Pre-Recorded Lectures (PRL) using bite-sized recordings

Discussion forum on Canvas

Live Q&A with students – this can be a very short Q&A session scheduled once students have consumed the PRL.

Panopto is the default technology for recording lectures.

Staff are encouraged to record new bite-sized lectures (10 minutes max per recording). Where it is not possible to record a new lecture, a previously recorded lecture can be used provided there has not been a material change in the content.

Also, consider the use of curated online content from trusted sources.

Pre-recorded lectures are less complex than live streaming a lecture to students. You also have flexibility over when and how you record the session while you can make an adjustment after the recording if necessary. Your students will have flexibility over when and how they view the recording.

Pre-session:

• Use the discussion forum on Canvas to update students on timelines. This will help establish your presence.

• Ensure students know how to contact you.

Delivery:

• Where possible, ensure that your recording is done in a quiet environment, ideally with a headset and microphone so that good quality audio necessary for captioning can be obtained. Further details can be sought from LTS.

• Wherever possible, lectures should be delivered via bite-size recordings of about 10 minutes e.g. Five 10-minute bite-size lectures focusing on different concepts being taught, instead of a single 50-minute recording of the different concepts being taught.

• Set students specific tasks to undertake after watching the lecture recordings e.g. ask students to summarise key concepts, critique a model, debate a point online. You can ask students to post their responses via the discussion forum and prompt them to respond to at least one other student’s comments on the forum.

• Students have expressed the desire for pre-recorded bite-size lecture videos to be a part of their content, so we encourage you to use this wherever appropriate. Pre-recorded lectures is helpful for students not having a stable internet connection, different time zones, and the reinforcement of the lectures being the start of the learning process rather than the key learning activity.

Content:

• Link content to formative assessment activity and provide automated feedback for students on the key concepts, theories or ideas. An example of this include embedding a quiz question in PowerPoint (TBC).

• Ensure you understand both consent and copyright requirements (TBC) when uploading content to your online site

Supporting resources:

• Visit here for tips for preparing and recording lectures by Cornell University.

• Documents that do not meet the digital accessibility criteria (TBC) and copyright requirements (TBC)

• Long recordings

Run a webinar from home.

NB: Webinars are live events

BigBlueButton is the preferred choice if the nature of your session requires:

• Break-out rooms

• Digital whiteboard

• Does not require an external speaker

A BigBlueButton conference can be created within a Canvas and automatically distributed to all students. The maximum number of participants in a conference is 100. There is a limit on the number of simultaneous conferences that can run so this may not always be available.

Teams is the preferred option if the nature of your session requires:

• Continuity throughout the term/semester

• mixed groups (e.g. shared teaching)

• tutorials where the personal tutor might not be enrolled on the same modules as the tutee.

• Guest/external lecturers

A Teams meeting can be created within Canvas. The lecturer can communicate details to students via the module announcement.

The current maximum number of participants in a meeting is 250. There is no limit on the number of simultaneous conferences that can run.

• Wherever possible, upload learning materials at least 24 hours in advance to allow those with accessibility or connectivity issues time to review them.

• Consider short synchronous sessions using BigBlueButton or Teams as appropriate. No synchronous session should last more than 2 hours.

• Encourage students to create their own virtual learning classrooms in Teams for group discussions and peer learning.

• In Teams, encourage the use of “Posts” for students and tutors to post questions and responses in-between sessions.

• Use the chat function to have individual check-ins with a student that you want to have an individual dialogue with.

• Set students specific tasks to undertake and ask students to summarise key concepts, critique a model, debate a point online.

• Provide adequate opportunity to engage with each student.

• TBL can be delivered using BigBlueButton if using a form of TBL where students will have group work during the session and outcomes are discussed and compared with the whole cohort.

• Documents that do not meet the accessibility criteria (TBC)

• Absence of formative opportunities for students to receive feedback.

Teams is the preferred option for TBL and PBL.

A Teams meeting can be created within Canvas or set up for small groups either by the lecturer or by each team.

Guidance on when to set up a Team and when to just set up a meeting (TBC)

Wherever possible, upload learning materials at least 24 hours in advance to allow those with accessibility or connectivity issues time to review them.

Problem-Based Learning (PBL) and Case-Based Learning (CBL):

• One student member of each PBL group (using a laptop rather than a tablet) should access the PBL case through Canvas and share their screen (it is recommended that students only share the window they want others to engage with), making the PBL case visible to all group members on the Teams call. Other group members should not attempt to access the PBL case simultaneously, instead, they should rely on the shared screen.

Team-Based Learning (TBL):

• Team-Based Learning sets out four principles for implementation: Groups are formed by the teacher and are fixed for the module; Students have responsibility and accountability for their pre-learning and team working as set out by the teacher; Assessments (both formative and summative) promotes both learning and team development; Students receive frequent and immediate feedback from the teacher. See the Michaelsen & Richards 2005 for further details.

• See this short video on Team-Based Learning

• TBL can be delivered using BigBlueButton if using a form of TBL where students will have group work during the session and outcomes are discussed and compared with the whole cohort.

Notetaking:

• Collaborative real-time notetaking can be achieved through Word Online – one group member should create a Word document online through Office 365 and share this with all PBL group members and the PBL tutor. All group members will then be able to access and edit notes concurrently.

• Documents that do not meet the accessibility criteria (TBC)

• Absence of formative opportunities for students to receive feedback.

Hold an internet-based video call;

Hold an internet-based audio call;

Run a webinar from home

Teams is the preferred option for all forms of one-to-ones

• It’s best to schedule a time with your student so that they are active when you place the call.

• You can schedule a "Teams" meeting from your Outlook: [[[NBSP]]] Go into Calendar and schedule an appointment with your recipient(s) as you would normally do; before you finish you will notice the [[[NBSP]]] “Teams Meeting” [[[NBSP]]] icon in the menu, just click this and Outlook will automatically generate a meeting link for you and your recipient(s) after you press [[[NBSP]]] “Send."

• Not giving your student(s) enough notice like you would normally give a colleague.

• Not providing details in advance so that your student(s) understands the purpose of the call.

Add files and other resources to Canvas as per current use.

Canvas (within your learning module area)

• Use Canvas for content relating to the module.

• Ensure that you follow good practice highlighted in this document and the resources available to you.

• Sending content via direct emails as you risk omitting some students.

• Documents that do not meet the accessibility criteria (TBC)

Online resources

Hunter for all Library resources

Hunter, the library search system, for e-books and online articles.

Library LibGuides to point students to appropriate trusted sources.

Find links to key online teaching and learning resources

Other external resources include:

FutureLearn campus which allows St George’s students to access MOOCs from St George’s and other FutureLearn partners free of charge.

• Contact your liaison librarian to identify trusted sources and advice on how to integrate them into Canvas.

• Direct students to specific resources relevant to the session(s) you are delivering.

• Provide students with details of how to engage with the resource.

Not prompting students towards additional resources to support their independent learning.