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Interesting content good teaching kept engaging

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Tech issues sorted before meeting, too much time in break out rooms, more interesting content to discuss in the breakout rooms

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I think it is better if we are the in the same brake out room in all the time, to be more comfortable.

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I think it is better if we are the in the same brake out room in all the time, to be more comfortable.

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Good points were made by everyone

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Have more people in the breakout rooms, as some people don’t talk. 

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Have more people in the breakout rooms, as some people don’t talk. 

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When it comes to discussions, including debsting topics to get people talking more

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Content was clear which helped to understand how it was related and applied to assignments

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keep the same breakout room groups if possible, as people start to get to know each other and feel more comfortable discussing ideas

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Katie is great and experienced in this topic

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Its hard when you're put in a breakout room and no-one talks. Its better when you are moved about.
I hope face to face seminars can occur asap.

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Really engaging, Katie is very knowledgeable and I am definitely learning 

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Really engaging, Katie is very knowledgeable and I am definitely learning 

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less time needed in the breakout rooms, difficult when no one talks

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less time needed in the breakout rooms, difficult when no one talks

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It is good to see that students feel they are learning and believe I am knowledgeable. I tend to use examples from my own professional experiences to apply to theories we look at. Having worked in Prison and taught an array of prisons, I can talk about my experiences and case studies of real life people. I also try my best to wrap each activity up by explaining the point of the activity and how this may relate to their assignment. One student has picked this up which I am happy about.

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In today's online seminar, I had hoped to attain a greater amount of feedback - However, there was a technical issue with zoom whereby I was thrown out by another colleague (accidentally). I struggled to re-join the zoom meeting and once I did, a number of students did not re-join as they were kicked out eventually too. This was obviously disruptive to students and out of my control. I dealt with this the best way I could. I rang the module leader and explained the situation whilst I was trying to re-enter. Once I had managed to re-join a post was posted on Aula to apologise to the students and ask them to re-join. I apologised to those who did re-join and posted an apology on the aula page. This has reinforced the notion that seminars do not always go to plan and we must adaptable - even in face to face seminar technology can fail. As with the breakout rooms - there were 3 activities today where students went out into these. On the first one, some people came back to the main room and expressed no-one was talking. I had originally put 3-4 people in each group. So, the next time I placed people in groups of 6-7 and no one came back - which I saw as a good sign. It is hard to manage all the break out rooms, visit each one and judge a sufficient time for each activity (some people need less, others need more time). Therefore, in future seminars I may tell students at the beginning that if no one is talking or they finish early, they request my help. I can then enter these rooms and try to facilitate a conversation and/or discuss their rooms answers before the allotted time has finished. With regards to the content - as a tutor I do not create the seminar content but rather deliver it. I could help this by providing feedback to tutors after each session to aid with improvement for the next cohort. I can also share any ideas I have for the content before the session once I have retrieved the seminar content. I did this last week and the module leader added one of my suggestions. This aids with a collective approach to teaching.