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How can you better adjust expectations before course start and continuously throughout a course?

How do you take control over students' expectations and course context? We want the "right students" from the beginning and give them a reason to stay. ​

Consider what might have an effect on students' actions and behavior as we want autonomous students? ​

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Consider how you can use the different communicationforms to align expectations?

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Pls upload a representation of your design

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Pls upload a representation of your design

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HV5
Objective B: Develop, plan and conduct an oral presentation.
1) The student should present a feasible plan for presentation and content within the given timeframe.
The presentation should involve that the student is visible for the audience during the presentation.
Present within the given time (10 min).
The presentation should be informative, on topic, speech should be calm and the student should not read from a script (looking down in paper)
2) Seminar (all togehter) the students know on before-hand that they will create a presentation about one of four different topics. The students should be prepared (the previous lectures and course literature) on the topics.
At the seminar the teacher will assign topics randomly to the students. Then the students get 45 min to develop an outline for a 10 min presentation and what media that he/she will be using (ppt, mural, concept board etc.). The students enter the shared Zoom room and announce their planned activity.
Then they have another 45 min to finnish the presentation before the actual presentation.
3) This is a fair examination because; they instructions and assessment criteria are clear and known to the students before the examination.
The visualisation during the presentation makes sure that it is the "right" student presenting and not a peer.
The short timeframes makes cheating more difficult.

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Plan a whole day activity for the students in Zoom as a grading activity (resultatnotering) (mandatory). Consider all learning environments  (at home or campus, the Zoom space, individual activities and group). Make sure that your own contribution/effort is kept to a minimum. ​

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Present as a representation (process)​

Choose between these course objectives:​

A Search and communicate relevant literature and scientific results in speech and text​

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B Apply theoretical knowledge on teamwork in collaboration with other students. ​

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C Formulate reviewable research questions​

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Remember to make use of different communication forms to support the process.

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Four communication channels before the course starts: General information from LNU, course page on lnu.se, course syllabus and welcome-letter (with preliminary schedule and course syllabus included).
When the course starts: a thorough course introduction
During the course:

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Control:
Course intro
- check the students expectations by asking to give information on what they look forward to.
- student shall give a short intro of her/himself.
During course:
- in e.g. on-line seminar in small groups: talk i about things beyond specific activity  and discuss rather e.g. the course as whole.
- fix a zoom room for student groups to meet.

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HV5
Course-story (kursberättelse): telling about the course content (goals and exams), our expectations, the course in relation to the Programme syllabus. The story is based on the teachers perspective and previous students.
At the course introduction: let the students discuss (in small groups) how they interpret and perceive the course goals.
Continous communication: Small study-groups the regularly log their progress in the course and reflections on forums in MyMoodle.

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Study guide for educational programme (incl. expectations)
Course introduction: also focus on why students need to learn the objectives of the course & what they will gain.
Two stars & a wish concept (during the course)
Student groups during a semester/term
Trailer for course (course-story)
Integrated project throughout a semester/term

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At the start of the course, make some kind of compulsory "engaging" task (for example group assignment, oral presentation about expectations of the course) so the students feel a part of the group and also start thinking about and the subject and get engaged in the course.

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-Large groups are made smaller in the introduction to start smaller discussions about expectations, what do I need to become motivated? What do I need to learn, what are my strengths and weeknesses
- Show in the introduction how the specific course is interacted with the rest of the program. Integrate and show how everything is connected with the rest of the  program.
- How do we make them feel safe and dare to speak their mind? Here we discussed the importance of opening up discussions about uncertainties and worries. But also that we as teachers show and share our experiences of difficulties.
- the course introduction must be very clear and our expectations of the students must be very clear.

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HV2:

Introduction day (course introduction: introduction to the program): what is expected from students, what is the course objective, course content,, working method/s and examination forms.

Information letter before starting the course/program.

Meeting: Information about: Where they can find information. Homepage, study guide document, course syllabus, course literature.

Explanation: Priority, meaning and significance/motivation: for the program (whole education), future career and occupation (life in general).

Preparation for the requirement. What is expected from students! For example in group work.

Student experience: Explain the process of quality check; using student evaluation reports (addressing limitations and improvement from the previous semesters).

Providing information on other social and digital platforms about the study program and expectation.

Teachers should have a good understanding about the whole study program and position/significance of each course in the program (to be able to explain the expectation/study objective and set a right design; for example obligatory moments).

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Clarify the course, but also zoom etiquette, student handbook, meaning of full-time studies and requirements to be able to manage Mymoodle.

Link to the benefit of the course from various examples in practical work or the students' previous experience.

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Psychology:

- Discussions and activities focused on building relationships towards content and other students.

-Group allocations so that they can meet each other and work towards developing a collaborative climate through mutual tasks or opportunities for socialization and exchange of experience.

- The structure has to be clear and it often is in digital courses

- Important to ask students: What are the expectations and what do students believe that they need to learn and what they know from before? Find ways so that they can follow their own progression.

- One could incorporate Moodle tools to keep a type of diary where students can follow their expectations and knowledge progress

- In course evaluation or in sessions at the end of the course ask students about what they think was the most important thing they’ve learned for their future career

- Ask students to give advice to future students to finish the course successfully

Some questions:

- How to further work on increasing psychological safety?

-How to develop this with a small course budget? More collaboration on content development might also increase engagement and help on-boarding.

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We have chosen an objective taken from one our department courses called 2KE005 - Nutrition, toxikologi & folkhälsa that states:
-  redogöra för människans energibehov och kroppssammansättning samt reglering av matspjälkingssystemet, aptit och vikt

We have discussed this objective and suggest that the chosen assessment criteria (A) for a passing grade (G) can be to demonstrate/describe basic knowledge that is to give an answer that is built around the different ways that energy can be used in the body, body composition with regards to muscle, water and fat etc.

