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Reshma is 19. She identifies as female. She is Bangladeshi, and English is not her first language. She is taking the first-year undergraduate module Introduction to Political Theory. She was motivated to take this course due to a strong interest in international affairs. She is disabled and uses a wheelchair, which means she can face some accessibility issues, and she also has fairly regular hospital appointments. She is sometimes frustrated about not being able to fully participate in face-to-face discussions, due to a lack of confidence around her English. She is also fairly inexperienced in and unsure about using learning technology applications.

Reshma is well-placed to benefit from learning technologies in various ways. Her accessibility issues could be somewhat mitigated by using asynchronous online tools such as Moodle, which means that she does not necessarily need to attend class-based synchronous activities (e.g. she could watch lectures in her own time). She could also use Teams to remotely access synchronous learning. This option will also allow her to schedule her learning in a way that best suits her, including around her hospital appointments. The use of discussion forums on Moodle could be a particularly effective way of enabling her to engage with group activities give her language concerns, allowing her to take her time in making her contributions. Padlet could be similarly useful. Language tools (such as translation software) could potentially be beneficial given Reshma’s language needs. Given her lack of experience and confidence in using learning technology tools, she could also call on the university’s Educational Excellence website and wider IT support where needed.

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Keeping in mind the constructive alignment, I will seek to align the 5 learning outcomes outlined in the brief with learning activities and assessments.

To do so, I will ensure usability and accessibility of all course materials for all students by

1. spending time at the start of the course to train students in the use of all platforms or directing them to access training and verifying that learning has taken place by asking them to log into teams, use the chat, share their screen etc.

2. Providing recorded sessions with edited captions for synchronous and asynchronous sessions. This will enhance the learning experience of all 3 students especially Arthur who can access the classes at his convenience. For Matt and Ana the recorded sessions with captions will help reinforce their listening and reading skills.

Active learning can be encouraged using flipped learning. For instance, to meet the explain authentic written, audio and audio visual Spanish learning outcome, a variety of written, audio and audio-visual excerpts in Spanish can be provided and learners asked to individually identify the most authentic for each format.

Following this, peer review of the answers with explanations from the reviewer on why they agree or disagree with their peers can be requested before the correct answers are revealed.

Then the students can be asked to design an authentic online Spanish business in keeping with outcomes 3, 4 and 5. This will foster collaboration and play to the strengths of Matt who has the background knowledge of Spanish economics hence can take the lead on that task while supporting his colleagues to integrate and develop the concept.

Authur, a competent speaker and listener, can pitch the business while Ana acts as the investor who asks questions.

The Facilitator can assess the group based on the theories of Spanish business culture and practices thatformed their decisions, pitch and investor questions.

The assessments can thus be written and audio-visual encouraging learners to produce an original work collaboratively hence achieving the highest level of Bloom's taxonomy - synthesis.

Written Assessment

A big write that could either be

1. Case-based analysis of how a Spanish business establish on or before the 1960s has evolved and thrived e.g. El Corte Ingles established in 1934.

Or

2. a generalised analysis of the 1960s to the 2020s Spanish business era - economic, social and political.

Audio-visual Assessment

The presentation of the group work on a business - online or offline.

Matt- introduces the company and why they think it will thrive

Authur - presents the pitch

Ana - asks questions about the viability of the business acting as the investor.

During the group work, learners would have benefited from Matt's subject knowledge; Ana's technological competence that can be utilised to prepare and/or edit the infographics that will be used for the pitch and Andrew's Spanish spoken and listening communication capabilities for presentation while affording all of them the aability to extend their knowledge of the subject area by having to synthesis their own viable online Spanish business.

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Persona A:

Because Ana isn’t very familiar with synchronous or multiplex delivery and make sure that the initial class session included quite a bit of VLE instruction and technical setup.  Going forward, I’d try and make the learning material more case study based rather than strict textbook reading, since people with varied backgrounds may be able to absorb the information better in this prose.

Persona B:

For Matt I’d try and include all reading materials in English and Spanish.  This way, he can brush up on his translation skills without missing out on crucial information.

Persona C:

Arthur may require for lectures to be recorded and posted on Moodle given his caring responsibilities.  I’d also hope that like Matt, he’d benefit from having reading materials be in English and Spanish.

