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Lesson planning is more structured in K-12 and professional contexts than in most higher education institutions. This is disappointing because planning sessions, adjusting to context and level, duration of session, and cohorts, provide the basis for ongoing reflection. This video (9'36") outline as 5 step lesson planning model. A link is also provided to the word template which you are free to adapt in any way that enhances your practice.

Five-Step-lesson-plan

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

While many of us cringe at the sound of our own voice and hate seeing ourselves on film, witnessing, and reflecting upon, your own teaching performance is invaluable as a teaching enhancement technique. This brief video (1'20") introduces the concept of video (or audio) recording your own teaching practice as a point of reflection. A simple (editable and expandable) word template is also shared. This is available directly from http://www.sijen.com or by going to: http://bit.ly/micro-teach These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

One element in any teacher's enhancement toolkit is the evaluative comments provided to you from your students. Usually, these are captured at the end of a module, far too late to benefit your current students. This short video (2'18") links to a Word Document that serves as a template to support you in eliciting constructive evaluative comments from your students that will guide you in making appropriate adjustments within a course. It is important to note that students are not invited to critique you directly, rather they are asked to reflect on their experience of their learning. Any adjustments you make as a result of this process empowers students to take a degree of ownership of their own learning.

Word Document Template: Guidance to In-Class Evaluation

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

This brief video (2'07") is a reminder of the structural support that intense learning outcomes provide to the course design process. Having an understanding of the need to align course/module outcomes with programme outcomes, and to differentiate these reassessed outcomes from non-assessed topic/weekly level objectives is important. It is important because well-aligned learning outcomes provides scaffolding to all students' learning.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

A brief explanation (2'22") of the central importance of designing well-structured intended learning outcomes for courses. Five domains of learning, details of which are available here: https://sijen.com/research-interests/taxonomies/ are all important in a balanced course. Structuring outcomes with an active verb, subject and context are also shared.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

Originally Posted to LinkedIn on Thursday 2nd April.
SoleModelRoles
SOLE Model - changing nature of spaces

 

Change is often difficult. Actors who were adored as Vaudeville artists, glamorous or heroic, sounded unconsciously like clowns on the radio or looked clumsy and inarticulate on television. Many fell by the wayside, drifting into obscurity.

Does the current global shift into supporting learners online mean the end of some academic careers? Probably. Some will decide for themselves that they do not want to perform on this new stage, they will miss the smell of musty stage curtains and the face paint, the fever of anticipation, of adulation. There are many who will miss the lack of personal presence of their students enough to think it's a profession they no longer feel a part of. We, as leaders in tertiary education, whether as team leaders, Heads of Departments, Deans, Pro-Vice Chancellors, Proctors and others, need to understand this.

It is not just about 'shifting your content online', move your weekly lecture into a recorded version of the same or set yourself up with webinar software and substitute your seminar. The change that is being asked of many of our academic colleagues is profound. Most can transition into online delivery, and some will excel at it. Others will not. Both will need support. I want to suggest I may have a tool to help leaders talk through some of the challenges of changing roles with faculty.

A learning model: visualisation

Some years ago, 2011 to be precise, I produced a poster for a conference that mapped roles against a working learning model I had developed over the previous five years. The Student-Owned Learning Engagement model, SOLE for short (with apologies to Professor Sugata Mitra), is designed for course designers to map out their courses to ensure the curriculum is balanced, well-constructed and aligned. It also represents, I believe, an accurate picture of all of the facets of learning that a student should experience for that rounded education we purport to offer. Written on the assumption that courses reflect well-crafted intended learning outcomes across multiple domains of learning, the SOLE Model comes with an open Excel toolkit to support that process. The poster was a visual mapping of the SOLE Model against online and face-to-face spaces (and associated technologies), and the different student support roles that were required.

The details of the SOLE Model are available elsewhere, so I do not think it necessary to unpack it here. Suffice it to say, there are none elements that students need to have addressed in any course design, to varying degrees depending on discipline and level, but all are required. These are illustrated here;

SOLEmodelElements
SOLE Model - simple representation of the nine elements

Different spaces, different solutions

Traditional campus-based teaching has undergone a quiet revolution in recent years. Libraries have been at the forefront of developing social spaces, community forums, shared-working clusters, study pods and any manner of imaginative configurations. These designs have been a response to the belief that students want, and expect, to learn socially. Alongside this, there has been a steady number of lecture theatre refits that see u-shaped, parliamentary style, seating configurations rather than straight theatre styles. Seminars rooms are more likely to have reconfigurable desks, chairs on wheels, and writable walls. This has been in the belief that students learn better in cooperation with others rather than being 'lectured at'. My visualisation against the SOLE Model was about identifying the different types of spaces that support different forms of learning. It was designed to stimulate conversation at my institution about a ‘learning spaces’ strategy. Illustrated below, you can see that I used the SOLE Model to structure this classification of spaces. It is in no way presented as a 'complete' list of anything. It is merely a starting point.

