Top Tips Summary
Top Tips Summary
Embedded Files
Use face-to-face as the key opportunity for interaction
Use face-to-face as the key opportunity for interaction
... don't use it to deliver didactic/lecture content.
Use face-to-face time for collaborative exercises grounded in preparation work (e.g. watching pre-recorded lectures that have been split into 5–10 minute chunks) and asynchronous activities (e.g. discussion task in Moodle each week).
Scaffold learning activities in a weekly format
Scaffold learning activities in a weekly format
... a weekly, rather than topic, format helps students manage their time when negotiating multiple module timelines.
See the Moodle Template.
Have a ‘host’ alongside the lecturer in online sessions with large groups (over 30)
Have a ‘host’ alongside the lecturer in online sessions with large groups (over 30)
... the ‘host’ can monitor the chat, solve technical difficulties, and support any break out groups.
Lecturer and host can communicate via private chat to ensure the session runs smoothly.
Feel confident that the blended learning you are designing will increase engagement
Feel confident that the blended learning you are designing will increase engagement
... and provide a flexible and inclusive learning experience, whilst balancing time-on-task for students.
Form set groups (8–12 students) from the start of teaching
Form set groups (8–12 students) from the start of teaching
... ensure each group includes a blend of on- and off-campus students.
Provide weekly tasks to help develop peer support and friendship groups between on- and off-campus students.
Ensure consistency of module group work that occurs outside of face-to-face sessions
Ensure consistency of module group work that occurs outside of face-to-face sessions
... plan with colleagues, at course or subject level, to ensure not only consistency but a balance of activities and tools.
Adapt your teaching approach where necessary
Adapt your teaching approach where necessary
... to meet new challenges as they arise.
Use collaborative tools
Use collaborative tools
... such as Google Docs / Padlet / Nearpod / Vevox to capture face-to-face work for the whole group in real time.
Encourage students to chat and communicate with each other
Encourage students to chat and communicate with each other
... using the social media platform of their choice. But be clear about how you will communicate with the group.
... rough-and-ready is better than little-to-no personalised communication.
Consult with students in weeks 1–3
Consult with students in weeks 1–3
... to gauge how they are experiencing the ‘blend’ of activities.
Challenge your students to consider the way they will support each other
Challenge your students to consider the way they will support each other
... and how they will work as a team, beginning in induction.
Find fun ways to bring campus to life for students who are not there
Find fun ways to bring campus to life for students who are not there
... and involve your students in creating these for their peers.
See Transition and Induction Good Practice Guide for Support and the Personal Tutoring and Development Framework.
Prioritise video and audio content
Prioritise video and audio content
... to communicate with students in order to maintain a social presence in your Moodle module pages and your Moodle course/subject level pages.
Don’t use the same 3 digital tools for the whole teaching block
Don’t use the same 3 digital tools for the whole teaching block
... adding a couple of new tools will create variety at the end of modules.
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