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Persona A

Grace is 21. She lives in shared student accommodation in a large, bustling city with easy access to transportation. She has completed part of a university degree program. However, she decided to change to another degree in theology and religious studies as she discovered that her passion relates to her faith. She plans to work with Barnabas Aid, an international aid agency supporting Christian communities, churches, and individuals globally facing persecution and discrimination because of their faith. She is a confident user of both synchronous and asynchronous technologies. Grace has taken on a part-time job to help pay her tuition fees, which means that she cannot attend some in-person classes. She is highly motivated and prefers asynchronous learning platforms.

Persona B

John is 37 years old. He is married with two young children and a busy home life. He completed his first degree in engineering in his early 20s and has been working in engineering for over 15 years. He now wants to pursue a theology degree for personal reasons to explore and seek a deeper understanding of his Christian faith. John has little experience using synchronous or multiflex technologies such as Microsoft Teams and Zoom, although he is generally a confident technology user.

Persona C

Peter is a 67-year-old retired medical doctor with three grown-up children who fled the family home. His wife is still working as a community nurse. Peter has taken a more active role in his local church and has been invited to lead the service regularly. However, Peter wants to broaden his theological knowledge to help him step more confidently into this role. Peter is fully conversant with multiflex technologies such as Microsoft Teams and Zoom and works well independently. He has a flexible timetable and can easily accommodate his HE commitments around his schedule.

I would run an initial session for John, covering synchronous or multiflex technologies such as Microsoft Teams and Zoom. I would schedule the class to suit personas A and B, as persona C has a flexible timetable. Asynchronous learning would be most beneficial for the above personas due to personas A and B's busy work/life schedule and their confidence and preference toward Asynchronous platforms. I would schedule in-person classes with the option for online attendance, recording classes, and uploading recordings to the preferred asynchronous platform. I would introduce essay questions at the beginning of the course so the students can begin reflecting on the essay questions and relate them to the course content, which I'd encourage students to discuss on the college asynchronous platform.

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Course: First Year Undergraduate Computer Science Course (Introduction to Computing)

Students;

Group A – Fresher (Immediate high college leaver)

These groups are characterised by the following:

1.       Age between 16 – 20.

2.       Gender Ratio (M/F): 30 by 70

3.       Prospect of getting lucrative job after graduation

4.       Living in resource-constrained environment. E.g., Depends on mobile data for accessing learning and teaching materials

5.       Able to use social networking tools/applications e.g., whatsapp, facebook effectively

Group B – Continuing Education/Change of Professional Career

These groups are characterised by the following:

1.       Age: 25 and above

2.       Carer responsibilities

3.       Passionate to change career to a more profitable job

4.       Currently in an active job

5.       Have little knowledge on the use high tech applications/tools for learning but are able to use social communication tools like whatsapp.

6.       Little background knowledge about the course

Step 1: I will make available teaching materials indifferent formats (reading text, pre-recorded short audio-visual clips (between 5 – 10mins)) available for all the groups on the learning management system (Moodle) used for facilitating the course. These materials would also be made available on a created whatsapp group for the course. However, prior to this, I would ask the students to fill a google form to gather possible times they will be available for a recorded synchronous session to introduce the students to the course and put them through some of the basic tools/applications/platforms that will be used to facilitate the course.  The recorded video will be made available for them on the lms to access at any time.

Step 2: I will use the whatsapp group to engage the learners in synchronous teaching using texts, images, links to external short clips, whatsapp voicenote etc. This platform would also be used for means of communication with the students.

Step 3: Assessment activities such as quizzes and assignments would be conducted using the moodle lms.

Step 4: I would create separate student groups for discussions and collaboration on given tasks on the course. I would ensure that at least 2 students from group A will be in each group and also assist in carrying the students in group B along in whatever capacities they can help especially in navigating through the learning materials on the lms.

Step 5: I will create a section in the lms to signpost the students in group B to interactive learning materials that will improve their background knowledge in the course.

Step 6: I will make sure that the time for synchronous sessions are not long (usually between 1 – 2 hours) in a week.

Step 7: I would ensure even distribution of females students in all the discussion groups.