SoleModelRoles
SOLE Model - changing nature of spaces

Different roles

What is significant is that in thinking about the changing nature of learning spaces in the face-to-face world and the online environment, seen through the prism of the SOLE Model, it also became apparent that the same thing could be done with respect to those that support learners. Again, the SOLE Model was used to articulate a range of 'traditional' academic roles in their face-to-face context, mapped against each element of the Model, and this was then extended to the online world.

SoleModelSpaces
Visualisation of the SOLE model mapped to faculty roles

 

I would hope that some fairly apparent conclusions can be drawn from this exercise. The first is that in many institutions, the academic role is incredibly diverse. An individual academic may be course material author, lecturer, seminar lead, supervisor, pastoral carer, coach, marker and personal tutor. In other institutions some of these roles are subdivided and delegated, academics concern themselves primarily to inform-connect-engage, leaving others to assess-feedback. Yet others have groups of staff who support students to collaborate-contextualise-personalise and reflect.

The second thing that becomes evident is that the transition from any face-to-face role into its online substitute (and I carefully avoid the word ‘equivalent’ here) requires a whole range of particular skills to be developed. Going from producing your own in-class PowerPoints with no real concern about the ownership of images grabbed from Google to being a digital curator is for most a steep learning curve. There is no direct equivalency between running a face-to-face seminar from moderating a discussion forum, or between running an in-class role-play scenario and attempting to do the same online over the course of a week.

Yes, they are both teaching. There are still learners, and there is an established curriculum. But there is no smell of the musty curtains or the face paint. There is no bustling of the audience or the adrenalin rush when the lights go up. We, as academic developers, are not just helping people to ‘get their courses online’, we are helping them to redefine what it means to be a contemporary, agile, flexible and multifaceted academic.

If I see another VC or Pro-VC demand that their faculty, ‘just adjust’ and ‘get their courses online’, heckling from above, I am likely, Lord help me, lose it and storm the Royal Box.

You are not alone! If you are faced with putting an existing course online for the first time, see it as an opportunity to refine it, invigorate it, enhance the experience offered to your students. If it's a new online course there is all the more reason to make sure it's as good as it can be. This short video (5'30") suggests two partnerships you may want to factor into your design and development process, peers and students. Your peers will doubtless have ideas that can supplement yours, so now is not the time to 'practice the dark arts behind closed doors'. On the contrary, your online courses are likely to be more open for critique than most other forms of teaching and learner support. Embrace it. The second partnership worth forging is that with your existing or previous students (alumni). Both cohorts will be able to ensure your teaching materials, course structure and sequence, are pitched at the right level and will tell you if they are stimulating and meaningful.

#highered #learningdesign #id These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

'Dyslexia: a guide for tutors' was originally developed in 2013 in the context of the UK. It's a relatively long online lecture but it has some fairly simple message. Dyslexia is not a disease or a mental illness, it is a different way of seeing the world. This presentation invites colleagues to think about dyslexia, and its associated concerns, in the light of 'multiple intelligences' and look for the opportunity to meet the needs of dyslexic students by enhancing the way they do everything to support all learners. I am not a dyslexia expert, this presentation has no diagnostic function. It is simply one practitioner's view of good practice in being inclusive.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

 

This brief presentation (6'15") introduces some themes around guiding and motivating students online. These different facets are mentioned; being clear in instructions, avoid confusion, modelling behaviours, motivating, congratulating, anticipating motivational hurdles. This presentation was the basis for online webinar discussions with educators. It will hopefully prompt you to check your own practices against these fundamental principles.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

As so many new faculty are being compelled to teach online for the first time, many heads of department, quality assurance colleagues and academic developers are unprepared for the support the needs of faculty. Developmental peer observation is a frequently used approach to provide a reflection on an individual's practise. Most of us will be familiar with Peer Observation in a classroom context, here is documentation that supports the process in the online world.

This is a brief walkthrough of the documentation designed to provide supportive peer observation online. The documentation, available as an unrestricted Microsoft Word document (see below), can be amended to your context. It is designed for developmental, rather than managerial, observations but could be easily adapted to serve both purposes. It follows a three-stage process, pre-observation, observation, and post-observation templates are provided.

Word Document: Peer Observation Online

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

 

 

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