Blue 7 Features: How to Use Relationship Demographics to Shape the Behavior of Course Evaluations and Provide More Flexibility in Running your Projects

May 2nd, 2018|Categories: Archived Webinars, Learning Webinars|

Join this webinar to learn about relationship demographics, a new feature in Blue 7. New capabilities to take advantage of the relationship demographics in filtering and triggering will be demonstrated.  In this webinar, you will see the application of the relationship demographics to the specific case involving instructor selection in a questionnaire. In addition, a few other opportunities where relationship demographics can be used to further shape the behavior of the questionnaires will be presented. The learning webinar is scheduled to be delivered three times for our [...]

Managing Data Changes During Your Course Evaluation

May 15th, 2018|Categories: Archived Webinars, Learning Webinars|

Incorrect and/or incomplete data negatively impacts the ability to administer a course evaluation project (such as sending the invitation emails to the right set of survey recipients for the right set of courses and instructors) but also the validity and quality of responses collected for reporting and analysis. The challenge of maintaining the accuracy and completeness of data is further compounded by changes that may occur on the data (course end dates, enrollments, teaching assignments, etc.), even after the project is launched. In this webinar, we will show [...]

To QP or not to QP: Encouraging Module Leader Engagement in Evaluation Surveys

May 25th, 2018|Categories: Archived Webinars, Community-Led|

Evaluation of teaching, be it on a course or a modular level, is often a two-faceted exercise – addressing accountability needs and pursuing a more open, reflective agenda such as enhancement of teaching and learning practice. The majority of HE institutions in the UK use standardised questionnaires for module evaluation. Whilst necessary for quality assurance and governance, a standardised data set is often seen by academics as ‘piecemeal’, not necessarily meeting needs of their subject and their own needs as reflective practitioners. Anecdotal evidence at Liverpool John [...]