and tools. What I do not like and probably will never do, is mix social media
with 'work' I do have Facebook and Google+, Twitter etc but I am very select in who I add and allow to be engaged in my virtual world. I definitely
would not combine the two. The guys who are 10+years younger than me would probably be ok about it, but I'm fully aware of the consequences
when something goes south on social media. In essence, no thanks! not for me ;-)
Think social learning needs to be built in to the VLE. Moodle does it as a simple discussion. Think this is an area for improvement in moodle.
I think that by mixing social media and learning will be very beneficial because I feel like it is less of a burden to carry out some work for university.
I don't use Facebook etc. the learning is an important part of my daily life so I see no reason to put it in a separate compartment.
I think work should be kept separate.
I just use a laptop, no other devices at the moment other than the pcs at uni of course.
Although some aspects of social media can be useful to help learning, especially group work etc. I don't think sites like facebook should be
considered a university resource in any way.
I don not find my iPad, Samsung Galaxy Tab and smart phone conducive to learning.

51. Comments for Q9: Finally, if you are happy to do so, please indicate your campus, faculty and subject area. If you prefer not to, that's fine. (please add
information about your campus and curriculum area. Also, any comments regarding your personal preferences about using technology in your learning
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Dynevor, Illustration.
Dynever campus, Photography
Mount Pleaseant School of Digital Media 3d Computer Animation
Townhill PGCE ICT
Dynevor- Advertising
Swansea School of Applied Computing MSc Applied Computing
Mount Pleasant Campus SSDM MA Creative Sound Production
Dynevor Campus Advertising & Brand Design
University of Wales Trinity Saint David, - School of Applied Computing, currently HND CiS and hopeful BSc CiS Interesting questionnaire and I like
how you're actually considering using more social media for learning, it's not really for me, but I see why it could be a viable resource. I rely quite
heavily on technology for these courses, but I also have a lot of books too. So far I have spent nearly £180 on text books ( I do somewhat prefer
learning from books) for this course, ok they're not only just for the courses - as they're to also expand my knowledge too of course. I use my iPhone
a lot when learning but struggle with the screen size, so then comes the tablet or laptop. 99% of my work is on my PC, it's a high end machine and
more than capable of running a lot of programs and browsers enabling me to multi task better when doing my work. My children use it too, for child
orientated websites etc which can be difficult for me personally to carry on with my uni work, but that's being a parent for you. I would imagine the
guys on campus etc probably use theirs for everything! I love Moodle, I think it's an excellent resource for us and I am quite grateful for that so
thank you! It really is good and it's great to see that the lecturers are more than happy to pop up notes for us, tutorials and guides as and when we
need them. I am disappointed in the lack of responses to some things, but I also appreciate it's time consuming. Initially, using Moodle was a sink or
swim situation and I managed to swim, some guys I know on the course really struggled with it and sank. This is why I would like to suggest that you
compile a short but informative 'How to' as a pop-up when users logon. You can easily add a small checkbox to allow the user to prevent it from
popping up again once they've used it. Something such as 'Do not show me this again' or so.. Like a 'tour of Moodle' video. I think it's worthwhile,
should be there as a matter of course, especially for new students, like I said some guys I know really got stuck and didn't know how to use it at all
and naturally gave up. Besides this, I think Moodle is a great resource and it can only get better. I look forward to seeing what other tools you could
introduce, well, as long as it's not social media learning hubs :D Many thanks! regards Kris Hawkins
Townhill Humanities Ed Studies
Ammanford. Construction. Need for pages to load fast.
History, Living at home.
Townhill Campus, Humanities, Psychology and Counselling.

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Works well for me, most lecturing staff use it, and it's easy to navigate. Problems with finding materials are usually due to staff not clearly naming
files, or designing the layout of their sites/dumping everything into one massive list of files and links
Initially it was not very user friendly and was quite difficult to navigate. As I've got used to it this has eased, but I still have to search around for
things. It's not a simple system to use.
It is difficult to access certain items & the overall layout is unappealing. I personally find it a nuisance, as it does not integrate well with other used
programmes. Emails often contain spam, which cannot be stopped. Integration of calendar to other calendars would be very beneficial. Podcasts &
tutorials on how to integrate would be useful.
I consider moodle to be easy to use and navigate around. It is easy for me to find out any missed or new information from my lectures.
I found the older version of moodle much easier and much better to use, this years version doesn't work well on andriod devices, so it doesnt work
very well on my phone or tablet
It does what it does, and it does it quite well.
it is a little difficult to navigate and find relevant information, also there are still numerous students on my course who are unable to access moodle
Lecturing staff need to make more effort to put material on to moodle.
Sometimes things are a little difficult to find or files cannot be opened because of the software used. Separate documents not put in files would be
easier to access. Maybe a Moodle chatroom for students and staff only would be an effective forum to use?
email when new content added/enabled
By moodle working properly
It's okay.

