Covid and some learning designs tva
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This document summarizes a presentation about moving teaching online during COVID-19. It discusses the University of Liverpool's experience with e-learning and focuses on on-campus taught programs. It introduces the concept of "Hybrid Active Learning" which combines synchronous small group teaching and asynchronous online content. Key aspects of Hybrid Active Learning discussed are using synchronous time for active learning, maximizing the on-campus experience, and streamlining assessments. The document also covers learning design principles, tools to engage students, and tips for online teaching.
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Covid and some learning designs tva
- 1. A Liverpool perspective on moving to online learning/teaching Session length: 10 mins AdCMT Advanced Certificate in Medical Education (Pakistan) Presenter: Dr Tünde Varga-Atkins Senior Educational Developer Centre for Innovation in Education University of Liverpool, UK
- 2. • e-learning since 2001 • Learning Technologist & Educational Developer since 2007 • Senior Fellow of HEA ALT ELESIG lead Editor: Research in Learning Technology Developing Academic Practice
- 3. Outline Learning design ideas 01 02 03 Learning during Covid – including ‘Hybrid Active Learning’ Context
- 4. Context 01
- 5. University of Liverpool UK / research intensive My focus on on-campus undergraduate and postgraduate taught programmes. Liverpool also has: • Online partnership with Kaplan (global PGT online programmes) • International presence in various locations – e.g. China - XJTLU Focus on on-campus taught programmes
- 7. From ‘The Choices that connect uncertainty and sustainability: Student-centred agile decision-making approaches used by universities in Australia and the UK during the COVID-19 Pandemic.’ (Varga-Atkins et al., 2021).
- 9. Synchronous and asynchronous design •No large f2f lectures. •Best use of synchronous (real-time) small-group teaching, ~ active learning •Maximise on-campus experience. •Rest of module content ~ asynchronously via the VLE. •(+ student led group work sessions may be scheduled) Streamlined/alternative assessment •Assessment to be reviewed & streamlined to focus on key learning outcomes. •Avoid or reduce the need for formal on-campus assessment. •Assessment deadlines should be spread across semester. •On-site examinations to be justified by Faculty/Departments/Schools •Alternative assessment formats available for on-campus assessments. Some Principles [during lockdown] ~ Hybrid Active Learning ~ inclusive and flexible
- 10. Positives • Flexibility – study, work & family responsibilities • Accessible recordings - rewind or re-watch sessions with captions • Own pace • Student experience affected • Isolation • Absence of academic cohort • Lack of community feeling • Subject understanding challenges Negatives 2020/21 so far • Back to on-campus for small group teaching & practicals / labs • Lectures remained online or asynchronous
- 12. Building community– Prof Diana Jeater Async independent study content or recorded lecture, workbook Qs Seminar group meeting (with tutor) - picks up minutes, tasks Team meeting (sync) minutes, workbook Qs, tasks Whole-cohort session with lecturer Post whole-cohort discussion forum Qs Week A Week B Async independent study content or recorded lecture, workbook Qs & notes Peer assessment of peer’s work Team meeting (sync) minutes, workbook Qs, tasks Assessment: primary resources, critical analysis (40%); portfolio (60%) = one set of minutes, one reflection on peer assessment task, reflection across 3 subject topics; First-year history module Link to case study
- 13. Connected Learning Principles (UCL) • the context of the module underpins learning design; • a clear and consistent course structure; • a strong sense of community and regular and active engagement; • students are active participants in their learning; • assessment is linked to learning outcomes and activities.
- 14. ABC Learning Design Developed by University of College London, building on the work of Diana Laurillard and the Jisc Viewpoints project based at the University of Ulster. A short introduction to the six types by Professor Diana Laurillard.
