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will definitely incorporate Mural and wooclap! Also, love the Draw-along approach - especially in Neuroscience 1st year to highlight different areas of the brain and in 2nd & 3rd year to annotaote neural mechanisms in different brain regions ie. neural circuitry in cerebellum - my mind is buzzing with ideas!! :)

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This is a tool I haven't used myself, so I will be investigating what functions it has and whether it might be a better option than some of the tech I currently use.

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Mentimeter
Padlet
Draw along
Case Based Discussions/learning
Video

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I really need to understand how to use break out rooms effectively

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What is the purpose?
What will this platform bring to the session?
Is it being used appropriately?
Can the  student be encouraged to discuss, evaluate and develop knowledge outside the scope of the presentation?
Does it expand the notion of inclusivity?

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Involve students in the creation of your session - can one of them be a chat harvester (monitoring chat) and maybe one be an 'interviewer' asking you questions? 

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Involve students in the creation of your session - can one of them be a chat harvester (monitoring chat) and maybe one be an 'interviewer' asking you questions? 

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I add a padlet screen at the beginning of every lecture 

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I add a padlet screen at the beginning of every lecture 

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I add a padlet at the beginning of every lecture entitled 'What I would like to know...'
I have 3 sections - one section entitled 'I don't understand this...' another section entitled 'I need to know more about this...' and a third ' can you go over this again.... It is all anonymous and students can write their questions throughout and after the lecture. We then look at the questions either at the end or they form part of the associated tutorial

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- Students attend various work placements
- brought together following placement to reflect together and provide feedback
45 minute session
- brief intro to the activity (5 min)
- split into small groups of 6-8 students to share experience (20min)
- padlet used to gather feedback of
POSITIVES
NEGATIVES
WHAT THEY WOULD DO DIFFERENTLY
- presenter briefly talks to each group to gather ideas during group work
- debrief and ideas shared with whole group by presenter at the end (10-15 minutes)

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Task details important for good student experience

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Task details important for good student experience

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Setting clear expectations- time, activity, reporting format- written- where or present to the whole group etc.

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Can be used async or synch but synchronously work really well (both in situ and online) to create that competitive element and you can put students in teams. So you can quiz them on what they learned last week in a quiz at the beginning of the session....open with a bang! (also some funky music on Kahoot)

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engage with the content and peers to help meeting ILOs

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Delivering practical sessions (clinical) a challenge but use of videos, practical demonstration and staff attempting practice in simulation in work base with direction & support from tutor has worked well (surprisingly)

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Introduction - ILO's
Powerpoint to structure sessions and for preparation
Interactivity - whiteboard, breakout rooms and mentimeter.
mentimeter to check understanding throughout and at the end to assess learning
Feedback at the end of the session

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High quality case study to engage in the discussion or online activities

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Challenges can include ensuring that students with additional learning needs are able to engage. It is difficult to measure understanding. 

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Challenges can include ensuring that students with additional learning needs are able to engage. It is difficult to measure understanding. 

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Presentation and discussion within the presentation;
can use chat for the discussion and feedback
use of breakout rooms
use of interactive media - menti, whiteboard
peer-to-peer teaching/sharing of ideas and checking ideas
interactive software demonstration
Use of polls to check understanding
Timings!!

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Student participation improves a lot.
Try to include several interactive activities in each lesson.
Break sessions down into different stages

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check understanding of material, Q&As, activities that get students talking (eg in smaller groups, students take turns reading aloud the questions/text for the activity)

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Informal chat (5)
-  Question (e.g one word that represents climate change- using a word cloud poll) (5)
- Discussion based on Qs- small group breakout rooms (15)
- Collaboration - each group puts forward an idea and others feedback (using an online collaborative tool) (15)
- Reflection & Q&A (10)
- Quiz - (5)

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- consolidate learning from asynchronous teaching and flipped learning
- introduce new material that builds on top of asynchronous material
- discussions, particularly relevant for questions with no right/wrong
- peer review and communications, scrutinising each other's ideas
- agreeing the terminology and improving accuracy when discussing topics

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Use of padlet encourages open questions in a Q&A session

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Use of padlet encourages open questions in a Q&A session

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Allows access to training/study during busy working day - means loss of productivity through travel time is diminished

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Mix of different activities - try to not talk for more than 15 mins to keep engagement