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Phase 1: Design and facilitation of teaching and learning

This framework signifies a move away from the emergency remote teaching and learning we have introduced since March 2020 and presents a blueprint for online teaching, learning, and assessment delivery at St George’s, University of London. This phase of the framework does not cover the elements of experiential and practice-based teaching and learning that have been identified as essential to take place onsite at St George’s or on placements. However, it is assumed that in reviewing and designing a course for online delivery, teachers will take a holistic view of the student learning experience that includes online, onsite and placement-based education.

The framework consists of a set of overall principles for online teaching and learning, key shared terminology and guidance around enabling technologies. In addition, the framework is supported by the following: in-person support from the Centre for Innovation and Development in Education (CIDE), and the Centre for Technology in Education (CTiE), CPD based on identified needs, and opportunities for the sharing and dissemination of practice, including through a Student Curriculum Advisory Group.

From what staff and students have said about the experience of online teaching and learning at St George’s so far, we have learned that there is value in the following:

  • clearly articulated purpose(s) and goals for the session, including clear learning outcomes for lectures

  • lectures that are broken down into shorter sections and interspersed with quizzes or other formative activities

  • opportunities for live Q&A within or after lecture sessions

  • having numbers in small groups low enough to ensure good interactivity with all students

  • breaks within long, live sessions

  • workshops that are structured around different tasks

  • working with scenarios or cases in groups, using breakout rooms where possible

  • live interaction with peers and with teachers or other experts, such as clinicians or patients

  • virtual ward rounds and the use of visual media e.g. 3D images and videos, etc.

  • asking students how they are and for their feedback and suggestions

  • spending time getting practiced with the tech, find ways of checking in, knowing how to ask questions.

These experiences, as well as key pedagogical thinking, have informed the framework’s 6 principles.

Student involvement

Student Curriculum Advisors have been recruited to support the implementation, monitoring and review of the Framework by working in partnership with staff to create and influence teaching for the 2020-21 academic year. This group will play a valuable role in the review and evaluation of efforts to embed the principles set out in the framework into teaching and learning practices. The group has produced short reflections on their online teaching and learning experiences, relating these to the framework’s principles.

Existing channels in which students can feedback on learning and teaching will continued to be monitored as part of the review and evaluation process. Sources of feedback  include SOLTs module feedback, Unitu, liaison with Year Reps, and programme drop-in sessions.

 

Quality assurance

Responsibilities

The implementation of the Framework follows the St George’s Quality Manual.

This states that it is the role of the Course Director to ensure that programmes are delivered in accordance with St George’s policies and procedures and that Course Directors are expected to liaise with module teams or their equivalent to achieve this. It is possible therefore to view responsibility as existing at three levels; that of the Course Director, the Module Lead and the individual teachers who make up the module team. The objective is to ensure that students receive a high quality of educational experience at St George’s.

CIDE, CTiE, the Deputy Principal (Education), and Dean of Faculty have a remit/responsibility to support and guide the above parties in implementing the framework and assuring its quality.

Process

In line with this model, CIDE and CTiE will engage with programme leaders at three stages of implementation:

Stage 1: Early development (June and early July, 2020)

  • Department/Centre level meetings with Heads of School or Institute, Head of Department, Chair of Monitoring Committee and Programme Leads.

  • Self-evaluation document sent in advance, using ‘traffic lights’ to answer a series of questions around level of preparedness to implement the Framework. The document prompts identification of necessary action, person(s) responsible and timeframe. Completion of the document is evidence of engagement with the Framework and is a requirement. Completed documents should be lodged with the appropriate Monitoring Committee.

  • Meetings are also a chance to discuss areas of practice and identify support and development needs that CIDE and CTiE can help to meet.

  • Meetings x 6: Radiography Department, Centre for Biomedical Education, Graduate School, Centre for Clinical Education, Department of Rehabilitation Sciences, Department of Paramedic Science

From these meetings, a set of minimum expectations will be developed for the implementation of the Framework in programmes, modules, and for individuals that will be supported by implementation guides. Examples that go beyond the minimum and show the ‘direction of travel’ towards high quality, sustainable design and practice (see Roadmap for implementation) continue to be disseminated.

Stage 2: Readiness prior to start of Semester 1 (September 2020)

  • The six meeting groupings as above will be asked to review progress, confirm readiness with regard to the minimum expectations in particular, and identify any areas that may need troubleshooting, or particular monitoring and/or support during implementation.

Stage 3: Evaluation during Semester 1 (November 2020)

  • Evaluation at the level of the individual session/module is under the auspice of the teaching team. The Framework encourages on-going evaluation in partnership with students as an integral part of the pedagogical approach.

  • As part of a review of the existing Peer Observation and Review of Teaching (PORT) scheme and the development of a sustainable QA approach for online/hybrid education, a number of online sessions will be part of a pilot of online teaching observation.

  • For evaluation at the level of programme, a plan and questions will be developed (in conjunction with Student Curriculum Advisors, Dean for Student Experience and Programmes Forum) for surveying students on the quality of their online education experience.

  • The results will form the basis of a 3rd meeting with the six meeting groupings set out above, with a focus on evidence-based review and revised actions where necessary.

 

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