For a passed with distinction grade (VG) the student also needs to discuss and to put the subject in a broader and deeper context. Carefully explain how all humans have different energy requirements and body compositions. The relevant terminology should be used correctly.

The chosen examination form (B) can be that the student over zoom needs to answer questions provided by the examiner and student opponents.

We believe that this is a fair examination (C) because it is legally safe (we have to accept the existence of ChatGPT (AI))

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1) Construct assesment criteria for the examination​

2) Present at least one fair examination designed for on-line examination (for objectives below)​

3) What makes this a fair examination? ​

Choose between these objectives:​

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A Apply relevant regulations for health care or environmental regulations for specific situations – examination​

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B Develop, plan and conduct an oral presentation ​

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C Review and constructively comment other student’s written and oral presentation. ​

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Criteria for examination of oral presentation: keep to the time frame, stick to the proper content, content knowledge, use of proper literature with references in the presentation, tools (include visual aids, prezi, ppt), independent (not paper-bound) presentation, contact with the audience (camera on).

Examination: We recommend to do this in person, not online. The teacher need to follow the process on development (show a draft in bullet points), plan (show the plan), and conduct presentation (pass or fail).
What makes it fair is that you do something in real-time, it is not possible to ask someone else to do the examination.

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Example of online-examination:
Students submit a text assignments that the teacher and student group discuss orally with the student at a seminar.

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- from start be clear with what we mean with problematise, reflect, analyse.
- exam questions that are connected with an actual case, case scenario. Questions need to be about what judgement do you do, and how do you go about to solve the problem, what are the consequences of my actions.......
- we discussed the positive outcomes of actually letting students both use course literature and discuss the case in groups. The exam is also teaching moment.

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Create a clear grading criteria for reviewing the oral and written examination (With clear association with the course objective).

Evaluate students' knowledge and understanding (for example about scientific terminology or practical clinical training). Creating a very clear and detailed specific grading criteria (with less room for personal interpretation).

Two ways to determine if the students have met the study objective or not. The first one is the “presentation” and “group discussion,” and the second is “written essay.”

If the students be able to: 1) identify a research problem in the area of healthcare and environmental regulation, 2) structure their idea based on scientific concepts and theoretical framework, 3) use an appropriate method, 4) transfer their knowledge in a structured manner based on the study instruction, and finally 5) engage in group discussion (opponent and defense); then we can say that the learning goal has been achieved in this specific course

Evaluate student activities (opponent and defense) during the exam seminar based on the grading criteria.

Grading criteria should be provided and explained on the course introduction day.

Group work: in this case the work division needs to be described and submitted to the examiner before the exam seminar.

Exam: the goal is not to examine the memorization skills of students rather it should be about problem solving skills and critical thinking.

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- It is important to discuss pros and cons when students review each other's examinations.
-The process during the course is an important part leadning up to the examination
-In-depth questions
-Both the students and teachers need to practice oral interaction

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C Review and constructively comment other students written and oral examination

1.     The assignment is structured in a number of stages, a written assignment and a part that builds towards a peer review moment. The students need to show content knowledge, but also are enabled to show critical understanding and application of the content by being required to summarize and critically assess others work.

2.     The peer review moment is an independently held group meeting with a clear structures on the roles and outcomes. Students need to review each others work and provide feedback, upon which they need to fill out a type of sheet that allows them to express the type of feedback received  and given and how useful it was.

3.     The grading is based then on the written assignment and the feedback sheet. This allows one to express their knowledge both orally and in written form and allows for assessing wider knowledge of the area. A good structure is very important.

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Teacher prepare one excellent and one not so good examination works. Prepare review questions about how purpose, introduction, method, result presentation, discussion and conclusion are performed in the different works. The students work in small groups at zoom and also in big groups at zoom to present to each other. Also, students handle in a a summary of what they conclude to teacher as a part of the examination.

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Objective

Apply relevant regulations for health care for specific situation

- apply relevant regulation for a patient case

- To Pass; choose correct regulation and explain how to apply it in the specific case and also explain the process of how to find the relevant regulation and reach the conclusion

Examination

Oral seminar via Zoom presenting cases.

Give every student personalised cases.

Fair examination?

Personalised cases and oral group seminar via Zoom

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HV5

1) Clear instructions on what to prepare - reading instructions - for the students.

2) Quiz as an entrance ticket to the Zoom-room. (other possibilities to prove preparation could also be done).

3) Everyone, who has passed the quiz/proved preparation, gather in the Zoom-room for introduction. Teacher present.

4) Students are assigned to a break-out-room and work on specific assignments during the morning. The assigments aim to clarify the theory and give students opportunities to discuss different applications.

5) After lunch, students meet up at campus (five different campi for the nursing programme) and create new groups.

6) Each group get a new assignment, where theory is applied in a specific context, and should be made into a presentation.

7) Group presentation/one from each group presents. Students offer feedback from feedback criteria.

8) Revision of presentations.

9) Revised presentations, either in presence of the teacher or recorded and sent to the teacher.

10) Teacher gives feedback on a larger group level - not necessarily to each group or individual.

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A:
-Students should receive instruction in this regard. Written (for example on Mymoodle page) or/and verbal.
-Presentation: Dialogue and sharing knowledge (group work) presentation about course literature, popular science, fake news, and how to find the right scientific materials (search method).
-Appling collaborating learning method. Students take responsibility, brainstorming ( right scientific resources).
-Dividing students into different groups (finding right information from different resources). To identify differences between news and scientific facts (student presentation, active role in education and taking responsibility).
-Critically evaluate scientific results (papers)/workshop presentation. How to use data and information in the right way. Fact check for fake news. Referencing!