inclusive remote teaching and learning v3...academic enhancement model curriculum design for remote...
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Academic Enhancement Model
Remote teaching and learning: an inclusive & compassionate approach
Terry Finnigan, Liz Bunting & Carole Morrison
March 2020
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• Please text chat throughout
• Raise hand to speak (host may miss comments in chat)
• Turn off mic after speaking
• Don’t use webcam
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Task: share an emoji of how you’re feeling about remote teaching in the chat box
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What’s on your mind?
What will you take away from today?What questions are still in your mind?
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Curriculum design for remote learning
⟶Keep it simple⟶Begin with pedagogy, then let the tools follow⟶Focus on learning goals and activities - what do you
want students to learn and do in the session?⟶Plan content and contact (tutor and peer)⟶Start with asynchronous teaching (Moodle/email) then
layer with synchronous if needed/desired (Collaborate Ultra/ Teams) – Moodle is globally accessible and low bandwidth, therefore most inclusive
⟶Keep listening, reflecting and iterating5
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Student engagement activities
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Synchronous session teaching strategies ⟶ Flip your classroom - set
work to be read or watched before the session
⟶Ensure active sessions e.g. polls, questions in chat panel/whiteboard, collaborative tasks in breakout rooms
⟶Run shorter sessions with breaks
7Ó Medium.com
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RASE pedagogical model
8Source: Churchill, King & Fox (2013)
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Engaging with students online
⟶Staff presence online helps students feel reassured⟶Provide a clear structure e.g. visual journey, weekly
overview emails, Moodle week by week outline⟶Create rules of engagement:
⟶ Clear reasons why students need to engage with tasks (link to learning outcomes)
⟶ Consider your role in facilitating online discussions –encourage students to answer each other's questions, support expansion of ideas with open questions
⟶ Set expectations of student contributions 9
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Neurodiversity
Online conferencing needs to be kept simple to address the challenge of numerous inputs:⟶Switch off participant audio and video ⟶Leave it set as slides for main screen as much as possible⟶Give clear warning of changes (use of polls etc)⟶Advise that the tutor will read out questions on the chat, so
people don't have to constantly change feed on their screen
Author: Paddy Turner, Sheffield Hallam University 10
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Inclusive resources
⟶Record synchronous sessions: an anticipatory adjustment
that allows students to proactively catch up on missed
sessions and cement understanding (declare filming)
⟶Add closed captions to video and recorded sessions
⟶Write notes from the session or download comments
⟶Guidance on creating accessible documents:
https://canvas.arts.ac.uk/sites/explore/SitePage/61338/creat
ing-accessible-documents11
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12Ó Chuck Jones
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What words best describe how your students are feeling right now?
What will you take away from today?What questions are still in your mind?
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Compassionate pedagogy ⟶Be mindful of mental health
and personal circumstances
⟶Be flexible, realistic with workload, give offline tasks
⟶Prioritise relationships -more open office hours
⟶ Identify high risk studentsand arrange regular contact (maintain boundaries and get your own support) 14
Ó Taisiia/Adobe Stock
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Supportive learning communities
⟶ Focus on creating psychological safety and connectedness
⟶Use warmers e.g. share a picture of an object that makes you happy
⟶ Learning groups/buddies with clear roles
15Ó Taisiia/Adobe Stock
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Technical guidance & support
Distance teaching core practice guide and bookable training: https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/digital-learning/teaching-online
LCF digital learning guidance and virtual drop ins: https://elearningatlcf.myblog.arts.ac.uk/teaching-digitally/
Introduction to setting up BlackBoard Collaborate Ultra:https://web.microsoftstream.com/video/dbe51d6e-79ea-4306-bfcd-0447e39ba6b3
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Reflections• What will you take away from today?• What questions are still in your mind?
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Contacts
Terry FinniganHead of [email protected]
Liz BuntingSenior Lecturer: [email protected]
Carole MorrisonSenior Lecturer: [email protected]
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Glossary of terms
Asynchronous learning ⟶Teachers create learning experiences for students to work
at their own pace and take time to absorb content
Synchronous learning ⟶Teachers and students meet online in real time through
videoconferencing or live chatting