Category: Pedagogy

Case Study: Adapting a course for a larger cohort

Guest post by Sue Campbell from the FMS Graduate School, Module Leader for ONC8024: Chemotherapy Nurse Training.

The Challenge

In December 2020, we were informed that Lancashire Health would be sending their Nursing students to study our course, which was due to start in February 2021. We had already seen an increase in our own numbers so with these additional students we were going to be expecting a much larger cohort than usual. The increase was in part due to the COVID situation and study leave cancellation in the NHS. We needed to investigate if the course structure would be suitable for 50 students instead of the usual 10-15 we had taught in previous years.

What did you do?

We reviewed each activity and imagined how it would work with 50 students. Activities that students completed on their own such as crosswords and quizzes were fine. 

Our main concern were the collaborative wiki tasks – these are pages within Canvas, usually involving a table, that students completed together to create a resource. We wanted to keep these tasks as they encouraged teamwork, but the tasks were not suitable for 50 students to be able to contribute. After discussing the problem with others who have experience of working with larger cohorts we came up with a solution. 

With help from the FMS TEL Team we were able to separate the students into groups of 10-15 students and provide each group with their own collaborative wiki task to complete. Once the course began we experienced registration issues so students were all starting at different times. We decided to adjust the groups so the late starting students would be in the same group and would not feel left behind.

“It’s about finding solutions you are not aware of; groups was a really quick and effective fix for what I envisioned to be a much larger problem.”

We wanted to keep the discussion tasks as they worked well in the past but would they work with large numbers? We went through each discussion task and made changes. 

Where we had previously asked students to discuss three points, we changed so students could choose one discussion they could take part in but were able to view all discussions. 

Modified Discussion Board: Before and After

We decided to change the scenario discussions into branching activities instead. The questions asked in these discussions had only one right answer and were more of a fact checking exercise than something the students discussed. Students could complete the branching activities independently, so cohort size did not matter, but the objective of the task was still achieved. We also added a presentation to summarise the learning from the scenarios which replaced the interaction from the Module Leader that would have usually occurred on the discussion board at the end of the week.

Branching Activity

Tips

  • Ask for advice – I spoke with the FMS TEL and Programme Teams and they provided several solutions I wasn’t aware of. I also spoke with our DPD, Victoria Hewitt for marking help
  • Consider running the module twice a year if numbers/demand remains too high to sustain within one cohort
  • Branching activities will work regardless of numbers so we can easily roll those over year after year now
  • Groups in Canvas is easy to turn on/off and adjust depending on numbers

What might you do differently next time?

We shall wait and see the student feedback but we are currently in week 5 of the course and so far it is going well and the group work is successful. Some things we are thinking about are:

  • We have a lot of activities, but they are now largely peer to peer or independent tasks so to bring back the teacher presence I would like to include more videos and presentations
  • We do provide a general Q&A discussion board, and for the rest of the course we are also introducing fortnightly, 10 minute 1:1 Q&A bookable slots via zoom for any students preferring a one-to-one discussion with the tutor.

Resources:

FMS TEL Webinar – Humanising the Online Experience

This webinar ran twice on 11th March 2021, and we were happy to see colleagues from across the faculty and NUMed in attendance.

The webinar covered:

  • Setting and maintaining expectations for online teaching and interactions.
  • How to make your synchronous sessions feel more like PiP interaction.
  • Simple strategies to be more present in non-synchronous aspects of your course.

You can find the resources from the webinar – including the recording and links to further reading – on the FMS TEL Community in Canvas.

View all FMS TEL Webinars

Communities of Practice and Building a Professional Identity

I was able to present an instance of FMS Journal Club in February 2021, and chose to present the paper Medicine as a Community of Practice: Implications for Medical Education (Cruess, Cruess and Steinert, 2018).

“Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education’s complexity.”

Cruess, Cruess and Steinert, 2018

The paper suggests the framework of the Community of Practice (CoP) for activities in medical education, specifically, cultivating a sense of belonging and professional identity associated with that community.

The authors put forward a long list of recommendations as to how CoPs as a framework can be embedded. The area I was most interested in was that of helping people to join these communities, particularly in relation to forming professional identity.

One of the key elements is that of regular meaningful interactions. This goes beyond simple matters of curriculum, but also incorporates something of a pastoral side. As well as bolstering students’ confidence in their skills, these interactions help students to form their identities as aspiring professional practitioners.

