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srcole 2myes agree its really hard talking into a screen and getting nothing backmore_vertAvatar of srcolesrcole 2mcameras off

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srcole 2myes agree its really hard talking into a screen and getting nothing backmore_vertAvatar of srcolesrcole 2mcameras off

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using new technology e.g. mentimetermore_vertAvatar of srcolesrcole 3mlike mural but too scared to use it in sessionmore_vertAvatar of srcolesrcole 2mengaging larger groups e.g. making sure everyone participates

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using new technology e.g. mentimetermore_vertAvatar of srcolesrcole 3mlike mural but too scared to use it in sessionmore_vertAvatar of srcolesrcole 2mengaging larger groups e.g. making sure everyone participates

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Harder to conduct the 'check in' - perhaps similar to the 'temperature check' above... Really tricky to monitor the 'feeling' in the room

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I often feel more self-critical when talking into a screen - so I wonder about how we resource ourselves as a group of teachers when working online - this would be sthg to consider even when we're not online too I think

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I often feel more self-critical when talking into a screen - so I wonder about how we resource ourselves as a group of teachers when working online - this would be sthg to consider even when we're not online too I think

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I wonder about nhs Clin Psychs and how this will be for them?

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Role-play & small group working can function surprisingly well however online!!

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Role-play & small group working can function surprisingly well however online!!

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I actually really like break out rooms and the opportunity for discussion as a group after - much like in the room

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Asynchronous teaching and having time to generate this - much like the comment below, this certainly requires one to be organised well in advance - perhaps helpful for future cohorts, but pretty stressful right now

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Asynchronous teaching and having time to generate this - much like the comment below, this certainly requires one to be organised well in advance - perhaps helpful for future cohorts, but pretty stressful right now

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Self consciousness when talking to a void - harder to get natural feedback!/read the room
Distractions for students
Professionalism

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Working online does require us to be organised in advance and engaging in more 'pre-production' of resources - took me a while to organise my time and often left with things to check or go back to after a session

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Working online does require us to be organised in advance and engaging in more 'pre-production' of resources - took me a while to organise my time and often left with things to check or go back to after a session

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Breakout rooms
Regular breaks (max 1hr)
Check ins and check outs
Allow communication via text/chat where possible
Synchronous/asynchronous - not feeling pressured to deliver everything within one lecture slot?
Online polls/quizzes/Raluca's clever spinning wheel - anything that makes it fun!

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Creating interesting and interactive sessions

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Harder to engage participants in feeding back & challenging to gauge 'sense' of a group as you would 'in the room'

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Harder to engage participants in feeding back & challenging to gauge 'sense' of a group as you would 'in the room'

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Use this space to note practical suggestions to help with online teaching 

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Use this space to note practical suggestions to help with online teaching 

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e.g., peer learning sessions? shared resources? feedback on teaching? dipping into other's sessions?

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Use this space to note challenges to online teaching 

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Use this space to note challenges to online teaching 

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e.g., using the 3 hr for session? engaging larger cohorts? promoting student participation?

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Use this space to note practical ideas that would help you when delivering online teaching 

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Use this space to note practical ideas that would help you when delivering online teaching 