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Challenges

• Maintaining student engagement in recorded content.
• Keeping a presence in the on-demand approach to a lecture.

Solution

Breaking the traditional 60 minute lecture into 4 x 15 minute chunks to maintain concentration and allow segments of reflection and assessment to be built in between watching.

1. e.g. Panopto, eStream.
2. Ensure , with captions added.
3. Upload videos to course Moodle space - see .

Notes

• As an alternative to recording 15-minute videos, in eStream you can split a longer video into shorter chapters by clicking Chapters > Create Chapter from the main page for that video.
• To maintain a presence in recorded lectures, start the session with your camera on and give students the opportunity to connect with you. This can be left on throughout or switched off once you get started.
• Recording your screen helps present a range of content. This offers opportunities to talk through PowerPoint slides, commentate on video segments, highlight and elaborate on research papers, documents and websites etc.
• Students with physical, or learning disabilities may find recorded lectures particularly useful. The facility to have lectures captioned with a downloadable transcript are additional inclusivity measures that support individual student needs. Additionally, with the recorded content, the option to search for key terms is a useful capability when reviewing the content.

Online training

• Online course:
• Online course:
• Online course:

Recorded training sessions

Challenges

• Maintaining students’ engagement in recorded content.
• Achieving an overview of students understanding on a topic during asynchronous lectures.
• Effectively planning follow-up seminars where there is no evidence of student engagement or a lack of feedback.

Solution

2. Questions can be added into your video:
3. Ensure the?
4. Share?the video via?
5. Review?or?export?the results from the quizzes once students have taken the assessment

Notes

• The addition of?asynchronous learning activities?(discussion forum, chat, quizzes etc) can support students’ understanding through assessment for learning tasks. This allows the teacher to capture feedback from a large number of students.
• There are a range of?question types?ranging from multiple choice, Likert scales and ranking to longer free text answers. These question types offer the ability to tailor to different learning styles.

Challenges

• Delivering Mentimeter activities as part of an online lecture or seminar.
• Asking questions to a large number of students simultaneously.
• Having students’ feedback on areas to continue to focus after a session.?

Solution

1. Create your poll/presentation in .
2. Once you're in your Teams meeting, click Apps at the top of the screen.
3. Search for and select Mentimeter then log in if needed - your presentations should appear.
4. Select the poll/presentation you want to share. Students will be able to respond within the meeting or use the code(s) displayed to respond on a phone or in a web browser (which may be helpful if they missed the live lecture and are watching a recording).?

Notes

• You will need to before you use it in Teams.
• Mentimeter can be used in lots of different ways: to brainstorm, to check understanding, or for live Q&A submissions.
• Results are anonymous, allowing all students to feel safe and confident voicing their thoughts.

Challenges

• Retaining whiteboard/brainstorming content in a digital format for future reference
• Preserving whiteboard work and continuing over a number of weeks
• Presenting and collaborating on a whiteboard when teaching online or hybrid sessions
• Encouraging students who aren’t comfortable speaking in front of a group to participate in a teaching session.

Solution

Microsoft Whiteboard allows you to create a digital whiteboard space that can be shared with specific groups or individuals and stored indefinitely in Microsoft 365. You can use a blank whiteboard and write on it in the same way that you would with a physical whiteboard, and you can add a range of digital resources such as sticky notes, images, text, or embedded documents and videos. You can also choose from a range of pre-made templates to structure your whiteboard activities.

To teach using a collaborative digital whiteboard:

1. Log into .
2. Create a new board and give it a name. You can choose whether to start with a blank whiteboard or use one of the available templates. [LINK]
3. Share with your students using the Share button in the top right.
4. Notify students in advance that they will need to bring some kind of digital device to the session. A laptop or table is preferable, but they would be able to use the Whiteboard mobile app on their phone if necessary.
5. In the session, open your Whiteboard and display on the room screen or share via Teams.

Notes

• If it’s only a small group, you can share with the specific students by searching for them by name or email address. If working with a larger group, share using the “people in 久久精品 with the link” option.
• If teaching online or hybrid, you can .
• If your teaching space has an interactive whiteboard/touchscreen, you may be able to write/draw on it with a compatible pen/stylus, or with your fingers. You can check what equipment is available in your teaching room via the ISS room list.

Training

Student feedback can be captured using asynchronous polls or surveys, which can help to inform the best areas to focus on during revision sessions, or to gain feedback about how students are adapting to the new lecture style. This can be done using?Moodle feedback?activities, or via?, with the option for the responses to be anonymous if preferred.

Moodle feedback activity

You can use the?, which also manages anonymous responses and display to student choices. This involves:

1. Create and configure a Feedback activity in Moodle.
2. Add questions to the Feedback activity.
3. Save activity template if you will need to reuse it.
4. View collated feedback from students.

Microsoft Forms in Moodle

1. Go to?? and create a new Form.
2. .
3. Share the form with the students by posting the link (URL) to the Moodle space - see 'Adding individual items' section of?

Notes

• This how to guide is for collecting informal feedback.
• LUMES evaluations continue to run at the end of modules.
• Be mindful that students have a lot of surveys to fill in throughout the year (e.g. LUMES, NSS) and make sure to limit feedback collection to occasions where it will add real value.

Relevant training

• Online course:?
• Online course:?