- 15. FlipGrid Padlet Microsoft Forms Class Notebook Microsoft Teams Miro Word Whiteboard PowerPoint Google docs, slides Students Working Together Mapping Tools to Types of Engagement Knowledge Checking FlipGrid Microsoft Forms Class Notebook Canvas Quizzes Kahoot! Quizlet Sway FlipGrid Microsoft Forms Class Notebook Canvas Quizzes Kahoot! Sway Canvas Video Studio PowerPoint Asynchronous Resource Building Discussion & Annotation Students creating content FlipGrid Padlet Class Notebook Microsoft Teams Miro Canvas Discussion Microsoft Word Whiteboard Adobe Spark Canva FlipGrid Sway PowerPoint Teams Audience Participation FlipGrid Menti Padlet Miro PollEverywhere Microsoft Forms
- 16. Some ideas from Flexible inclusive pathways from Oxford University
- 19. Top tips 04
- 20. 1. Start with learning outcomes 2. Anticipate and accommodate students’ needs 3. Share visually what / where and how students are expected to do (and why) – clear instructions and expectations 4. Sequence activities and ensure variation of activity types (~ ABC learning design model) 5. Make sessions interactive + think about how to get students connected and engaged to each other, their course, the university 6. Record sessions and make them available (captions)‘Chunking’ content (< 6 mins videos) Top tips
- 21. Centre for Innovation in Education University of Liverpool Liverpool, UK cie@Liverpool.ac.uk
- 22. References Varga-Atkins, T., Sharpe, R., Bennett, S., Alexander, S., & Littlejohn, A. (2021). The choices that connect uncertainty and sustainability: Student- centred agile decision-making approaches used by universities in Australia and the UK during the covid-19 pandemic. Journal of Interactive Media in Education, 2021(1), 16. https://doi.org/10.5334/jime.649
Notes de l'éditeur
- Varga-Atkins, T., Sharpe, R., Bennett, S., Alexander, S., & Littlejohn, A. (2021). The choices that connect uncertainty and sustainability: Student-centred agile decision-making approaches used by universities in Australia and the UK during the covid-19 pandemic. Journal of Interactive Media in Education, 2021(1), 16. https://doi.org/10.5334/jime.649
- The approach we used at University of Liverpool
- At the University of Liverpool we adopted a ‘hybrid active learning’ principles.
- Peer assessment tasks Blogging – peer assessment on the best thing, what could be improved and what thoughts they inspired?
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- Acquisition: Learning through acquisition occurs when learners are listening to a lecture or podcast, reading from books or websites, and watching demos or videos. Investigation: Learning through investigation guides the learner to explore, compare and critique the texts, documents and resources that reflect the concepts and ideas being taught. Collaboration: Learning through collaboration embraces mainly discussion, practice, and production. Building on investigations and acquisition, it is about taking part in the process of knowledge building itself. Discussion: Learning through discussion requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers. Practice: Learning through practice enables the learner to adapt their actions to the task goal, and use the feedback to improve their next action. Feedback may come from self- reflection, from peers, from the teacher, or from the activity itself, if it shows them how to improve the result of their action in relation to the goal. Production: Learning through production is the way the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and how they used it in practice.
- See https://www.ctl.ox.ac.uk/files/fitpathwayspdf
- Make learning sessions more interactive (eg quizzes, games, tests), small group tasks so students feel connected to each other, their course and their university Jisc digital capabilities 2021 Students said: Get the basics right – wifi (on/off campus), access to reliable hardware and software, clear navigation to learning content, timetabling and session scheduling, audio and lighting of online sessions Make learning sessions more interactive (eg quizzes, games, tests), small group tasks so students feel connected to each other, their course and their university Record lessons and make them available soon after delivery to aid personal learning preferences, revision and catch up Train and support lecturers to use online tools in a pedagogically sound and inclusive way Think about the pace of delivery (too fast/too slow) and consider shorter bursts and regular breaks for students Create opportunities to talk to/ask questions of lecturers and fellow students and give timely individual and group support Offer timely feedback on formative and summative assessment activities