A set of categories used to track which pages need review/can be deleted/are good to go.
As part of the iBSc in Bioethics offered during COVID, Jonathan Ives delivered a journal club in a hybrid mode, with some students present and others remote. Trial and error improved the sessions: better placement of the laptop, mics and speakers whilst remembering to engage two audiences were important. Jonathan feels the sessions were pedagogically […]
Hybrid journal club: Jonathan Ives on the iBSc Read More »
Joe Hartland used Sway as part of the move to online teaching during COVID, to create documents that act as interactive workbooks, designed as both pre-reading and documents students can visit after a session has run to cement concepts. Tools used: Sway, Forms, YouTube, SharePoint Full story Joe’s plan for his teaching within 3D and
Moving to online teaching with Sway – Joe Hartland Read More »
Jane Williams and Mike Cameron redesigned the TEL unit of the TLHP to work online. Two full days of teaching become two half-day workshops with four additional shorter events. The move to digital delivery over 6 weeks allowed learners to reflect on what it means to be an online learner, while building community with peers
TLHP TEL unit pivot to fully online (and back a bit) Read More »
Below you will find 5 tips/ ways you can use Sway. We base these ideas on Joe Hartland’s use of Sway as an interactive handbook/website for his teaching in the TLHP and on the 3D helical theme. Sway is part of the Microsoft Office 365 suite of tools. It is free to use for UoB
5 ways to use Microsoft Sway Read More »
Scott used Mentimeter (an online polling tool) in the classroom pre-COVID to engage students and develop a dialogue. With the pivot to online, Scott employed Menti during synchronous webinar teaching to help reduce the “transactional distance” (remoteness) with students. Through Menti, Scott builds a sense of community with his class. A range of feedback options
Angus Nightingale designed a cardiology seminar to hook students’ interest ahead of interacting with case studies. 54 of 69 students who responded to a survey identified this session as useful or inspiring. Following an initial icebreaker, Angus asked students to identify abnormalities in 6 ECGs. This initial quiz question kept students intrigued; the ECGs were
The Digital Education Office provide 10 ideas on how you might use Microsoft Collaborate – Collaborate – 10 ideas (Word, 56KB)
Collaborate – 10 ideas Read More »
The Digital Education Office have a helpful guide to Building and maintaining relationships in online courses. (PDF document).
Building and maintaining relationships in online courses – 10 ideas (DEO guide) Read More »
These tips are based on the experiences of colleagues running teaching sessions run during the COVID pandemic for MBS students. Many of the recommendations for effective design of structure and content of sessions apply to face-to-face teaching, but in this medium are even more important. Plan the content of sessions carefully in advance and to
Professor Paddy Horner and the Unity Sexual Health Team successfully delivered sexual health teaching to 65 students, replicating the aims and objectives of an existing 3-day face-to-face workshop. The new 2-day online version comprised: Day 1 – asynchronous a mix of pre-recorded lectures, case-based learning activities with model answers, followed by online quiz (built with Xerte) Day 2 – synchronous sexual history taking workshop and two case-based learning
Pivoting successful workshop to online: sexual health history taking Read More »