While video conferencing software offers a fairly rich interactive experience, there are many non-synchronous tools that provide arenas for interaction as well. The tool chosen is not the most important part – the important part is the regular, high-quality authentic interactions that can be facilitated between students and others with more experienced positions within their communities of practice.

What does this look like in practice?

  • Explicit acknowledgement of the difficulties faced when building a professional identity
  • Regular engagement with online discussions / Q+A / chat rooms
  • Unstructured / less structured time for students and teachers to talk less formally
  • Engagement with formal mentoring processes
  • Encouragement for students to form supportive relationships with one another

Further Resources

Communities of Practice overview from original authors

Journal Club (Newcastle University login required)

Medicine as a Community of Practice: Implications for Medical Education

Liaison Librarian team Case Study previous blog post on CoPs

Upcoming seminar for staff: Humanising the Online Experience

Building Community – Case study concerning connecting PhD students with one another and staying on track.

What does that mean again? Glossary Building

Why use a glossary?

“A glossary is a great reference tool for a student, especially when they’re studying material which is quite technical and contains a vocabulary which is specific to the subject.”

David McGeeney, MCR8019 Module Leader

“Well, our students come from a diverse range of professional backgrounds, are based in different countries and have different experiences.  And when you’re dealing with clinical scenarios you really can’t afford to allow confusion and misinterpretation to happen, especially where the subject material is quite technical.  Adding a glossary to ONC8004: Developments in Diagnostic Imaging in Oncology allows us to focus the webpage content on teaching and learning whilst linking to explanatory terms for those who need it.”

Victoria Hewitt, ONC8004 Module Leader

Benefits of using a Glossary

  • Ensures all students are familiar with discipline specific vocabulary
  • Provides a reliable reference tool students can use throughout their studies
  • Content can be more concise
  • Easy to create
  • Can be rolled over year after year

Making your own Glossary

It could be as simple as having a dedicated page located near the start of the content which students can reference throughout the course.

screenshot of a glossary in canvas

You can view example glossaries in the FMS Community, along with instructions on how to add navigation options such as an A-Z menu at the top and ‘Back to top’ links.

What is the value of being in the same room?

On 19th January I attended a TALKSocSci session run by the Institute of Social Science titled Learning and teaching in the digital, post-Covid era: what’s the benefit of being in the same room? The session was hosted by Professor Liz Todd and the speakers were Dr Pam Woolner and Christian Lawson-Perfect.

The session comprised of presentations from Pam and Christian, followed by a series of questions from the audience that they responded to. Pam’s initial presentation focused on the impact of the physical learning environments on the learning process, highlighting that while the learning environment itself doesn’t have direct influence over the learning, it can have an indirect impact – as long as the learners’ basic needs are met in terms of physical comfort (temperature, air quality, etc.). Whether or not PiP learning is preferable over online learning can be dependent on what the room is like! Physical spaces provide access to information such as body language in interactions, as well as the opportunities for chance meetings, or hanging back after class to speak to the teacher when you might be too shy to speak in front of others or send an email.

Christian covered aspects of online learning including automation of feedback, analytics and the role of the instructor in online learning. When considering MOOCs such as those hosted on Kahn Academy, for example, there is usually no direct personalised feedback for learners – it is intentionally prepared. He also discussed aspects of accessibility, both in the sense of physical access to spaces/content and the work being done to make online content more accessible, e.g. through captioning. Content needs to be planned in advance, and interactions can become purely intentional. Non-synchronous activities such as discussion boards can help students who prefer to plan what they want to say rather than having to respond in the moment.

A common theme I have taken from both of these talks is the idea of intentional vs unintentional interactions – both in terms of learning experiences and social interactions. Intentional interactions include things like seminars and talks, as well as interactive learning activities such as quizzes with feedback. These types of planned interactions are fairly easy to replicate online. Unintentional interactions are usually a side-effect of being in the same room as your teacher, or other learners. There can be a social aspect to this – such as meeting new people, or a pedagogical side, such as when teachers bring the class back together to address a difficulty they have noticed is common to all. This is much easier to do in PiP teaching.

While social aspects of teaching and learning are difficult to replicate online, there are some guides available on the Flexible Learning 2020 site that can help with this. When it comes down to unintentional interactions, if we want these to happen the best thing we can do is try to create time and space for it. While it may feel a little counterintuitive to formally schedule informal chats, in reality, it’s one sure way of ensuring they can happen.

The versatility of quizzes

Over the past couple of months I have been talking to a lot of teaching colleagues about how they use quizzes. A quick summary of some uses for quizzes can be found below. There are two quiz tools available in Canvas (old and new quizzes), as well as a lot of web services that offer quiz functionality.

