Due to the ongoing circumstances, you will have started to teach online and will be continuing in the hybrid format in the new semester. This may have involved recording your lectures using ReView, or hosting live sessions using Microsoft Teams. Many academics have concerns
Without having your students sat in front of you on campus, it can be hard to ensure that they are consistently engaged with the content that you are presenting to them. The following tips will help you to hold your
With the new semester being ran in a hybrid learning format, your normal induction may need to be reviewed and modified. Many organisations will have to run their induction programmes remotely, but how can you ensure that your students gain a sense of belonging to the university via a virtual induction?…
Online learning courses are generally designed to encourage the student to learn in small chunks, developing practical knowledge along the way. Therefore, this way of learning may need a different method of assessment. The following are a range of different ways in which qualitative assessment can be used to measure learning…
Competency based learning is a model of learning design that focuses on the ability of the students based on how they perform in certain activities. It can be quite complex due to the fact that each individual student will have
A central benefit of active learning is that it keeps the student engaged and motivated, reframing existing knowledge as they develop skills to address authentic new activities. This tends to increase enthusiasm for their studies, as well as helping them to retain the skills learnt for future use…
Academic staff will now have received a copy of the Principles of Course Design for Hybrid Learning toolkit, as well as a variety of Practice Guide resources focused around four core themes (Personal Tutoring, Student Engagement, Flexible Assessment, and Creative Learning). We have now covered each part of the toolkit in our blogs…
Part seven of the toolkit covers concluding your module. This is the final part of the toolkit and encourages you to ensure that you have covered all the vital parts of planning how to design a hybrid learning module or course…
Part six of the toolkit covers designing summative assessment. During this time, staff and students are having to adapt and become flexible in order to cope with the unprecedented levels of change and uncertainty. This is not only within their academic work, but also with their personal lives beyond university…
Part four of the toolkit covers designing and constructing knowledge. There are a range of important factors that are covered within this section of the toolkit, which you should consider when planning and designing your hybrid learning course…
