The FMS TEL team are proud to present our upcoming Webinar – Humanising the Online Experience.
Thursday 11th March 9 am-10 am and 1 pm-2 pm GMT
Many of us – staff and students – have struggled with the feeling of losing the human connections we would normally have in face-to-face teaching spaces. This webinar concentrates on how to regain some of that connected feeling. The webinar will include plenty of examples and quick tips that can help reduce the awkwardness of teaching online. The webinar will cover the following:
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.
“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.
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.
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.