Using quizzes before synchronous seminars allows students to check their knowledge and make sure they have understood things correctly before entering into a discussion. This boosts confidence and allows them to participate more effectively in the session, knowing they have definitely grasped the concepts. This is especially useful with topics that are very abstract or contain a lot of new concepts or terminology. The case study with Rosalind Beaumont and Lydia Wysocki can be found on the LTDS case studies site.

Quizzes can also be used in the sense of providing test-enhanced learning opportunities for students. Regular short quizzes encourage students to retrieve the information they have remembered and put it into practice, boosting knowledge retention. The case study with Nick Riches can be found on the LTDS case studies site.

Another use for quizzes is to use them to replicate a workbook – something that might be used in Present in Person (PiP) teaching to guide students through a series of problems as teachers monitor the room. Here the quizzes are instructive and challenge students to find the information they need, practicing the skills they are learning. Detailed feedback and extra information allows the students to step through the processes they are learning and approximates the monitoring that may be done in the classroom by anticipating difficulties that may need clarifying. Teachers can then look at analytics or ask students to send questions to identify anything that needs further explanation. More information can be seen in the case study with the Library Liaison team.

When testing higher-order thinking skills such as evaluation, automatically-marked quizzes may not spring to mind, as evaluation is often done in prose. The case studies mentioned above include examples of higher-order thinking questions. This can be done through careful question construction with high-quality distractors, for testing, as shown here, or as a learning activity, asking students to apply skills and enter a rating at each stage as modelled by the Drop Bear activity in the Library Liaison team’s case study.

How do you use quizzes?

Animated GIFs for Instruction and Demonstration

Animated GIFs are a great alternative to short videos or sets of screenshots. They can be used to display short moving images that can be looped to play repeatedly. The example GIF below takes the place of a series of screenshots demonstrating how to access a menu in Canvas.

Making your own GIFs

To make your own animated GIF, first record your screen as you perform the steps you want to illustrate. You can use Zoom for this, or any other screen-recording software you are comfortable with. Once you have your video, upload this to a video-to-GIF converter online. The best choice at the moment is ezgif – it has a wide range of features and good terms of use. They don’t store your file or claim any intellectual property rights over anything you upload, and your file is removed from the server in an hour. It’s always worth double-checking these online tools to make sure the terms are reasonable.

Using ezgif it is possible to crop the screen recording to show the specific part you are focusing on, and you can trim the clip to start and end where you need it to. Other settings include changing colours and setting how many times you want the animated GIF to loop.

Once you have created your animated GIF and have saved it, you can add it to a Canvas course in the same way as any other image.

The advantages of using GIFs

  • Compared with video, they minimise the storage space needed for the content, reducing data needed and loading times.
  • They can replace long sets of screenshots to show stages of a process. Often these screenshots take up a lot of space, and text can get lost amongst the large images.
  • They can be made quickly with no need for specialist skills or software.
  • Recently a change in Apple software made some other types of video and animation – those displayed in iframes – impossible to access using the Canvas app on iPhone. GIFs are a very accessible format and don’t require iframes to work, so using them where possible avoids this issue.
  • Some older formats of animations have become obsolete – animated GIFs have been around for over 25 years and show no signs of disappearing.

Uses for GIFs

  • To illustrate a couple of steps in using some software.
  • To show a series of improvements or changes to a document or file.
  • To show consequences of changing parameters in a simulation.
  • To illustrate the differences between a series of images, such as diagnostic scans.

Branching Activities

Following a request to create branching activities for the BMS Health and Safety Course, we have added an example of a branching activity to the FMS Community so that others can try these out. These activities can be used to present a scenario with a range of options for students to follow, like a choose-your-own-adventure book.

A branching activity was included in the Health and Safety course this year to guide students through a scenario where a fellow student becomes unwell. At each stage, some information and a set of choices is presented. The student clicks through to discover the consequences of their choices, and finally, an outcome is presented. Students can run through the activity multiple times to try out different paths through the scenario.

These activities are built by setting up pages in Canvas to represent each stage and adding buttons that link pages together in the right order depending on the choices.

You can try out an example branching activity in the FMS Community. This example has 13 different pages, including a landing page where students start the activity. The number of pages you need to create will depend on how complex you want your scenario to be.

If you’d like to try making your own branching activity, you can find instructions here: https://ncl.instructure.com/courses/30988/pages/creating-branching-activities.