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For my assignments I will be using turnitin however I have not had to use it previously.
I use turnitin for all writen assignments and then recieve feedback in person. It works well as you can ask questions then and there.
Assignments are handed in electronically through moodle using Turn it in, feedback is then available to see.
Too early into the course to know what is required
We use turnitin but don't get grade information back.
We receive no marks via Moodle.
Yes to both and it works well.
Turnitin

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Facebook proved invaluable when the IT infrastructure went down. We communicate as peers on the course and in special interest or project
specific groups.
They are quick and easy to use.
In our field (Web Development) the internet is obviously a pretty important way to stay up to date with developments and further our learning. The
benefits are that i can learn almost anywhere and keep in touch with what's going on within the campus. The current system works pretty well.

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I'm on a video course. If people want to keep their learning separate from their social, then they should open another account specifically for
learning. Use of personal devices in our industry is a must & is most certainly a part of the course. If they are uncomfortable about this, then they
shouldn't be on the course. The university should inform people taking the course that they are required to own & use such equipment for the
course upon application. If they can't afford the equipment, they could always try for funding from the university.
I have access to devices that I can use to support my learning so I do not mind using them.
I think it is useful that our course has a facebook group as it makes the learning place more friendly and accessible.
If privacy settings used correctly on social media I welcome the chance to use it for my learning - easily accessible. However I know those who don't
are at a disadvantage and it could be considered exclusive.
I like to ONLY use my personal devices, rather than using the provided computers in the labs - I get phone my laptop out and use those instead; I
find it more preferable as I can just take the work with me when I leave and go up to Starbucks (or back home) and finish it.
Through social media we can learn a lot from each other but we have to be careful it doesn't take up too much time.
I don't think it makes much difference at university level. Lecturers are more interested in providing a decent learning experience than tripping
students up on their exploits down Oceana! This might change a little once we're out in the big bad world though.
I teach web modules and I take in my personal devices so students can view their websites from a wide variety of devices

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School of Applied Computing Swansea Metropolitan University (Mount Pleasant) While I rarely use social media in the 'mainstream' sense i.e.
Facebook / Twitter / Blogs, I am a big fan of Youtube as a way to see walkthrough style content. This has been useful in many scenarios (both
academic and otherwise) whereby the author has provided an audible discussion about what is / should be happening, as they are proceeding with
the setup / configuration. A professional example of this can be via the CBTNuggets platform.
Townhill, Psychology and Counselling
Architectural glass in Mt. Pleasant this year. As it's such a practical subject moodle not so useful for lecture notes etc. as other subjects but good for
passing on messages and alerting students to useful resources. Problem for lecturers is that some students have easy access to it and others find it
more problematic. We just all need to get in the habit if checking it.
business school
Pgce pcet townhill campus
Townhill, Education, PGCE (Primary)
Swansea Metropolitan, Faculty of Applied Design and Engineering, Music Technology
townhill campus, swansea met Pgce mfl - french
Business school
Townhill Campus BSc(Hons) Psychology and Counselling
BEng Motorsport
Trinity Saint David swansea campus Ba hons applied drama.
Swansea Business School, Accounting.
Townhill Campus Dept of Psychology
Townhill Performing Arts
Photography in the arts denvor (not sure how it's spelt)
3D compuer animation. fade
BEng. Motorsport Engineering and design,
Ty Bryn Glas, Events Management
Mount pleasent, faculty of built environment, civil engineering
FADE Even though we are a technical course, there is not a great deal of use of Moodle or group activity for communications
Built environment.
i. Mount Pleasant ii. FADE iii. Computing
Mount Pleasant, Applied Design and Engineering, Motorsport Management
School of Social Science.... Counselling and Education

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Mount Pleasant, FADE, School of Computing
Dynevor, Photojournalism.
PGCE - Townhill Campus.
Digital film & television production Dynefor MAJOR PROBLEM!!! Wired & wireless speed is atrocious...... I use the 3G on my phone as a modem,
because it is at least 10 times faster than your router..... Connections to wifi in lecture theatres is nearly impossible due to lack of signal...... You
have been made aware of this on several occasions, as I have called myself. It is costing me tens of thousands of pounds to take this course & I
cannot yet benefit fully from the lectures as I have no internet access. Please find the time to address this as an urgent matter
Business
Townhill Campus, Faculty of Social Sciences, BA Hons Education Studies
Mount Pleasant, FADE, Product Design
Mount Pleasant, School of Applied Computing, Business Information Technology.
Business school
Cannot imagine my learning being as wide as it is if I didn't use technology. I would be at a loss without it. It's given me the freedom to learn when I
choose, not tied into library opening times. Dyvenor Campus - Art
Dynevor Campus
Mount pleasant campus Build environment Civil engineering
Mt Pleasant - HND Software Engineering Comments about using technology in my learning? What would my course be without it? ;)
Art and design deynvor building
Illustration, Dynevor ccampus
Faculty of art and design, Dynevor. School of photography.
The business school.
Psychology & counselling. Swansea Met, Townhill Campus.
Dynevor campus Faculty of Art and Design BA (Hons) Photojournalism
Swansea, FADE School of Applied Computing - Computer Networks
Business School- Accounting
Mayhill Campus, Swansea
Fade
Dynevor
Mt Pleasant, FADE, product design.