Cracker Barrel
Cracker Barrel
Embedded Files
Instructions
One or two facilitators ‘run’ each roundtable.
Each session lasts approx. 20 minutes.
No presentations.
Following a brief introduction and contextualisation (1-2 mins), the facilitator puts forward three key questions they are facing in their teaching practice. They invite ideas and facilitate a discussion on how to address those challenges. The objective of the discussion is to help the facilitator address those key questions.
The facilitator may use visual aids but must not ‘go through a presentation’. If slides are used, one slide should contain the three questions.
At the end of the discussion, the facilitator should attempt to summarise the answers to the questions that colleagues have provided and reflect on their usefulness.
After 20 minutes, the bell rings and people are reshuffled, thus joining a different cracker barrel discussion, which will again run for 20 minutes. Those who find themselves in the same session as before, please make yourself known to the facilitator who will direct you to another session.
At the end of the last session all participants will rejoin the main room for a group discussion on the solutions that have been discussed.
Join us for lively, informed and focused conversation and debate focusing on key themes around blended and connected learning.
Join us for lively, informed and focused conversation and debate focusing on key themes around blended and connected learning.
12.45pm to 2.00pm
12.45pm to 2.00pm
What is a ‘cracker barrel’ session?
What is a ‘cracker barrel’ session?
Each ‘cracker barrel ’ session is a virtual roundtable of 5 to 10 people. Each roundtable has an issue to discuss (provided by the facilitator(s) in advance) and runs in a separate breakout room. Participants will be randomly distributed across all roundtables.
Issue 1:
Not enough time to pre-record lectures and deliver multiple seminars
Not enough time to pre-record lectures and deliver multiple seminars
Questions:
Questions:
Q1. What alternative approaches have colleagues found useful if pre-recording lectures have been challenging?
Q2. What general approaches to teaching online have helped you this academic year? What has held you back?
Q3. Are colleagues relying too much on dictating knowledge in lengthy pre-recordings because that feels like 'tangible' teaching?
Issue 2:
I feel that online delivery is restricting creativity around assessment types
I feel that online delivery is restricting creativity around assessment types
Questions:
Questions:
Q1. Are colleagues able to identify any assessment task that cannot be translated to an equivalent online activity (recorded or live)?
Q2. How can we continue to integrate an element of group work into assessment when students have limited opportunities to come together?
Q3. Opportunities for applied assessment formats are restricted because of COVID-19 - what are the alternatives?
Issue 3:
Students are not feeling part of an online community and this is manifesting itself in evident engagement levels
Students are not feeling part of an online community and this is manifesting itself in evident engagement levels
Questions:
Questions:
Q1. What are the principles for developing effective online communities and how can I create a stronger online presence?
Q2. Are colleagues giving students freedom of choice to how and when they communicate? Does the lecturer always need to be involved?
Q3. Once built - how do we encourage students to participate and what happens if they don’t?
Issue 4:
Engaging students at a distance, the use of Audience Response inside and outside the classroom for communication, questions and knowledge checks
Engaging students at a distance, the use of Audience Response inside and outside the classroom for communication, questions and knowledge checks
Questions:
Questions:
Q1. How do you involve the students in your teaching?
Q2. What activities do you put in place that are not time specific?
Q3. Do you provide competition and collaboration within your teaching?
Issue 5:
I'm finding planning activities daunting and the sheer number of apps overwhelming. I just don't know where or how to start
I'm finding planning activities daunting and the sheer number of apps overwhelming. I just don't know where or how to start
Questions:
Questions:
Q1: How do I start planning effective e-tivities?
Q2: How many specific activities should I be including in a session and what should the balance be between asynchronous and synchronous delivery?
Q3: How do I design activities so they are appropriate for the required level?
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