Podcasts allow you to convey information that students can engage with in circumstances they couldn’t engage with text or video (for example, when walking or driving). Like videos, they may convey a sense of teacher presence to students learning at a distance. You can create podcasts for your students, use podcasts available online, or ask […]
Jonathan Ives delivered this online teaching session to medical students across the clinical academies using a Microsoft Surface Hub. He organised the session around a single interactive task followed by extensive feedback and discussion from different Hubs. This session demonstrated that it is possible to interact directly with students even at scale. Tools: PowerPoint, Surface
Distributed teaching: research ethics delivered across multiple sites Read More »
The iBSc Bioethics programme team (Zuzana Deans, Richard Huxtable and Jonathan Ives) responded to COVID, flipping the programme to make the best of the teaching modes available. For the ‘Introduction to Bioethics’ unit, the team replaced the old model (2 hour interactive lectures, reading tasks, and research seminars) with 3×20 minute videos, individual tasks, online
iBSc (Hons) Bioethics: pandemic pedagogy Read More »
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 »
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
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 »