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Course: First Year Genes and Cells I

Students;

Ana - Age 20 - British, coming straight from school education. Lives in halls, first experience learning and living away from home. Has gone to University because all her friends has, mostly motivated and has a good technology understanding in current learning methods

Barry - Age 35 - Returning to learning after having children, living at home and balancing caring responsibilities. Technology has moved on a lot since he has last been in education and it has been a while since he has had to 'learn' something, motivated but time-poor, especially as he has a 2nd evening job to support home life.

Cheung - Age 21 - International, english is not their first language. Lives in halls, possibly first experience learning in a new culture and living away from home. Highly motivated in learning as does not want to feel that they are 'failing', after often large investment from their family.

In-person (synchronous) teaching available for all, which in particular would support Ana in a learning style that she is used to. First session of which would provide a comprehensive guidance of moodle, teams and other technology tools used for Barry and Cheung in case these are not tools that they have come across.
I would also provide asynchronous content (video) on moodle for Barry who has caring responsibilities and may not be able to attend all sessions, allowing him to access teaching at the most convient time for him. And asynchronous content with good written notes/powerpoint supporting learning, for revision of all, but also to provide a second learning activity for Cheung who's language skills may prevent him from following the in person lecture completely.

Regular small quizzes/coursework assessment either in person or online only can test the knowledge of all students, and allow any failings to be identified early on. This is important that it is not a large time consuming process but more of a short activity to test knowledge intake and to keep students motivated in learning. This may be especially important for all;
Ana - may require this level of checking to keep her self-motivation up as would not normally have such unguided learning.
Barry - to make sure that he is finding the time to access material and is not struggling with the concept of having to learn again after a break from it
Cheung - to make sure that language is not causing a problem in learning - this can be supported by further english lessons and to make sure that all lessons are supported in a text/visual way rather than just audio.

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I would include asynchronous content in Moodle for students such as Arthur, who is responsible for taking care of his parents and isn't always able to attend scheduled sessions, and make sure that all synchronous sessions are recorded and made available online. Therefore, Arthur can watch the records depend on his schedule.

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For Arthur, who has caring responsibilities and is not always able to attend timetabled sessions, I would provide asynchronous content in Moodle and make sure that all the synchronous sessions are recorded and made available online.
For Matt, who has strong conceptual knowledge of Spanish economic history but has not had the opportunity to develop his language skills significantly, I would provide additional language support by including regular language practice sessions using a variety of resources.
For Ana, who has little experience of synchronous or multiflex delivery, I would provide a comprehensive orientation to MS Teams and other online tools before the start of the module

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(Setia Hermawati)

Title of course: Applied Human Factors in Patient Safety and Quality, delivered for a MSc degree

Dan (45, male, working full-time as a general practitioner (GP), having family and caring responsibilities)

Dan wants to improve the provision of healthcare care in his GP practice by obtaining an MSc qualification dedicated to improving patient safety and quality. He already hears and knows a little about Human Factors.  He is quite familiar with the use of computers, smartphones, and teleconference systems (Microsoft Team) as they are needed in his job. However, he has no experience with Moodle and Turnitin. As a GP, he is quite busy every day and could only study and do learning activities in the evening and weekend. Even then, he must balance his time with his family and caring responsibilities.

Noreen (55, working full-time as a social service supervisor in a local authority, having family)

Noreen wants to improve the provision of social services in her role as there are many problems in the local authority she works in. One of the courses is Applied Human Factors, which she has no prior knowledge about, and she does not quite understand why she needs it as part of his qualifications. She knows the basic use of computers, but she is not familiar with teleconferencing systems (Microsoft System), Moodle, and Turnitin. She is busy during work hours. However, as she is given a study leave, she could attend some synchronous session.

Asynchronous teaching materials (videos) and online activities that are linked to the video content can help Dan learn, as he can access them anytime he has free time and at a pace that is suitable for him. For Noreen, a combination of a synchronous and an asynchronous session would benefit her. As she has no prior knowledge of Human Factors, having access to asynchronous teaching materials (accessible on Moodle) before the synchronous session will provide her with an opportunity to ‘acquire’ basic / necessary knowledge. During the synchronous session, activities that encourage her to apply and/or discuss with her peers and receive feedback from the teacher will further her learning to the next level.

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From the above scenario, use of Microsoft team, language and time barrier are the challenges observed from the different persona and may affect synchronous learning. Considering addition of Moodle for asynchronous learning will enhance learning.